Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial.

In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers ( = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group ( = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group ( = 78). Students either received DBI in early writing ( = 155) from treatment teachers or their usual writing instruction ( = 154) from control teachers.

Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction.

The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development efficacy trial regarding their sustained use of DBI in writing. The model indicated a higher predicted probability of sustaining DBI for teachers who received the full treatment (tools, learning modules, and coaching for 20 weeks of intervention during their year of participation in the efficacy trial) compared to teachers in the control group who only received tools and learning modules at the end of their participation year.

Indirect and direct contributions of executive functions to reading comprehension.

In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups.

Measuring Linguistic Growth in Sentence-Level Writing Curriculum-Based Measures: Exploring Complementary Scoring Methods.

Purpose: Picture-word writing curriculum-based measures (PW CBM-Ws) are technically sound, formative measures of descriptive, sentence-level writing but cannot estimate underlying linguistic skills. The purpose of this exploratory alternative scoring investigation was to apply metrics from language sample analysis (LSA) to PW CBM-Ws as a complementary measure of underlying language skills in beginning writers' sentence-level writing.

Method: LSA metrics were applied to 104 typically developing first through third graders' PW CBM-W samples across fall and spring semesters.

What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia.

The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta-analyses and systematic reviews of experimental and quasi-experimental studies published in the last decade that examined the effects of reading and writing interventions in the elementary grades, including research focused on students with reading difficulties and disabilities, including dyslexia. We attended to moderator analyses, when available, to further refine what we know and need to learn about interventions.

Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.

We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S.

Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity.

Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al.

Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment.

The purpose of this study is to evaluate the role of the Early Language Comprehension Individualized Instruction (ELCII) program in supporting kindergarteners' learning of inference-making during the COVID-19 pandemic. Two different cohorts of pre- and in-pandemic students completed the ELCII program, which was designed to teach them how to make inferences. Results suggest that kindergarteners during COVID-19 made slower growth over the course of the intervention compared to their counterparts who completed the intervention before the pandemic.

Vascular endothelial mitochondrial oxidative stress in response to preeclampsia: a role for angiotension II type 1 autoantibodies.

Background: Preeclampsia is characterized by a new onset of hypertension during pregnancy and is associated with autoantibodies against the angiotensin II type 1 receptor and oxidative stress. There is growing evidence for mitochondrial dysfunction in preeclampsia, however, the culprits for mitochondrial dysfunction are still being defined. We previously demonstrated that angiotensin II type 1 autoantibodies cause renal, placental, and endothelial mitochondrial dysfunction in pregnant rats.

Systematic Review of Curriculum-Based Measurement with Students Who Are Deaf.

This review systematically identified and compared the technical adequacy (reliability and validity evidence) of reading curriculum-based measurement (CBM) tasks administered to students who are deaf and hard of hearing (DHH). This review included all available literature written in English. The nine studies identified used four CBM tasks: signed reading fluency, silent reading fluency, cloze (write in missing words given blank lines within a passage), and maze (circle the target word given multiple choice options within a passage).

Caregiver Training Via Telehealth on Behavioral Procedures: A Systematic Review.

Telehealth has been utilized to provide behavioral services to families with children with autism spectrum disorder (ASD) and other disabilities. This systematic review provides an update on current research pertaining to the use of telehealth to provide behavior analytic-based services and train caregivers in implementing behavioral procedures. This review also describes information on reported training components and caregivers' procedural fidelity.

Technical Characteristics of Curriculum-Based Measurement With Students Who Are Deaf.

This study compared the reliability and validity of student scores from paper-pencil and e-based assessments using the "maze" and "silent reading fluency" (SRF) tasks. Forty students who were deaf and hard of hearing and reading between the second and fifth grade reading levels and their teachers (n = 21) participated. For maze, alternate form reliability coefficients obtained from correct scores and correct scores adjusted for guessing ranged from r = .

Exploring the Relation Between Teacher Factors and Student Growth in Early Writing.

Data from a small randomized control trial of teachers' use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student Curriculum-Based Measurement (CBM) slope. Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students ( = 31), all identified as either at risk for or with disabilities that affect their writing. Teachers received professional development and ongoing coaching to support the implementation of DBI for improving their students' early writing skills.

The Inferential Language Comprehension (iLC) Framework: Supporting Children's Comprehension of Visual Narratives.

