Graph Out Loud: Pre-Service Teachers' Data Decisions and Interpretations of CBM Progress Graphs.

Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers.

A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?

Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM.

Implications of methodologies for integrating empirical kinships into ex situ population management using PMx: A case study of Baer's Pochard (Aythya baeri) in North America.

The application of molecular tools to population management can improve the long-term genetic viability of ex situ populations. In this study, we aimed to understand the implications of integrating empirical kinships into the genetic management of an ex situ population of the endangered waterfowl, Baer's pochard (Aythya baeri), in North America. Single nucleotide polymorphism data were generated for 141 Baer's pochard using double digest restriction site-associated DNA sequencing and empirical kinships were derived and integrated into the population management software PMx.

Interventional cardiology in cancer patients: A position paper from the Portuguese Cardiovascular Intervention Association and the Portuguese Cardio-Oncology Study Group of the Portuguese Society of Cardiology.

The field of Cardio-Oncology has grown significantly, especially during the last decade. While awareness of cardiotoxicity due to cancer disease and/or therapies has greatly increased, much of the attention has focused on myocardial systolic disfunction and heart failure. However, coronary and structural heart disease are also a common issue in cancer patients and encompass the full spectrum of cardiotoxicity.

Cardio-oncology: Understanding the different mechanisms of cardiovascular toxicity.

Due to the success of finding treatments for various types of cancer, overall cancer survival has increased substantially in recent decades. Ironically, the clinical success of antineoplastic therapy is attenuated by the comorbidity of cardiovascular diseases, which appear to be the main complications of intense cancer treatment and are the second main cause of long-term morbidity and mortality among cancer survivors. Cardio-oncology is the new area of cardiology that aims to treat the specific cardiologic status of cancer patients.

Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities.

For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grades 4 and 5 students with or at risk for reading disabilities (RD).

Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or at Risk for Reading Disabilities.

Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition.

The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers.

Reading comprehension tests vary in format and characteristics, which may influence the extent to which component skills are involved in test performance. With students in Grades 6 to 8 with reading difficulties, dominance analyses examined the differential importance of component reading and language skills (word- and text-reading fluency, vocabulary, listening comprehension, and working memory) on several standardized tests of reading comprehension: , 4th edition (GMRT), , , 5th edition (GORT-5), and the (TOSREC). Students' word- and text-reading fluency skills were generally the most dominant predictors of performance on most reading comprehension tests, especially those with a time limit (GMRT and TOSREC).

Parenting practices during middle adolescence and high school dropout.

Introduction: Despite inconclusive findings, educational researchers have long considered adequate parenting practices instrumental in preventing high school dropout among adolescents. The present short-term retrospective study focuses on parenting practices during middle adolescence when dropout typically occurs.

Methods: The culturally diverse, high-risk sample of Canadian adolescents (N = 108; M = 16.

Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade.

Social skills and vocabulary are important areas of development involved in early reading achievement, yet little attention has been given to understanding the dynamic associations among them during the elementary years. This study examined the relations among three dimensions of social skills-cooperation, assertion, and self-control-vocabulary and developing reading comprehension (RC) skills in a longitudinal sample of first graders ( = 468). Using Structural Equation Modeling, reciprocal effects were observed between vocabulary and RC as well as direct effects among social skills, vocabulary, and RC after controlling for the influence of problem behaviors.

Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers.

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers ( n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier work.

Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.

This study investigated how quality of the classroom learning environment influenced first grade students' (n=533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted.

Congenital muscular diverticulum of the left ventricular apex.

We report the incidental finding of a muscular congenital diverticulum of the left ventricular apex in a young adult with AV node reentry tachycardia. The role of cardiovascular magnetic resonance in the differential diagnosis of this rare cardiac malformation is briefly discussed.

Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension.

Reading comprehension is influenced by sources of variance associated with the reader and the task. To gain insight into the complex interplay of multiple sources of influence, we employed crossed random-effects item response models. These models allowed us to simultaneously examine the degree to which variables related to the type of passage and student characteristics influenced students' ( = 94; mean age = 11.

Are intraventricular gradients a cause of false positive treadmill exercise tests?

Background: Treadmill exercise testing has low specificity for the detection of significant epicardial coronary artery disease (CAD). A possible mechanism to explain some of the false positives is transient subendocardial ischemia induced by intraventricular gradients (IVG) during stress. The development of IVG during dobutamine stress echocardiography (DSE) occurs in 8-38% of non-selected populations.

Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement.

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills.

Perceptions of academic performance: positive illusions in adolescents with and without learning disabilities.

Children with academic and behavioral difficulties have been found to report overly positive self-perceptions of performance in their areas of specific deficit. Researchers typically investigate self-perceptions in reference to both actual performance and ratings by teachers, peers, and parents. However, few studies have investigated whether or not adolescents with difficulty report overly positive self-perceptions.

Positive illusions in adolescents: the relationship between academic self-enhancement and depressive symptomatology.

Positive illusions are systematically inflated self-perceptions of competence, and are frequently seen in areas of great difficulty. Although these illusions have been extensively documented in children and adults, their role in typical adolescent emotion regulation is unclear. This study investigated the relationship between positive illusions, depressive symptomatology, and school stress in a sample of 71 school-based adolescents.