Early Identification of Reading Disabilities within a RTI Framework

Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a RTI framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. Three-hundred sixty-six children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children who showed initial risk for RD also received a 26-week Tier 2 intervention. Participants’ achievement in word reading accuracy and/or fluency was assessed at the end of first grade. Results indicated that a screening battery containing measures of letter naming fluency, phonological awareness, rapid naming or nonword repetition accurately identified good and poor readers at the end of first grade. Findings also showed that children’s response to supplemental and/or classroom instruction measured in terms of growth in letter naming fluency added significantly to the prediction of reading outcomes

The Process and Product of Coherence Monitoring in Young Readers:Effects of Reader and Text Characteristics

We examined sixth graders’ detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N=85) or Spanish-English DLLs (N=94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgements about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers

Increasing higher level language skills to improve reading comprehension.

Reading comprehension involves two primary processes: (a) decoding printed text and (b) understanding language accessed through the process of decoding. In the early years of reading development, children’s ability to comprehend text is largely constrained by individual differences in decoding printed text; however, once decoding becomes automatized, reading comprehension is largely dependent upon one’s skills in language comprehension (Catts, Hogan, & Adlof, 2005). In recent decades, numerous studies have investigated how children develop decoding skills and how, when these skills do not develop normally, educators can effectively intervene (e.g., Denton & Mathes, 2003; Simmons et al., 2008; Vellutino, Scanlon, Small, & Fanuele, 2006). Beyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehension has largely been ignored. This is surprising, given that skilled reading comprehension is critical for modern life; success in education, productivity in society, and almost all types of employment require rapid and thorough assimilation of information from text. Further, there are children who develop good decoding skills but fail to develop comparable levels of reading comprehension. A profile of good word reading in the presence of poor comprehension affects approximately 10% of school-age children (Nation, 2005; Yuill & Oakhill, 1991) and demonstrates that skills other than decoding are important for successful comprehension. Clearly a focus on the skills that support text comprehension is essential within the teaching of reading (and communication skills more broadly). In this paper, we provide an overview of a large empirical evidence base that shows that the language skills of inferencing, comprehension monitoring, and use of text structure knowledge are critical to successful comprehension. Because these language skills are not reliant on word reading abilities, we chose to focus on how to stimulate them through shared book readings in early childhood

Dimensionality of Oral Language in Bilingual 6th Grade Children

We examined the dimensionality of oral language in Spanish-English bilingual 6th-grade children. Research indicates that oral language in bilingual children is multidimensional (LARRC, 2015). However, dimensionality may differ by age and the measures used. Few studies have included pragmatic skills or studied the structure of oral language in Spanish-English bilingual adolescents. We conduct confirmatory factor analyses (CFAs) on a sample of 95 bilingual 6th-grade children to test oral language models with one to four (grammar, vocabulary, listening comprehension, and pragmatics) underlying factors, as well as bifactor and hierarchical models that include a general factor. In addition, we test two models with language-specific factors. Model parameters and appropriate fit statistics, including chi-square difference tests for nested models, are presented to aid in judging the adequacy of alternative models. The study is preregistered, and the data are collected and cleaned

2022 American College of Rheumatology Guideline for Vaccinations in Patients With Rheumatic and Musculoskeletal Diseases

ObjectiveTo provide evidence-based recommendations on the use of vaccinations in children and adults with rheumatic and musculoskeletal diseases (RMDs).MethodsThis guideline follows American College of Rheumatology (ACR) policy guiding management of conflicts of interest and disclosures and the ACR guideline development process, which includes the Grading of Recommendations Assessment, Development and Evaluation (GRADE) methodology. It also adheres to the Appraisal of Guidelines for Research and Evaluation (AGREE) criteria. A core leadership team consisting of adult and pediatric rheumatologists and a guideline methodologist drafted clinical population, intervention, comparator, outcomes (PICO) questions. A review team performed a systematic literature review for the PICO questions, graded the quality of evidence, and produced an evidence report. An expert Voting Panel reviewed the evidence and formulated recommendations. The panel included adult and pediatric rheumatology providers, infectious diseases specialists, and patient representatives. Consensus required ≥70% agreement on both the direction and strength of each recommendation.ResultsThis guideline includes expanded indications for some vaccines in patients with RMDs, as well as guidance on whether to hold immunosuppressive medications or delay vaccination to maximize vaccine immunogenicity and efficacy. Safe approaches to the use of live attenuated vaccines in patients taking immunosuppressive medications are also addressed. Most recommendations are conditional and had low quality of supporting evidence.ConclusionApplication of these recommendations should consider patients' individual risk for vaccine-preventable illness and for disease flares, particularly if immunosuppressive medications are held for vaccination. Shared decision-making with patients is encouraged in clinical settings

2022 American College of Rheumatology Guideline for Vaccinations in Patients With Rheumatic and Musculoskeletal Diseases

ObjectiveTo provide evidence-based recommendations on the use of vaccinations in children and adults with rheumatic and musculoskeletal diseases (RMDs).MethodsThis guideline follows American College of Rheumatology (ACR) policy guiding management of conflicts of interest and disclosures and the ACR guideline development process, which includes the Grading of Recommendations Assessment, Development and Evaluation (GRADE) methodology. It also adheres to the Appraisal of Guidelines for Research and Evaluation (AGREE) criteria. A core leadership team consisting of adult and pediatric rheumatologists and a guideline methodologist drafted clinical population, intervention, comparator, outcomes (PICO) questions. A review team performed a systematic literature review for the PICO questions, graded the quality of evidence, and produced an evidence report. An expert Voting Panel reviewed the evidence and formulated recommendations. The panel included adult and pediatric rheumatology providers, infectious diseases specialists, and patient representatives. Consensus required ≥70% agreement on both the direction and strength of each recommendation.ResultsThis guideline includes expanded indications for some vaccines in patients with RMDs, as well as guidance on whether to hold immunosuppressive medications or delay vaccination to maximize vaccine immunogenicity and efficacy. Safe approaches to the use of live attenuated vaccines in patients taking immunosuppressive medications are also addressed. Most recommendations are conditional and had low quality of supporting evidence.ConclusionApplication of these recommendations should consider patients' individual risk for vaccine-preventable illness and for disease flares, particularly if immunosuppressive medications are held for vaccination. Shared decision-making with patients is encouraged in clinical settings