The intersection of parent questions, child skills, and activity context in informal science, technology, engineering, and math learning.

Adult verbal input occurs frequently during parent-child interactions. However, few studies have considered how parent language varies across informal STEM (science, technology, engineering, and math) activities. In this study, we examined how open and closed parent questions (a) differed across three STEM activities and (b) related to math, science, and vocabulary knowledge in their preschool-aged children. A total of 173 parents and their preschool children (Mage = 4 years) from lower socioeconomic households were video-recorded participating in three STEM-related activities: (a) a pretend grocery store activity, (b) a bridge-building challenge, and (c) a book read about a science topic. Parent questions were categorized as open or closed according to the presence of key question terms. Results indicate that the three activities elicited different frequencies of parent open and closed questions, with the grocery store activity containing the most open and closed questions. Children's science knowledge was predicted by the frequency and proportion of parent open questions during the book read. These results enhance our understanding of the role of parent questions in young children's language environments in different informal learning contexts.

Cognitive and Educational Interventions for Orphans and Vulnerable Children Affected by HIV/AIDS: A Meta-Analysis.

Orphans and vulnerable children affected by HIV/AIDS (HIV OVC) are at risk for cognitive difficulties and lack of access to education. Interventions addressing cognitive or educational outcomes for HIV OVC worldwide were examined through systematic searches conducted from October 2016 to 2019. We examined the summative effectiveness of interventions and the specific effects of participant age and intervention length. Interventions targeting cognitive outcomes had a small, significant effect, with no effect of moderating variables. Interventions targeting educational outcomes had significant effects. Educational interventions over 1 year were effective, but effects of intervention length were not significant. Overall, this review provides support for the effectiveness of interventions targeting cognitive and educational outcomes for OVC and highlights the need for more research on such interventions.

Practical Considerations of Dissolved Oxygen Levels for Platelet Function under Hypoxia.

Investigating human platelet function in low-oxygen environments is important in multiple settings, including hypobaric hypoxia (e.g., high altitude), sea level hypoxia-related disease, and thrombus stability. These studies often involve drawing blood from which platelets are isolated and analysed at atmospheric conditions or re-exposed to low oxygen levels in hypoxia chambers before testing. However, it remains unknown how the in vitro handling of the samples itself changes their dissolved oxygen concentration, which might affect platelet function and experimental results. Here, we prepared healthy donor platelet-rich plasma and washed platelet (WP) suspensions and exposed them to 2% oxygen. We found that the use of hypoxia pre-equilibrated tubes, higher platelet concentrations (>2 × 108/mL versus 2 × 107/mL), smaller volumes (600 µL versus 3 mL), and presence of plasma reduced the time for samples to reach 2% oxygen. Notably, oxygen levels decreased below 2% in most suspensions, but also in WP maintained at atmospheric 21% oxygen. Additionally, platelet spreading on fibrinogen was decreased when using hypoxic fibrinogen-coated culture plates regardless of the oxygen percentage (2% or 21%) in which platelet incubation took place. Thus, sample handling and experimental conditions should be carefully monitored in platelet-hypoxia studies as they might compromise results interpretation and comparison across studies.

A Systematic Review and Meta-Analysis of Interventions for Orphans and Vulnerable Children Affected by HIV/AIDS Worldwide.

BACKGROUND: Worldwide, there are more than 13.3 million orphans and vulnerable children affected by Human immunodeficiency virus infection and acquired immune deficiency syndrome (HIV/AIDS) (HIV OVC), defined as individuals below the age of 18 who have lost one or both parents to HIV/AIDS or have been made vulnerable by HIV/AIDS; they are at risk for negative psychosocial and cognitive outcomes. PURPOSE: This meta-analysis aimed to examine the scientific literature on available interventions for HIV OVC, with a focus on community-based interventions (CBI). METHODS: Systematic electronic searches were conducted from four databases between October 2016 and April 2017 to identify articles investigating the effectiveness of interventions for HIV OVC. Effect sizes were calculated for each article which provided enough information and data points for analyses. RESULTS: Seventy-four articles were reviewed, including psychosocial interventions (d = 0.30), cognitive interventions (d = 0.14), social protection interventions (d = 0.36), and community-based interventions (CBI; d = 0.36). Study-specific effect sizes varied widely, ranging from -1.09 to 2.26, that is, from a negative effect to an impressively large positive one, but the majority of studies registered small to medium effects (the overall effect size for all studies was 0.32, SE = 0.03, 95% CI: 0.26-0.37). Social protection interventions had the highest positive outcomes whereas CBI tended to have the fewest significant positive outcomes, with some outcomes worsening instead of improving. CONCLUSIONS: Overall, interventions provided to OVC have potential for improving cognitive, psychosocial, and risk-behavior outcomes. Social protection interventions and CBI had the highest effect sizes, but CBI had positive effects on fewer outcomes and demonstrated some negative effects. CBI warrant scrutiny for improvement, as they represent an important form of culturally embedded services with potentially long-term benefits to OVC, yet appear to be differentially effective. Successful components of other types of intervention were identified, including cash grants, mentorship, and family therapy. In addition, more research is needed that attends to which interventions may be more effective for specific populations, or that studies cost-effectiveness.

