“I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI)

Nonstandard grammatical forms are often present in the writing of deaf students which are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This one-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness and function words) of 29 deaf middle school students. A repeated-measures ANOVA with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention’s efficacy when used with students of various literacy levels. Students, whether high- or lowachieving, demonstrated statistically significant gains with writing length, sentence complexity and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., ASL users, oral students, users of English-based sign)

Deaf writers’ application of ASL knowledge to English

Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate use of ASL linguistic features in their writing of English. In this study, we investigated the extent to which 29 d/hh students in grades 6-8 (mean age = 13.2) with diverse ASL exposure incorporated ASL features in their English writing. We also investigated the impact of one year of Strategic and Interactive Writing Instruction (SIWI) to increase students’ metalinguistic knowledge and linguistic competence, and subsequently reduce ASL features in writing. Results indicate that ASL transfer is found in the writings of students with varied L1 experiences, and that SIWI can lead to significant reductions of ASL features in writing. The findings suggest that bilingual literacy programs where there is an emphasis on implicit language competence and metalinguistic knowledge can support d/hh students in the development of written English

An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach

Numerous studies have shown that spelling presents unique challenges for children who are deaf or hard of hearing (d/hh) and most do not develop age appropriate spelling skills. However, it is critical that these skills are acquired in order to use written language for academic or vocational purposes. Spelling errors from the writing samples of 29 middle school students in a state school for the Deaf were analyzed to examine changes over time. Samples were gathered before, during, and after a year-long writing intervention using Strategic and Interactive Writing Instruction (SIWI). When using SIWI, students are exposed to proper spelling during guided writing instruction; however, spelling is not a specific focus of each lesson. In this study, a linguistic analysis of spelling errors was used to assess each child’s understanding of the phonological, morphological, orthographic, semantic and visual imagery rules that apply to written words. No significant improvements in spelling were noted and the results indicate that spelling should be targeted during writing lessons. The results provide important information on the acquisition of spelling skills with this unique population and the use of narrative samples to assess spelling

Co-Parenting for Successful Kids: Impacts and Implications

We examined the impacts of the Co-Parenting for Successful Kids program offered by University of Nebraska Extension. Using a sample of 2,622 parents who participated in the program in 2015, we measured their knowledge change and ability to perform cooperative coparenting behaviors. Results suggest that the program effectively improved participants\u27 coparenting knowledge and ability to use behaviors such as understanding and supporting children in developmentally appropriate ways, enhancing communication skills, and developing parenting plans. In examining group differences, we found that parents of infants and toddlers benefited the most from the program. Suggestions on program development and evaluation are discussed

A Qualitative Evaluation to Improve the Co-Parenting for Successful Kids Program

Programs aiming to help parents are often challenged in analyzing open-ended survey questions from large samples. This article presents qualitative findings collected from 1,287 participants with a child 5 years of age or younger who completed the program evaluation for the Co-Parenting for Successful Kids online program, a 4-hour education course developed by the University of Nebraska Extension. Qualitative content analysis revealed that participants found the program useful for improving their co-parenting communication skills. Participants suggested areas for improvement such as additional information for helping children cope, conflict resolution strategies, handling legal issues, and understanding how divorce impacts children based on their age. Supports and information were requested from parents in high conflict situations, including families dealing with a co-parent’s alcohol and drug abuse, domestic violence, and having an uninvolved or absent parent. Analyzing qualitative data from participants and quantifying these responses into themes offers a useful and informative way to improve and enhance an existing education program aiming to support separating or divorcing parents

Creative haptics: an evaluation of a haptic tool for non-sighted and visually impaired design students, studying at a distance

Design students who are blind or sight-impaired face distinct challenges when studying a visually centric discipline such as design practice. Students who are sighted use computer-aided design (CAD) which is presented via high definition using a PC mouse. However, design students who are blind or sight-impaired are not able to use visual display technology; therefore, this creates a barrier to access for this community. The aim of this study is to present a haptic prototype trial (Haptic Application Prototype Test [HAPT]) designed to assist design students who are blind/sight-impaired to interact with prototype assembly at the Open University (OU). The study specifically assessed the user feedback and the efficacy of access to CAD interface through the affordances of the haptic interface. The experiment included two groups of participants: one group included students who were blind and sight-impaired and the second group students who were classed fully sighted. Both groups were tested in two conditions of haptic engagement – manual and virtual. The parameters examined were (a) time – set at an industry-recognized time taken to assemble a ‘sketch model’ or prototype, and (b) ncollision – the number of collisions created by a collision algorithm which calculated any random collisions with the virtual environment or objects therein. Quantitative results showed that there was little statistical difference between time and a between-group test. From this we can imply that the haptic interface had offered equal access to CAD for people in the trial who were sighted and blind/sight-impaired indiscriminate of their sight acuity. Further future work using HAPT could be developed to a wider audience and a larger more diverse range of sight-impaired users. Future work will focus on new explorations of teaching using of haptics for greater immersion for distance learners at the OU science, technology, engineering and mathematics (STEM) labs

