Evaluating components of the active view of reading as intervention targets: Implications for social justice.

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis.

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning.

Quantification of Seasonal Variation in Daily Physical Activity in Individuals with Heart Failure and Implantable Cardioverter Defibrillator/Cardiac Resynchronisation Therapy Devices.

Purpose: Understanding seasonal variation of daily physical activity (PA) in patients with heart failure (HF) has important implications for planning and interpretation of clinical trials, but the presence and magnitude of this seasonal variation in daily PA have yet to be established. The purpose of the present study was to determine the presence and magnitude of seasonal variation in daily PA in community-dwelling individuals with HF using several analytic approaches.

Methods: Retrospective chart review of patients with HF and Medtronic implantable cardioverter defibrillator/cardiac resynchronisation therapy (ICD/CRT) devices.

Executive function in the classroom: Cognitive flexibility supports reading fluency for typical readers and teacher-identified low-achieving readers.

Background: Dominant explanations of reading fluency indicate automatic phonological decoding frees mental resources for processing meaning. However, decoding automaticity does not guarantee attention to meaning. Recent neurocognitive work suggests executive functioning (EF) may contribute to fluency beyond decoding automaticity.

Patterning, Reading, and Executive Functions.

Detecting a pattern within a sequence of ordered units, defined as patterning, is a cognitive ability that is important in learning mathematics and influential in learning to read. The present study was designed to examine relations between first-grade children's executive functions, patterning, and reading abilities, and to examine whether these relations differ by the type of pattern. The results showed that working memory correlated with reading fluency, and comprehension measures.

Taxonomic Resolution of the Nematophagous Fungal Isolate ARF18 via Genome Sequencing.

The taxonomically uncharacterized nematophagous fungus ARF18, which parasitizes cysts, juveniles, and adults of the soybean cyst nematode (), was proposed as a nematode biological control agent in 1991. A 46.3-Mb draft genome sequence of this fungus is presented, and a tentative taxonomic identification as a novel species of is proposed.

Narrative development and supported employment of persons with severe mental illness.

: While the relationship between objective recovery and work among persons with severe mental illness (SMI) is well-established, few studies have examined the link between subjective recovery and employment.: The study investigated the prospective relationship between narrative development at the start of supported employment (SE) and positive work outcomes.: The authors employed a time-limited, mixed-method longitudinal design to examine the relationship between the baseline narrative development of 38 SE participants with SMI and employment outcomes eight months later, as well as whether narratives evolved over the course of the study.

The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers' language comprehension and later reading awareness and comprehension in elementary school.

The current longitudinal study examined the roles of theory of mind, counterfactual reasoning, and executive function in children's pre-reading skills, reading awareness, and reading comprehension. It is the first to examine this set of variables with preschool and school-aged children. A sample of 31 children completed language comprehension, working memory, cognitive flexibility, first-order false belief, and counterfactual reasoning measures when they were 3 to 5 years of age and completed second-order false belief, cognitive flexibility, reading comprehension, and reading awareness measures at 6 to 9 years of age.

Nanoparticle-Structured Highly Sensitive and Anisotropic Gauge Sensors.

The ability to tune gauge factors in terms of magnitude and orientation is important for wearable and conformal electronics. Herein, a sensor device is described which is fabricated by assembling and printing molecularly linked thin films of gold nanoparticles on flexible microelectrodes with unusually high and anisotropic gauge factors. A sharp difference in gauge factors up to two to three orders of magnitude between bending perpendicular (B(⊥)) and parallel (B(||)) to the current flow directions is observed.