Executive Functions and Response to Intervention: Identification of Students Struggling with Reading Comprehension.

Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EF), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine if EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at-risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions.

Are Shunt Revisions Associated with IQ in Congenital Hydrocephalus? A Meta -Analysis.

Although it is generally acknowledged that shunt revisions are associated with reductions in cognitive functions in individuals with congenital hydrocephalus, the literature yields mixed results and is inconclusive. The current study used meta-analytic methods to empirically synthesize studies addressing the association of shunt revisions and IQ in individuals with congenital hydrocephalus. Six studies and three in-house datasets yielded 11 independent samples for meta-analysis. Groups representing lower and higher numbers of shunt revisions were coded to generate effect sizes for differences in IQ scores. Mean effect size across studies was statistically significant, but small (Hedges' g = 0.25, p < 0.001, 95 % CI [0.08, 0.43]) with more shunt revisions associated with lower IQ scores. Results show an association of lower IQ and more shunt revisions of about 3 IQ points, a small effect, but within the error of measurement associated with IQ tests. Although clinical significance of this effect is not clear, results suggest that repeated shunt revisions because of shunt failure is associated with a reduction in cognitive functions.

The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th- to 12th-Grade Students.

The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading.

Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis.

Relations between reading and writing have been studied extensively but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in grades 1 through 4. Measures of reading included pseudo-word decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence combining task and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level.

Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test.

Writing proficiency facilitates higher achievement in educational and professional endeavors, yet most students fail to meet national writing benchmarks by the end of high school. Attentional control and overall reading skill are documented to result in better writing quality; however, most research on these relationships has focused on early elementary students (K-3rd grade. This project evaluated the relationship between attentional control, hyperactivity-impulsivity, word reading, and reading comprehension to overall writing performance on a high-stakes writing test. Participants included 266 fourth-grade struggling readers who completed the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior (SWAN; Swanson et al., 2001, 2012) for attentional control and hyperactivity-impulsivity, the Woodcock-Johnson III (WJ-III; Woodcock et al., 2001) Letter-Word Identification test for word reading, the WJ-III Passage Comprehension test for reading comprehension, and the State of Texas Assessments of Academic Readiness (STAAR) writing test for overall writing. Hyperactivity-impulsivity was not related to word reading (ß = 0.02, p > .05), reading comprehension (ß = 0.06, p > .05), or writing (ß = 0.14, p > .05), whereas attentional control (ß = 0.51, p < .01) and reading comprehension (ß = 0.55, p < .001) contributed to overall writing. Reading comprehension (ß = 0.55, p < .01) had a greater impact on writing than word reading (ß = 0.13, p > .05), which suggests that as academic rigor increases in the upper elementary school grades (4th grade and higher), basic skills are less predictive of success on complex tasks such as writing. Implications for increasing writing proficiency through research and practice are discussed.

Reading-to-Writing Mediation model of higher-order literacy.

