Dialogic reading with attention-deficit-hyperactivity disorder (ADHD) kindergarteners: Does reading with parents or siblings enhance their language development?

Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their parents/older siblings. These children were pretested on their Chinese receptive vocabulary, expressive vocabulary, character reading, listening comprehension, and reading interest and were randomly assigned to four groups, namely, dialogic reading with parents (PR-DR), dialogic reading with siblings (SR-DR), parent reading control (PR-C), and sibling reading control (SR-C). After a 12-week intervention period, they were posttested on the same measures. Results show that both DR with parents and siblings effectively enhanced language skills and reading interest in children with ADHD. In addition, those children who read with their older siblings demonstrated greater improvements in their expressive vocabulary, character reading skills, morphological awareness, phonological awareness, and reading interest yet achieved a smaller growth in their listening comprehension compared with those who read with their parents. These findings showed the positive effects of DR on the language development of children with ADHD and highlight the importance of involving siblings in home literacy activities to facilitate the language development of these children. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Impacts of cognitive flexibility on central word identification: evidence from poor comprehenders' discourse comprehension of first graders with ADHD.

Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning identification remains unclear. This study aimed to examine the impacts of CF on central word (CW) identification amongst primary school students with ADHD and reading comprehension difficulties (i.e. scores in the ≤ 25th percentile of discourse comprehension but with adequate decoding skills and average decoding performance score within one standard deviation). In addition, the association of CF with CW identification performance, when the CW was located in either the first or second half of sentences, was tested with and without the interference of playing music. This study recruited 104 low-CF and 103 high-CF first grade students with ADHD and reading difficulties. Participants received measures of nonverbal intelligence, working memory, Chinese receptive vocabulary, Chinese word reading, CF and a music preference questionnaire. Additionally, participants completed the entire CW identification experiment (about 7 min) individually in a silent classroom located within the school campus. After controlling nonverbal intelligence, working memory, music preference, Chinese receptive vocabulary and Chinese word reading, the results showed that high-CF students had similar poetry discourse comprehension performance with low-CF students when the CWs were at the second half of a sentence. Moreover, high-CF students showed significantly better performance than low-CF students when the CWs were at the first half of the poetry sentences in both conditions with and without music, especially if the poetry sentence structure was more complicated than the typical 'subject-verb-object' sequence. All students with ADHD performed significantly worse in poetry discourse comprehension with music interference than without it. The results highlight the importance of CF in poetry discourse comprehension tasks, particularly when a poetry sentence uses a non-typical structure format. The possible effects of CF on poetry discourse comprehension are also discussed.

Genome-Wide Identification and Analysis of the Heat-Shock Protein Gene Superfamily in Bemisia tabaci and Expression Pattern Analysis under Heat Shock.

The thermal tolerance of Bemisia tabaci MED, an invasive whitefly species with worldwide distribution, plays an important role in its ecological adaptation during the invasion process. Heat-shock proteins (HSPs) are closely related to heat resistance. In this study, 33 Hsps (BtaHsps) were identified based on sequenced genome of B. tabaci MED belonging to six HSP families, among which 22 Hsps were newly identified. The secondary structures of a further 22 BtaHsps were also predicted. The results of RT-qPCR showed that heat shock could affect the expression of 14 of the 22 Hsps newly identified in this study. Among them, the expression level of six Hsps increased under 42 °C treatment. As the unstudied gene, BtaHsp90A3 had the highest increase rate. Therefore, BtaHsp90A3 was chosen for the RNAi test, and silencing BtaHsp90A3 by RNAi decreased the survival rate of adult B. tabaci at 42 °C. The results indicated that only a few Hsps were involved in the thermal tolerance of host whitefly although many Hsps would response under heat stress. This study conducted a more in-depth and comprehensive identification that demonstrates the evolutionary relationship of BtaHsps and illustrates the response of BtaHsps under the influence of thermal stress in B. tabaci MED.