Intravitreal Antibiotics versus Early Vitrectomy Plus Intravitreal Antibiotics for Postinjection Endophthalmitis: An IRIS® (Intelligent Research in Sight Registry) Analysis.

Purpose: To determine if intravitreal injection of antibiotics alone versus early pars plana vitrectomy (PPV) plus injection of intravitreal antibiotics predicted better or worse visual outcomes for patients with endophthalmitis after anti-VEGF injections.

Design: Retrospective cohort study.

Participants: Patients developing endophthalmitis after receiving an intravitreal anti-VEGF injection from the American Academy of Ophthalmology IRIS® (Intelligent Research in Sight) Registry between 2016 and 2020.

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools ( = 2,870 students) were randomized to a treatment or control condition.

Modeling item-level heterogeneous treatment effects: A tutorial with the glmer function from the lme4 package in R.

Recent advancements in education scholarship have introduced Item Response Theory (IRT) models to address treatment heterogeneity at the assessment item level. These models for item-level heterogeneous treatment effects (IL-HTE) enable detailed analyses of treatments that may have varying impacts on individual items within an assessment. This article offers a comprehensive tutorial for applied researchers interested in implementing IL-HTE analysis in R, utilizing the lme4 package.

The COVID-19 impact on reading achievement growth of Grade 3-5 students in a U.S. urban school district: variation across student characteristics and instructional modalities.

The current study aimed to explore the COVID-19 impact on reading achievement growth by Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students' demographic characteristics and instructional modality.