Introduction: Writing difficulties frequently manifest comorbidly with reading challenges, and reading is implicated in particular acts of writing, such as reviewing and editing. Despite what is known, however, there remain significant barriers to understanding the nature of reading-writing relations, as few studies are comprehensive in the number and types of literacy skills evaluated. This study consists of a secondary data analysis of two studies employing structural equation modeling (SEM) to evaluate relations among reading and writing components skills independently, using the Direct and Inferential Mediation Model (DIME) of reading comprehension and Not-so-Simple View of Writing (NSVW) as theoretical frameworks. Methods: We examine relations between reading and writing components from these models with a sample of upper elementary students with/at-risk for learning disabilities (n = 405). Lower-order components included word reading, vocabulary, handwriting and spelling. Higher-order components included background knowledge, reading strategies, inferencing, planning, editing, and revision. The literacy outcomes were oral and silent reading fluency, reading comprehension, and writing quality and productivity. We systematically build a Reading-to-Writing Mediation (RWM) model by first merging the DIME and NSVW components in a direct effects model (Aim 1), expanding the joint model to include reading and writing fluency (Aim 2), evaluating indirect effects between DIME and NSVW component skills (Aim 3), and finally, evaluating indirect effects with reading and writing fluency (Aim 4). Results: The findings suggest that higher order fluency and comprehension skills are differentially related to writing activities and products. Discussion: The pattern of results helps elucidate the mechanisms of how various reading and writing skills transfer and relate. The results have implications for targeted and implicit instruction in multicomponent interventions and the use of screeners to identify areas of risk.

PROPERTIES OF A COMBINED MEASURE OF READING AND WRITING: THE ASSESSMENT OF WRITING, SELF-MONITORING, AND READING (AWSM READER).

There is significant overlap between reading and writing, but no known standardized measure assesses these jointly. The goal of the present study is to evaluate the properties of a novel measure, the Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader), that simultaneously evaluates both reading comprehension and writing. In doing so, we evaluate reliability (Cronbach's alpha) and various aspects of construct-related validity, including separate criterion measures of reading and writing, and the AWSM Reader's relations with other variables, including language and executive function (EF), both of which are implicated for both reading and writing. Participants were 377 3rd, 4th, and 5th graders with or at-risk for reading and writing difficulties. Reliability was low for the AWSM Reader reading comprehension (α = .58), but good for writing (α = .75-.80). Criterion-related validity indices revealed moderate correlations with other standardized and commonly used reading and writing measures, r = .47 to .50 (all ps < .001). Additionally, validity data supported the relations of both language and EF to AWSM Reader reading and writing, with EF showing unique prediction in both reading and writing domains. Results provide initial support for the measure per se but stress the difficulty in constructing combined reading and writing measures; directions are given for future work. Results also add to data on the contributions of language and EF to both reading and writing.

Platelet zinc status regulates prostaglandin-induced signaling, altering thrombus formation.

BACKGROUND: Approximately 17.3% of the global population exhibits an element of zinc (Zn2+) deficiency. One symptom of Zn2+ deficiency is increased bleeding through impaired hemostasis. Platelets are crucial to hemostasis and are inhibited by endothelial-derived prostacyclin (prostaglandin I2 [PGI2]), which signals via adenylyl cyclase (AC) and cyclic adenosine monophosphate signaling. In other cell types, Zn2+ modulates cyclic adenosine monophosphate concentrations by changing AC and/or phosphodiesterase activity. OBJECTIVES: To investigate if Zn2+ can modulate platelet PGI2 signaling. METHODS: Platelet aggregation, spreading, and western blotting assays with Zn2+ chelators and cyclic nucleotide elevating agents were performed in washed platelets and platelet-rich plasma conditions. In vitro thrombus formation with various Zn2+ chelators and PGI2 was assessed in whole blood. RESULTS: Incubation of whole blood or washed platelets with Zn2+ chelators caused either embolization of preformed thrombi or reversal of platelet spreading, respectively. To understand this effect, we analyzed resting platelets and identified that incubation with Zn2+ chelators elevated pVASPser157, a marker of PGI2 signaling. In agreement that Zn2+ affects PGI2 signaling, addition of the AC inhibitor SQ22536 blocked Zn2+ chelation-induced platelet spreading reversal, while addition of Zn2+ blocked PGI2-mediated platelet reversal. Moreover, Zn2+ specifically blocked forskolin-mediated AC reversal of platelet spreading. Finally, PGI2 inhibition of platelet aggregation and in vitro thrombus formation was potentiated in the presence of low doses of Zn2+ chelators, increasing its effectiveness in inducing platelet inhibition. CONCLUSION: Zn2+ chelation potentiates platelet PGI2 signaling, elevating PGI2's ability to prevent effective platelet activation, aggregation, and thrombus formation.

The reading profiles of late elementary English learners with and without risk for dyslexia.

Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O'Connor et al., Learning Disabilities Research & Practice, 28(3), 98-112, 2013). We investigated the reading skill profiles of 331 ELs in 3rd and 4th grades, including ELs with and without risk for dyslexia due to significant deficits in word and pseudo-word reading accuracy and fluency. We utilized latent profile analysis and factor mixture modeling to investigate (1) the nature and distribution of reading skill profiles; (2) whether these profiles were associated with differences in reading comprehension growth across one academic year; and (3) the stability of reading profiles across an academic year. We selected a two-class solution (reading disabled and typically developing) based on model fit indices, theoretical considerations, pattern of results across profile-solutions and time-points, and parameterizations, making the approach stronger and more generalizable. These classes demonstrated clear, consistent differences in performance across reading component skills, with the RD class scoring consistently below the TD class across code-based and meaning-based domains of reading. Across the year, the TD class demonstrated significantly higher patterns of growth in reading comprehension (χ2 (1) = 206.21, p < 0.001). Class membership was largely stable (97% of participants maintain class membership). These results suggest that ELs with risk for dyslexia demonstrate multiple component skill deficits that may require long-term, comprehensive, intensive interventions to remediate.

The Not-So-Simple View of Writing in Struggling Readers/Writers.

Research suggests that executive function, motivation, transcription, and composition processes are implicated in the writing quality and productivity of children with and without learning difficulties. However, numerous components embedded within these constructs create both conceptual and empirical challenges to the study of written expression. These challenges are reflected in the writing research by way of poor delineation of constructs and insufficient distinction among domain general resources (e.g. working memory) versus processes related to the academic domain of writing (e.g. pre-planning), as well as among lower- (e.g. handwriting) and higher-order (e.g. editing) writing-specific processes. The current study utilizes the Not-so-Simple View of Writing (NSVW) as an organizing framework for examining the relations among multiple components, correlates, and attributes of writing in a sample of struggling readers/writers (n = 402) in grades 3-5. Data were collected on measures of (a) handwriting, spelling, planning, revision, and editing, derived from the Test of Oral Written Language (TOWL-4), (b) executive function derived from the NIH Examiner, and (c) motivation/self-efficacy derived from the Student Contextual Learning Scale. Structural equation modeling was utilized to test direct and indirect relations in the NSVW model. Results showed generally moderate correlations among observed/latent variables and found support for relations among writing-specific processes. Domain-general resources (executive function and motivation/self-efficacy) were related to spelling directly and indirectly to writing. Domain-specific processes (handwriting, spelling, planning, editing, and revision) were related to writing. The results have implications for explicit instruction of writing processes and for future research on empirical models.

Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades.

We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 (N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text processing only [n = 120]) and a control condition (n = 127). We investigate whether the intervention affects not just reading comprehension levels, but also how variables within the reading system interrelate. This approach allows the focus to shift from intervention as influencing a change in reading comprehension status to a complex set of processes. We fit structural equation models (SEMs) to evaluate the DIME model at baseline and a change model that included reading comprehension and word reading at posttest. There were no significant mean differences between groups in reading comprehension. However, significant differences emerged on the direct and indirect effects of background knowledge, vocabulary, word reading, strategies, and inferencing on comprehension across grade levels and treatment conditions. Related to treatment groups, background knowledge, vocabulary, and inferencing were significantly related to comprehension at posttest for students who received text processing and/or foundational skills interventions. The results have implications for the direct instruction of higher-order reading skills in the context of multicomponent interventions.

Variability of Steroid Prescription for COVID-19 Associated Pneumonia in Real-Life, Non-Trial Settings.

The RECOVERY study documented lower 28-day mortality with the use of dexamethasone in hospitalized patients on invasive mechanical ventilation or oxygen with COVID-19 Pneumonia. We aimed to examine the practice patterns of steroids use, and their impact on mortality and length of stay in ICU. We retrospectively examined records of all patients with confirmed Covid 19 pneumonia admitted to the ICU of Dubai hospital from January 1st, 2020 - June 30th, 2020. We assigned patients to four groups (No steroids, low dose, medium dose, and high dose steroids). The primary clinical variable of interest was doses of steroids. Secondary outcomes were 28-day mortality and length of stay in ICU". We found variability in doses of steroid treatment. The most frequently used dose was the high dose. Patients who survived were on significantly higher doses of steroids and had significantly longer stays in ICU. The prescription of steroids in Covid-19 ARDS is variable. The dose of steroids impacts mortality rate and length of stay in ICU, although patients treated with high dose steroids seem to stay more days in ICU.

