Variability in auditory processing performance is associated with reading difficulties rather than with history of otitis media.

The nature and cause of auditory processing deficits in dyslexic individuals have been debated for decades. Auditory processing deficits were argued to be the first step in a causal chain of difficulties, leading to difficulties in speech perception and thereby phonological processing and literacy difficulties. More recently, it has been argued that auditory processing difficulties may not be causally related to language and literacy difficulties.

Evaluation of Genomic Sequence-Based Growth Rate Methods for Synchronized Cultures.

Standard methods for calculating microbial growth rates (μ) through the use of proxies, such as fluorescence, cell cycle, or cell counts, are critical for determining the magnitude of the role bacteria play in marine carbon (C) and nitrogen (N) cycles. Taxon-specific growth rates in mixed assemblages would be useful for attributing biogeochemical processes to individual species and understanding niche differentiation among related clades, such as found in and . We tested three novel DNA sequencing-based methods (iRep, bPTR, and GRiD) for evaluating the growth of light-synchronized cultures under different light intensities and temperatures.

Medical Student and Resident Dermatology Education in Canada During the COVID-19 Pandemic [Formula: see text].

The coronavirus disease 2019 (COVID-19) pandemic and subsequent physical distancing recommendations created major gaps in traditional dermatologic undergraduate and postgraduate medical education delivery. Nevertheless, the educational consequences of various public health restrictions have indirectly set aside the inertia, resistance, and risk averse approach to pedagogical change in medicine. In Canada, rapid collaboration and innovation in dermatologic education has led to novel programs including the implementation of a range of internet-facilitated group learning activities and a dramatic expansion of digital telehealth and virtual care.

Comparison of topical antiaging creams in the management of lateral canthal lines.

Objective: This study compared an antiaging treatment with two currently marketed cosmetic antiaging products for the treatment of lateral canthal lines ("crow's feet").

Methods: Healthy female volunteers (72) aged of 54.6 years (mean) having fine-to-moderate wrinkles in the lateral canthal areas were randomized to one of three treatments applied daily over 28 days: Group A (Purgenesis™ Day Cream, Purgenesis™ Eye Cream, and Purgenesis™ Night Cream); Group B (Prevage Eye Lotion, Prevage Day Cream, and Prevage Night Cream); or Group C (La Mer Eye Balm, Crème de La Mer , and La Mer Night Cream).

Not all phonological awareness deficits are created equal: evidence from a comparison between children with Otitis Media and poor readers.

Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty-three poor readers were compared to individually matched chronological age and reading age controls.

Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys.

The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls.

Peripheral injury alters schooling behavior in squid, Doryteuthis pealeii.

Animals with detectable injuries are at escalated threat of predation. The anti-predation tactic of schooling reduces individual predation risk overall, but it is not known how schooling behavior affects injured animals, or whether risks are reduced equally for injured animals versus other school members. In this laboratory study we examined the effects of minor fin injury on schooling decisions made by squid.

Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities.

Background: It is well established that phonological awareness, print knowledge and rapid naming predict later reading difficulties. However, additional auditory, visual and motor difficulties have also been observed in dyslexic children. It is examined to what extent these difficulties can be used to predict later literacy difficulties.

The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.

There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improvements in these two skills and in later word-level reading and spelling skills.

Age and schooling effects on early literacy and phoneme awareness.

Previous research on age and schooling effects is largely restricted to studies of children who begin formal schooling at 6years of age, and the measures of phoneme awareness used have typically lacked sensitivity for beginning readers. Our study addresses these issues by testing 4 to 6year-olds (first 2years of formal schooling in the United Kingdom) on a sensitive dynamic measure of phoneme awareness and tests of early literacy. There were significant effects of both age and schooling on the dynamic measure of phoneme awareness, word reading, spelling, and letter name knowledge, but there were no significant Age×Time interactions.

Spoken word classification in children and adults.

Purpose: Preschool children often have difficulties in word classification, despite good speech perception and production. Some researchers suggest that they represent words using phonetic features rather than phonemes. In this study, the authors examined whether there is a progression from feature-based to phoneme-based processing across age groups and whether responses are consistent across tasks and stimuli.

Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.

Background: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry.

Methods: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants.

Children at family risk of dyslexia: a follow-up in early adolescence.

Background: This study is the follow-up in early adolescence of children born to families with a history of dyslexia (Gallagher, Frith, & Snowling, 2000).

Methods: Fifty young people with a family history of dyslexia and 20 young people from control families were assessed at 12-13 years on a battery of tests of literacy and language skills, and they completed questionnaires tapping self-perception and print exposure. One parent from each family participated in an interview documenting family circumstances (including family literacy) and a range of environmental variables considered likely correlates of reading disability.

An assessment of anxiety levels in dyslexic students in higher education.

Background: It has long been hypothesized that children with learning disabilities, including dyslexia, may be highly vulnerable to emotional consequences such as anxiety. However, research has centred on school-aged children.

Aims: The present study aimed to clarify these findings with dyslexic students in higher education.

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.

Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes.

Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study.

Sex and discipline differences in empathising, systemising and autistic symptomatology: evidence from a student population.

Baron-Cohen's [(2002) Trends in Cognitive Sciences, 6, 248-255] 'extreme male brain' theory of autism is investigated by examining the relationships between theory of mind, central coherence, empathising, systemising and autistic-like symptomatology in typical undergraduates. There were sex differences in the expected directions on all tasks. Differences according to discipline were found only in central coherence.