Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States.

This paper presents a vulnerability framework as a means to contextualize inequities in reading achievement among children who are vulnerable to poor reading outcomes. Models to understand vulnerability have been applied in the social sciences and public health to identify population disparities and design interventions to improve outcomes. Vulnerability is multifaceted and governed by context.

Current state of unhealthy living characteristics in White, African American and Latinx populations.

The United States (US) is similar to most industrialized countries in that it falls short on many of the basic metrics related to cardiovascular and overall health. These metrics include nutritional patterns, levels of physical activity (PA), cardiorespiratory fitness (CRF), and prevalence of overweight and obesity. These issues are even more apparent in underserved communities, among whom unhealthy living characteristics cluster and contribute to a disproportionate chronic disease burden.

Providing Telepractice in Schools During a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists.

Purpose: The main objective of this study was to gain insight into school-based speech-language pathologists' (SLPs') perspectives on and experiences with telepractice as a service delivery model at the onset of the COVID-19 global pandemic. A better understanding of the facilitating and challenging factors that belie telepractice-based services will guide the creation of training and resource development to further support remote speech-language services in schools.

Method: Four focus group sessions using a semistructured format were conducted with 22 school-based SLPs from 14 states in the United States.

Language Variation in the Writing of African American Students: Factors Predicting Reading Achievement.

Purpose This study aims to examine the predictive relation between measures obtained from African American students' written narrative language samples and reading achievement, as measured by standardized academic assessments. Method Written language samples were elicited from 207 African American students in Grades 1-8. The samples were examined for morphosyntactic variations from standardized written Generalized American English (GAE).

Dialect variation, dialect-shifting, and reading comprehension in second grade.

The purpose of this study was to examine second graders' (n=680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring.

Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade.

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text.

Meal patterns and food choices of young African-American men: understanding eating within the context of daily life.

Although young African-American men are at particularly high risk of developing hypertension at an early age, dietary interventions that have successfully reduced blood pressure among African-American adults have not been translated into programs for this group. Life contexts such as school enrollment, participation in competitive athletics, and employment influence the daily activities and meal patterns of African-American men. This study explored the activities of young African-American men to identify opportunities to increase healthful food choices.