EndMT Regulation by Small RNAs in Diabetes-Associated Fibrotic Conditions: Potential Link With Oxidative Stress.

Diabetes-associated complications, such as retinopathy, nephropathy, cardiomyopathy, and atherosclerosis, the main consequences of long-term hyperglycemia, often lead to organ dysfunction, disability, and increased mortality. A common denominator of these complications is the myofibroblast-driven excessive deposition of extracellular matrix proteins. Although fibroblast appears to be the primary source of myofibroblasts, other cells, including endothelial cells, can generate myofibroblasts through a process known as endothelial to mesenchymal transition (EndMT). During EndMT, endothelial cells lose their typical phenotype to acquire mesenchymal features, characterized by the development of invasive and migratory abilities as well as the expression of typical mesenchymal products such as α-smooth muscle actin and type I collagen. EndMT is involved in many chronic and fibrotic diseases and appears to be regulated by complex molecular mechanisms and different signaling pathways. Recent evidence suggests that small RNAs, in particular microRNAs (miRNAs) and long non-coding RNAs (lncRNAs), are crucial mediators of EndMT. Furthermore, EndMT and miRNAs are both affected by oxidative stress, another key player in the pathophysiology of diabetic fibrotic complications. In this review, we provide an overview of the primary redox signals underpinning the diabetic-associated fibrotic process. Then, we discuss the current knowledge on the role of small RNAs in the regulation of EndMT in diabetic retinopathy, nephropathy, cardiomyopathy, and atherosclerosis and highlight potential links between oxidative stress and the dyad small RNAs-EndMT in driving these pathological states.

Parent-Adolescent Concordance in Borderline Pathology and why it Matters.

The aims of the current study were to: 1) identify patterns of agreement between parent-adolescent dyads on reports of adolescent borderline personality features utilizing latent class analysis (LCA) and 2) examine the clinical implications of class membership for indices of psychiatric severity and internal psychological resources. The sample included 643 adolescent inpatients. Borderline personality features were assessed by both adolescents and parents using the Borderline Personality Features Scale - Child (BPFS-C; Crick et al. 2005) and Borderline Personality Features Scale - Parent (BPFS-P; Sharp et al. 2010), respectively. Following recommended statistical approaches for evaluating rater concordance, LCA was utilized to identify distinct classes of parent-adolescent dyads based on concordance/discrepancy in BPFS reports. The subsequent classes were then related to outcome measures of psychiatric severity and internal psychological resources (emotion regulation and experiential acceptance). LCA identified 3 classes of parent-adolescent dyads: 2 convergent classes demonstrating BPFS-P and BPFS-C agreement at a moderate and high level and a divergent class consisting of dyads reporting clinically significant scores on the BPFS-P but clinically negligible BPFS-C scores. Both convergent classes evidenced higher rates of psychiatric severity and lower access to internal resources. The current study is the first to use LCA to examine the relation between informant concordance on reports of DSM-based adolescent borderline pathology in a clinical sample. The significance of the discrepancies within and between classes is discussed with relation to psychosocial outcomes, the diagnosis of borderline personality disorder and implications for what it means when parents and adolescents disagree.

Executive Function: Association with Multiple Reading Skills.

Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the Simple View of Reading or SVR), and other skills theoretically related to reading (e.g., vocabulary, processing speed) and/or to EF (e.g., short-term memory, motor function). In a large sample of 3rd to 5th graders oversampled for struggling readers, this paper evaluates the impact of EF derived from a bifactor model (Cirino, Ahmed, Miciak, Taylor, Gerst, & Barnes, 2018) in the context of well-known covariates and demographics. Beyond common EF, five specific factors (two related to working memory, and factors of fluency, self-regulated learning, and behavioral inattention/metacognition) were addressed. EF consistently showed a unique contribution to already-strong predictive models for all reading outcomes; for reading comprehension, EF interacted with SVR indices (word reading and listening comprehension). The findings extend and refine our understanding of the contribution of EF to reading skill.

The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers.

We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated significantly greater gains in reading fluency compared to students who received one year of intervention and the BAU group. Students in both the one- and two-year groups demonstrated similar and significantly larger gains in word reading in comparison to the BAU group. There were no statistically significant differences between the three groups on standardized measures of reading comprehension. We discuss these results in the context of research with late elementary and secondary students targeting reading comprehension.