Safety and Immunogenicity of Live Viral Vaccines in a Multicenter Cohort of Pediatric Transplant Recipients.

Importance: Live vaccines (measles-mumps-rubella [MMR] and varicella-zoster virus [VZV]) have not been recommended after solid organ transplant due to concern for inciting vaccine strain infection in an immunocompromised host. However, the rates of measles, mumps, and varicella are rising nationally and internationally, leaving susceptible immunocompromised children at risk for life-threating conditions.

Objective: To determine the safety and immunogenicity of live vaccines in pediatric liver and kidney transplant recipients.

MyKidneyCoach, Patient Activation, and Clinical Outcomes in Diverse Kidney Transplant Recipients: A Randomized Control Pilot Trial.

Unlabelled: Kidney transplant (KT) recipients who are not actively engaged in their care and lack self-management skills have poor transplant outcomes, which are disproportionately observed among Black KT recipients. This pilot study aimed to determine whether the MyKidneyCoach app, an mHealth intervention that provides self-management monitoring and coaching, improved patient activation, engagement, and nutritional behaviors in a diverse KT population.

Methods: This was a randomized, age-stratified, parallel-group, attention-control, pilot study in post-KT patients.

Space Launch System acoustics: Far-field noise measurements of the Artemis-I launch.

To improve understanding of super heavy-lift rocket acoustics, this letter documents initial findings from noise measurements during liftoff of the Space Launch System's Artemis-I mission. Overall sound pressure levels, waveform characteristics, and spectra are described at distances ranging from 1.5 to 5.

Commentary: Teaching expertise is the best antidote for educational inequities.

This article discusses teaching expertise as the best antidote for educational inequities. Economically disadvantaged and minority students are over-represented in the population of those experiencing reading difficulties, and therefore the societal scourges of systemic racism and persistent economic inequalities are to blame. Closer examination of these variables, however, suggests that minority students attend under-resourced schools in greater numbers than white students and schooling itself predicts outcomes more than race alone.

Relevance of neuroscience to effective education for students with reading and other learning disabilities.

New directions in educational assessment and instruction are supported by recent advances in the neurosciences. Among these are early identification of potential learning problems through brief, efficient assessments of specific language skills that predict later reading outcomes; early intervention that systematically targets critical linguistic processing skills; and the necessity of stimulating all functions of a reading, writing, or computing brain.

The role of neuroscience in the remediation of students with dyslexia.

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, spelling and decoding abilities. Research findings agree that these and other observed behavioral manifestations largely result from a deficit in the phonological component of language.

Critical conceptual and methodological considerations in reading intervention research.

Research designed to identify the instructional and ecological conditions that foster the development of literacy skills in children with reading disabilities reflects a complex, multivariate enterprise. In essence, such research must be able to ultimately identify the teacher characteristics and instructional components that are critical for individual children and the interrelationships among these components. The intensity and duration of instruction will differ according to the severity of deficits in either single- or multiple-component reading processes.

The missing foundation in teacher education: Knowledge of the structure of spoken and written language.

Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and to students with reading and spelling difficulties. In this study, experienced teachers of reading, language arts, and special education were tested to determine if they have the requisite awareness of language elements (e.g.

Spelling error interpretation: beyond the phonetic/dysphonetic dichotomy.

If spelling errors are classified simply as auditory or visual, or as phonetically accurate or inaccurate, manifestations of both developmental phenomena and possible linguistic process deficits in spelling may be overlooked or misinterpreted. Phonological process deficits in spelling are more complex than simple phonetic ratings will reflect. Spelling errors may yield useful information about specific language disabilities if linguistically informed criteria for analysis are employed.

Learning disabilities in the United States: advocacy, science, and the future of the field.

This overview offers a perspective on the distinguishing characteristics, past and present, of the LD field in the United States. The discussion focuses on the complex relationships that exist among the social and political forces that have molded the field, advocacy, and research and teaching practices. It emphasizes the compelling need to establish clinical and scientific validation of LD, to preserve the hard-won achievements of advocacy.