Baseline Chromatin Modification Levels May Predict Interindividual Variability in Ozone-Induced Gene Expression

Traditional toxicological paradigms have relied on factors such as age, genotype, and disease status to explain variability in responsiveness to toxicant exposure; however, these are neither sufficient to faithfully identify differentially responsive individuals nor are they modifiable factors that can be leveraged to mitigate the exposure effects. Unlike these factors, the epigenome is dynamic and shaped by an individual’s environment. We sought to determine whether baseline levels of specific chromatin modifications correlated with the interindividual variability in their ozone (O3)-mediated induction in an air–liquid interface model using primary human bronchial epithelial cells from a panel of 11 donors. We characterized the relationship between the baseline abundance of 6 epigenetic markers with established roles as key regulators of gene expression—histone H3 lysine 4 trimethylation (H3K4me3), H3K27 acetylation (H3K27ac), pan-acetyl H4 (H4ac), histone H3K27 di/trimethylation (H3K27me2/3), unmodified H3, and 5-hydroxymethylcytosine (5-hmC)—and the variability in the O3-induced expression of IL-8, IL-6, COX2, and HMOX1. Baseline levels of H3K4me3, H3K27me2/3, and 5-hmC, but not H3K27ac, H4ac, and total H3, correlated with the interindividual variability in O3-mediated induction of HMOX1 and COX2. In contrast, none of the chromatin modifications that we examined correlated with the induction of IL-8 and IL-6. From these findings, we propose an “epigenetic seed and soil” model in which chromatin modification states between individuals differ in the relative abundance of specific modifications (the “soil”) that govern how receptive the gene is to toxicant-mediated cellular signals (the “seed”) and thus regulate the magnitude of exposure-related gene induction

A Century of Grading Research: Meaning and Value in the Most Common Educational Measure

Grading refers to the symbols assigned to individual pieces of student work or to composite measures of student performance on report cards. This review of over 100 years of research on grading considers five types of studies: (a) early studies of the reliability of grades, (b) quantitative studies of the composition of K-12 report card grades, (c) survey and interview studies of teachers’ perceptions of grades, (d) studies of standards-based grading, and (e) grading in higher education. Early 20th century studies generally condemned teachers’ grades as unreliable. More recent studies of the relationships of grades to tested achievement and survey studies of teachers’ grading practices and beliefs suggest that grades assess a multidimensional construct containing both cognitive and non-cognitive factors reflecting what teachers value in student work. Implications for future research and for grading practices are discussed

Selective Inhibition of p300 HAT Blocks Cell Cycle Progression, Induces Cellular Senescence, and Inhibits the DNA Damage Response in Melanoma Cells

Epigenetic events, including covalent post-translational modifications of histones, have been demonstrated to have critical roles in tumor development and progression. The transcriptional coactivator p300/CBP possesses both histone acetyltransferase (HAT) activity and scaffolding properties that directly influence the transcriptional activation of targeted genes. We have used a potent and specific inhibitor of p300/CBP HAT activity, C646, in order to evaluate the functional contributions of p300/CBP HAT to tumor development and progression. Here we report that C646 inhibits the growth of human melanoma and other tumor cells and promotes cellular senescence. Global assessment of the p300 HAT transcriptome in human melanoma identified functional roles in promoting cell cycle progression, chromatin assembly, and activation of DNA repair pathways through direct transcriptional regulatory mechanisms. In addition, C646 is shown to promote sensitivity to DNA damaging agents, leading to the enhanced apoptosis of melanoma cells after combination treatment with cisplatin. Together, our data suggest that p300 HAT activity mediates critical growth regulatory pathways in tumor cells and may serve as a potential therapeutic target for melanoma and other malignancies by promoting cellular responses to DNA damaging agents that are currently ineffective against specific cancers

Exploring the Relationship between Semantics and Space

The asymmetric distribution of human spatial attention has been repeatedly documented in both patients and healthy controls. Biases in the distribution of attention and/or in the mental representation of space may also affect some aspects of language processing. We investigated whether biases in attention and/or mental representation of space affect semantic representations. In particular, we investigated whether semantic judgments could be modulated by the location in space where the semantic information was presented and the role of the left and right parietal cortices in this task. Healthy subjects were presented with three pictures arranged horizontally (one middle and two outer pictures) of items belonging to the same semantic category. Subjects were asked to indicate the spatial position in which the semantic distance between the outer and middle pictures was smaller. Subjects systematically overestimated the semantic distance of items presented in the right side of space. We explored the neural correlates underpinning this bias using rTMS over the left and right parietal cortex. rTMS of the left parietal cortex selectively reduced this rightward bias. Our findings suggest the existence of an attentional and/or mental representational bias in semantic judgments, similar to that observed for the processing of space and numbers. Spatial manipulation of semantic material results in the activation of specialised attentional resources located in the left hemisphere