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| http://dx.doi.org/10.1007/s11159-020-09854-x | DOI Listing |
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Genomic sequencing in diverse and underserved pediatric populations: parent perspectives on understanding, uncertainty, psychosocial impact, and personal utility of results.
Genet Med
January 2025
Genomics Ethics, and Translational Research Program, RTI International, Research Triangle Park, NC; Department of Translational and Applied Genomics, Kaiser Permanente Center for Health Research, Portland, OR. Electronic address:
Purpose: Limited evidence evaluates parents' perceptions of their child's clinical genomic sequencing (GS) results, particularly among individuals from medically underserved groups. Five Clinical Sequencing Evidence-Generating Research (CSER) consortium studies performed GS in children with suspected genetic conditions with high proportions of individuals from underserved groups to address this evidence gap.
Methods: Parents completed surveys of perceived understanding, personal utility, and test-related distress after GS result disclosure.
Examining the factor structure of the home learning environment.
J Exp Child Psychol
January 2025
Department of Human Development and Family Sciences, Purdue University, West Lafayette, IN 47906, USA.
The home learning environment (HLE) is an important context for fostering early development. Literature supports four subdomains of the HLE: home literacy, numeracy, executive function, and science environments. The current study examined the factor structure of the HLE with all four domain-specific established scales.
View Article and Find Full Text PDFEarly markers of literacy and numeracy in Chinese children: The roles of counting and rapid automatized naming.
Br J Dev Psychol
January 2025
Texas A & M University, College Station, Texas, USA.
This study investigated the relationships between counting, Rapid Automatized Naming (RAN), and reading and arithmetic abilities in Chinese children at different developmental stages. Study 1 examined 51 kindergarteners (mean age 5.43 years) for character reading accuracy and arithmetic accuracy before formal schooling.
View Article and Find Full Text PDFPromoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement.
Br J Educ Psychol
January 2025
School of Psychology and Counselling, Queensland University of Technology (QUT), Brisbane, Queensland, Australia.
Background: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period.
Aim: This study sought to determine the association between self-reported social-emotional competencies of students in their final year of primary school (Year 6; age ~11 years) and reading and numeracy performance in their first year of secondary school (Year 7; age ~12 years).
Health Literacy and Numeracy in Self-monitoring of Capillary Glycemia: A Systematic Review of Mixed Methods.
Curr Diabetes Rev
January 2025
College of Nursing of the University of São Paulo at Ribeirão Preto Campus, Ribeirão Preto, São Paulo, Brasil.
Objective: The aim of this study was to synthesize scientific evidence on the influence of health literacy and numerical knowledge on self-monitoring of capillary blood glucose.
Methods: Adhering to the PRISMA guidelines and the principles of the Joanna Briggs Institute, a comprehensive search was conducted across multiple databases, including CINAHL, Cochrane, Embase, LILACS, PubMed, Scopus, Web of Science, Google Scholar, OPENGREY, and NDLTD. The review included studies published in any language that examined the relationship between HL, numeracy, and SMBG.
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