Background: Early numeracy interventions including basic arithmetic are crucial for young students at risk for early mathematics difficulties (MDs), yet few studies have evaluated numeracy interventions in second grade with a randomized controlled design.
Aim: This pre- and post-test randomized controlled study evaluated the effects of an intensive 9-week numeracy and arithmetic programme for second-grade students at risk for early MDs. The focus of the programme was students' foundational understanding of numbers and mathematical concepts and procedural fluency with arithmetic tasks.
Purpose: Using data from 1,868 children from the US, Australia, and Sweden who took a 10-word spelling test in kindergarten and a standardized spelling test in Grades 1, 2, and (except for the Australian children) Grade 4, we examined two questions. First, does the quality of a child's errors on the kindergarten test help predict later spelling performance even after controlling for the number of correct responses on the kindergarten test? Second, does spelling develop at a faster pace in Swedish than in English?
Method: We measured kindergarten error quality based on the number of letter additions, deletions, and substitutions needed to transform each error into the correct spelling. Using mixed-model analyses, we examined the relationship of this and other variables to later spelling performance.
Oral corticosteroid use is limited by side effects, some caused by off-target actions on the mineralocorticoid receptor that disrupt electrolyte balance. AZD9567 is a selective, nonsteroidal glucocorticoid receptor modulator. The efficacy, safety, and tolerability of AZD9567 and prednisolone were assessed in a phase IIa study.
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