Classroom influences on first-grade students’ oral narratives

As apart of a longitudinal project examining first-grade reading instruction in 4 districts across the state of Texas, this study explored the nature of students\u27 oral narratives and the connections between teachers\u27 instructional practices and students\u27 narratives. Using an adaptation of Hudson & Shapiro\u27s (1991) narrative categories, we examined 166 narratives generated by firstgrade students, categorizing each as an event-script, a less-developed narrative, a well-developed narrative, or an other An exemplar narrative from each of the 4 categories and 2 other narratives that represented the diversity of student responses and the complexity of the relationships between student performance and teacher practices were selected for further analysis. Six case studies were developed to describe students\u27 school achievement, their oral narratives, and teachers\u27 practices. Our findings suggest that certain classroom practices, which either support or narrow opportunities for engagement with oral and written text, may be an important influence on students\u27 construction of oral narratives. The individual cases provide examples of ways in which students\u27 narrative constructions are embedded in a variety of classroom features such as teacher attitudes and practices

Reading instruction in first-grade classrooms: Do basals control teachers?

This study describes first-grade teachers beliefs and practices about reading instruction. Drawing from interview and observational data, 16 teachers from four districts were placed on a continuum from skills-based to literature-based in relationship to their use of the basal. Only 2 teachers were found to rely solely on the basal, while 3 teachers enhanced the basal with literature, and 4 teachers used only literature in their reading instruction. Six teachers enhanced their basal use with additional skills and 1 teacher relied on skills only in her reading instruction. This diversity\u27 of teaching beliefs and practices was corroborated by questionnaire data from a larger sample of teachers. Next, a framework developed by Belenky, Clinchy, Goldberger, and Tarule (1986) was used to categorize teachers\u27 ways of knowing. The findings showed 1 teacher to be a silent knower, 6 were received knowers, 1 was a subjective knower, 7 were procedural knowers, and 1 was a connected knower. Results challenge Shannon\u27s (1987) hypothesis that basals deskill teachers while supporting Sosniak and Stodolskv\u27s (1993) view that teachers are more autonomous in their use of textbook materials

Literature-based reading instruction: Problems, possibilities & polemics in the struggle to change

Concerns are being raised in both professional literature as well as in the popular press regarding certain aspects of the literature-based movement. Here we report on findings from a longitudinal study of a group of first -grade teachers who have been attempting (with varying degrees of success)to introduce literature-based teaching strategies into their classrooms. We inspect the experiences of these teachers in relation to four areas of concern that have been raised regarding literature-based teaching: 1. skills instruction; 2.guided reading strategies; 3. literature selection;and 4. thematic teaching (or curriculum integration). We describe classroom practices and the 9 problems and possibilities associated with teacher change in each of the four areas

So What\u27s New in the New Basals? A Focus on First Grade

The authors examine the first grade materials in five new basal programs submitted for the 1993 Texas state adoption. These series are compared with program materials currently in use in the state (Copyright 1986/1987). The analysis focuses on features of the pupil texts(e.g., total number of words, number of unique words, readability levels, literary quality) and features of the teachers\u27 editions (e.g., program design, organization, tone). Results of the analysis indicate substantial changes in the more recent series.The findings are interpreted in terms of historical trends as well as recent developments in the literature-based and whole language movements.Implications for future research are identified that relate to the study of the implementation and effects of these new programs

Diet quality indices, genetic risk and risk of cardiovascular disease and mortality: a longitudinal analysis of 77 004 UK Biobank participants