We present an integrated theoretical framework guiding the use of visual narratives in educational settings. We focus specifically on the use of static and dynamic visual narratives to teach and assess inference skills in young children and discuss evidence to support the efficacy of this approach. In doing so, first we review the basis of the integrated framework, which builds on major findings of cognitive, developmental, and language research highlighting that (a) inference skills can be developed in non-reading contexts using different media, (b) inference skills can transfer across different media, and (c) inference skills can be improved using questioning that includes scaffolding and specific feedback.

Commentary: Innovations, Insights, and Impact: Expanding Frontiers in Learning Disabilities Research.

In this commentary, I highlight key insights from research on learning disabilities (LD) reported in this special issue. Authors of each article describe innovative work that is expanding frontiers of LD knowledge, by focusing on vulnerable and understudied populations, using multiple methodologies and data sources, and building and refining theory. Insights that emerge from this work relate to defining and identifying LD; estimating prevalence rates of LD subgroups; and understanding the role of cognitive, language, genetic, and environmental factors and their implications for assessment and intervention.

Relations between CBM (oral reading and maze) and reading comprehension on state achievement tests: A meta-analysis.

The purpose of this study was to examine the validity of two widely used Curriculum-Based Measures (CBM) in reading-oral reading and maze-in relation to reading comprehension on state tests using a meta-analysis. A total of 61 studies (132 correlations) were identified across Grades 1 to 10. A random-effects meta-analysis was conducted to estimate the average correlations between the two CBM tasks and reading comprehension on state tests, and to analyze the effects of potential moderating variables (characteristics of study, students, CBM, and state tests).

Renal natural killer cell activation and mitochondrial oxidative stress; new mechanisms in AT1-AA mediated hypertensive pregnancy.

Women with preeclampsia (PE) have increased mean arterial pressure (MAP), natural killer (NK) cells, reactive oxygen species (ROS), and agonistic autoantibodies to the angiotensin II type 1 receptor (AT1-AA). AT1-AA's administered to pregnant rodents produces a well-accepted model of PE. However, the role of NK cells and mitochondrial reactive oxygen species (mtROS) in AT1-AA mediated hypertension during pregnancy is unknown.

Natural killer cells contribute to mitochondrial dysfunction in response to placental ischemia in reduced uterine perfusion pressure rats.

Preeclampsia (PE) is characterized by new-onset hypertension during pregnancy and is associated with immune activation and placental oxidative stress. Mitochondrial dysfunction is a major source of oxidative stress and may play a role in the pathology of PE. We (Vaka VR, et al.

Role of Mitochondrial Dysfunction and Reactive Oxygen Species in Mediating Hypertension in the Reduced Uterine Perfusion Pressure Rat Model of Preeclampsia.

Placental ischemia is believed to be the initial event in the development of preeclampsia. Mitochondrial dysfunction is a cause of reactive oxygen species (ROS) generation and oxidative stress, however, there are not many studies examining the role of mitochondrial ROS in the pathology of preeclampsia. The purpose of this study was to not only examine the effect of placental ischemia on mitochondrial-mediated oxidative stress in reduced uterine perfusion pressure (RUPP) rat model of preeclampsia but to also examine the role of mitochondrial ROS in contributing to hypertension in response to placental ischemia.

Early Writing Intervention: A Best Evidence Synthesis.

The purpose of this best evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are effective for children who struggle with early writing skills, by calculating effect sizes for group and single-subject designs, and we examined the overall quality of the research. Twenty-five studies met inclusion criteria.

A systematic review and meta-analysis of hypocalciuria in pre-eclampsia.

Background: Small observational studies have demonstrated that pre-eclampsia is associated with hypocalciuria.

Objectives: To compare urinary calcium excretion in pre-eclampsia, gestational hypertension, and chronic hypertension with that in normotensive pregnancies.

Search Strategy: Online databases were searched through February 2016 using medical subject headings "calcium homeostasis," "calcium excretion," "hypocalciuria," and "pre-eclampsia.

Evaluation of a Transcervical Foley Catheter as a Source of Infection: A Systematic Review and Meta-analysis.

Objective: To evaluate associations between Foley catheter use for cervical ripening and infectious morbidity.

Data Sources: We searched computerized databases, references in published studies and textbook chapters without language restriction. Searches were performed in MEDLINE, PubMed, ClinicalTrials.

Brief experimental analysis of early reading interventions.

The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement ona specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks.

Technical features of curriculum-based measures for beginning writers.

The purpose of the two studies reported in this article was to examine technical features of curriculum-based measures for beginning writers. In Study 1, 50 first graders responded to word copying, sentence copying, and story prompts. In Study 2, 50 additional first graders responded to letter, picture-word, picture-theme, and photo prompts.