Effects of prehabilitation and rehabilitation including a home-based component on physical fitness, adherence, treatment tolerance, and recovery in patients with non-small cell lung cancer: A systematic review.

This systematic review aimed to examine physical fitness, adherence, treatment tolerance, and recovery for (p)rehabilitation including a home-based component for patients with non-small cell lung cancer (NSCLC). PRISMA and Cochrane guidelines were followed. Studies describing (home-based) prehabilitation or rehabilitation in patients with NSCLC were included from four databases (January 2000-April 2016, N=11).

Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education.

The goal of the present study was to get an overview of the emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy (CP) compared to normally developing peers. The results showed that there were differences between the groups regarding the amount of emergent literacy instruction. While time dedicated to storybook reading and independent picture-book reading was comparable, the children with CP received fewer opportunities to work with educational software and more time was dedicated to rhyming games and singing.

Predictors of verbal working memory in children with cerebral palsy.

The goal of the present study was to examine the precursors of verbal working memory in 52 children with cerebral palsy with varying degrees of speech impairments in the first grade of special education. Following Baddeley's model of working memory, children's verbal working memory was measured by means of a forced-recognition task. As precursors of verbal working memory, measures of intelligence, speech rate, speech intelligibility, auditory perception, and phonological awareness were also administered.

Teacher literacy expectations for kindergarten children with cerebral palsy in special education.

Teacher expectations are important for the literacy development of children. The goal of this study was to investigate to what extent teacher expectations for future literacy success at the end of elementary school differed for children with cerebral palsy (CP) as compared with peers without disabilities in kindergarten. In addition, we investigated to what extent teacher literacy expectations of children with CP were related to additional impairments such as speech, intellectual and physical impairments, and to the current level of emergent literacy skills.

Home literacy environment: characteristics of children with cerebral palsy.

Background: Various aspects of the home literacy environment are considered to stimulate the emergent literacy development in children without disabilities. It is important to gain insight into the home literacy environment of children with cerebral palsy given that they have been shown to have difficulty acquiring literacy skills.

Aims: The aims of the present study were to investigate whether the home literacy environment of children with cerebral palsy was comparable with that of peers without disabilities and to investigate to what extent speech, fine motor, and intellectual impairments limit their home literacy experiences.

Importance of speech production for phonological awareness and word decoding: the case of children with cerebral palsy.

The goal of this longitudinal study was to investigate the precursors of early reading development in 52 children with cerebral palsy at kindergarten level in comparison to 65 children without disabilities. Word Decoding was measured to investigate early reading skills, while Phonological Awareness, Phonological Short-term Memory (STM), Speech Perception, Speech Production and Nonverbal Reasoning were considered reading precursors. Children with cerebral palsy lag behind on all reading precursors at the beginning of the second year of kindergarten.

Home literacy predictors of early reading development in children with cerebral palsy.

The goal of the present 1-year long longitudinal study was to determine which home literacy variables were effective in stimulating early reading skills of children with cerebral palsy (CP) directly or indirectly via the reading precursors. Parents of 35 children with CP completed questionnaires regarding aspects of the home literacy environment (HLE). The reading precursors: Vocabulary, Syntactic skills and phonological awareness, i.