Objectives: To examine associations of three diet quality indices and a polygenic risk score with incidence of all-cause mortality, cardiovascular disease (CVD) mortality, myocardial infarction (MI) and stroke. Design: Prospective cohort study. Setting: UK Biobank, UK. Participants: 77 004 men and women (40–70 years) recruited between 2006 and 2010. Main outcome measures: A polygenic risk score was created from 300 single nucleotide polymorphisms associated with CVD. Cox proportional HRs were used to estimate independent effects of diet quality and genetic risk on all-cause mortality, CVD mortality, MI and stroke risk. Dietary intake (Oxford WebQ) was used to calculate Recommended Food Score (RFS), Healthy Diet Indicator (HDI) and Mediterranean Diet Score (MDS). Results: New all-cause (n=2409) and CVD (n=364) deaths and MI (n=1141) and stroke (n=748) events were identified during mean follow-ups of 7.9 and 7.8 years, respectively. The adjusted HR associated with one-point higher RFS for all-cause mortality was 0.96 (95% CI: 0.94 to 0.98), CVD mortality was 0.94 (95% CI: 0.90 to 0.98), MI was 0.97 (95% CI: 0.95 to 1.00) and stroke was 0.94 (95% CI: 0.91 to 0.98). The adjusted HR for all-cause mortality associated with one-point higher HDI and MDS was 0.97 (95% CI: 0.93 to 0.99) and 0.95 (95% CI: 0.91 to 0.98), respectively. The adjusted HR associated with one-point higher MDS for stroke was 0.93 (95% CI: 0.87 to 1.00). There was little evidence of associations between HDI and risk of CVD mortality, MI or stroke. There was evidence of an interaction between diet quality and genetic risk score for MI. Conclusion: Higher diet quality predicted lower risk of all-cause mortality, independent of genetic risk. Higher RFS was also associated with lower risk of CVD mortality and MI. These findings demonstrate the benefit of following a healthy diet, regardless of genetic risk

Cardiorespiratory fitness is associated with hard and light intensity physical activity but not time spent sedentary in 10–14 year old schoolchildren: the HAPPY study

Sedentary behaviour is a major risk factor for developing chronic diseases and is associated with low cardiorespiratory fitness in adults. It remains unclear how sedentary behaviour and different physical activity subcomponents are related to cardiorespiratory fitness in children. The purpose of this study was to assess how sedentary behaviour and different physical activity subcomponents are associated with 10–14 year-old schoolchildren's cardiorespiratory fitness

Maternal efficacy and sedentary behavior rules predict child obesity resilience

AbstractBackground:To identify longitudinal individual, social and environmental predictors of adiposity (BMI z-score),and of resilience to unhealthy weight gain, in healthy weight children and adolescents.Methods:Two hundred healthy weight children aged 5–12 years at baseline and their parents living in socio-economically disadvantaged neighborhoods were surveyed at baseline and three years later. Children’s height and weight were objectively measured, parents completed a detailed questionnaire that examined the home, social and neighborhood environments, and objective measures of the neighborhood environment were assessed using geographic information system data. Children classified as healthy weight at baseline who hadsmall or medium increases in their BMI z-score between baseline and three year follow up (those in the bottomand middle tertiles) were categorized as‘ resilient to unhealthy weight gain’. Where applicable, fully adjustedmultivariable regression models were employed to determine baseline intrapersonal, social and environmental predictors of child BMI z-scores at follow-up, and resilience to unhealthy weight gain atfollow-up.Results:Maternal efficacy for preventing their child from engaging in sedentary behaviors (B = − 0.03, 95 % CI: 0.06, 0.00) was associated with lower child BMI z-score at follow up. Rules to limit sedentary behaviors (OR = 1.14, 95 % CI: 1.03, 1.25) was a predictor of being resilient to unhealthy weight gain.Conclusion:The findings suggest that strategies to support parents to limit their children ’s sedentary behavior may be important in preventing unhealthy weight gain in socioeconomically disadvantaged communities

Genome-wide association study identifies 30 loci associated with bipolar disorder.

Bipolar disorder is a highly heritable psychiatric disorder. We performed a genome-wide association study (GWAS) including 20,352 cases and 31,358 controls of European descent, with follow-up analysis of 822 variants with P < 1 × 10-4 in an additional 9,412 cases and 137,760 controls. Eight of the 19 variants that were genome-wide significant (P < 5 × 10-8) in the discovery GWAS were not genome-wide significant in the combined analysis, consistent with small effect sizes and limited power but also with genetic heterogeneity. In the combined analysis, 30 loci were genome-wide significant, including 20 newly identified loci. The significant loci contain genes encoding ion channels, neurotransmitter transporters and synaptic components. Pathway analysis revealed nine significantly enriched gene sets, including regulation of insulin secretion and endocannabinoid signaling. Bipolar I disorder is strongly genetically correlated with schizophrenia, driven by psychosis, whereas bipolar II disorder is more strongly correlated with major depressive disorder. These findings address key clinical questions and provide potential biological mechanisms for bipolar disorder