Effective Phonemic Awareness Instruction for Increased Reading Achievement

Reading fluently and for meaning is an essential skill that has allowed students to function effectively in society. Throughout the years, the reading achievement gap has continued to widen and linger across the United States. The low rates of literacy represent a national crisis, especially for low-income Americans. Research shows that strong phonemic awareness instruction and early intervention in the primary grades are key to closing the reading achievement gap. This paper explores the reasons behind the reading achievement gap and what differentiated instructional strategies early educators can employ to support students in the acquisition of skills such as phonemic awareness, alphabet recognition, and vocabulary development. A diverse selection of literature, as well as quantitative and qualitative research studies, were reviewed to determine how solid, proactive differentiated phonics instruction with reading will help educators effectively enhance the student’s ability to learn and have access to content through their ability to read fluently. This paper seeks to answer the research question: In light of what is known about differentiated instruction, how do phonics instruction and intervention impact reading achievement and close the reading achievement gap with students who are performing below grade level in the primary grades

Taking Foreign Policy Personally: Personal Values and Foreign Policy Attitudes

Previous research has shown that on issues of foreign policy, individuals have “general stances,” “postures,” “dispositions” or “orientations” that inform their beliefs toward more discrete issues in international relations. While these approaches delineate the proximate sources of public opinion in the foreign policy domain, they evade an even more important question: what gives rise to these foreign policy orientations in the first place? Combining an original survey on a nationally representative sample of Americans with Schwartz’s theory of values from political psychology, we show that people take foreign policy personally: the same basic values we know people use to guide choices in their daily lives also travel to the domain of foreign affairs, offering one potential explanation why people who are otherwise uninformed about world politics nonetheless express coherent foreign policy beliefs

New Polymyxin B Dosing Strategies To Fortify Old Allies in the War against KPC-2-Producing Klebsiella pneumoniae

ABSTRACT Pharmacodynamics of a polymyxin B, meropenem, and rifampin triple combination were examined against Klebsiella pneumoniae carbapenemase-producing Klebsiella pneumoniae (KPC-Kp) ST258. In time-kill experiments against three KPC-Kp isolates, triple combination generated 8.14, 8.19, and 8.29 log 10 CFU/ml reductions within 24 h. In the hollow-fiber infection model, the triple combination caused maximal killing of 5.16 log 10 CFU/ml at 78 h and the time required for regrowth was more than doubled versus the 2-drug combinations. Remarkably, combinations with a high single-dose polymyxin B burst plus rifampin preserved KPC-Kp polymyxin susceptibility (MIC 240 h = 0.5 mg/liter) versus the same combination with traditionally dosed polymyxin B, where resistance was amplified (MIC 240 h = 32 mg/liter)

Diabetes Susceptibility in the Canadian Oji-Cree Population Is Moderated by Abnormal mRNA Processing of HNF1A G319S Transcripts

OBJECTIVE—The G319S HNF1A variant is associated with an increased risk of type 2 diabetes in the Canadian Oji-Cree population. We hypothesized that the variant site at the 3′ end of exon 4 might influence splicing and characterized mRNA transcripts to investigate the mutational mechanism underlying this susceptibility to diabetes

A new normal?: women's experiences of biographical disruption and liminality following treatment for early stage breast cancer

Increasing numbers of women are surviving breast cancer, but little is known about the long-term implications of having survived a life-threatening illness and living with embodied reminders of its potential to return. Twenty-four women aged between 42 and 80 (median 1/4 51)who had been treated for early stage breast cancer in the UK between 6 months and 29 years previously, were recruited through local media and interviewed. Analysis of their narratives revealed challenges in the post-treatment period that were conceptualised as biographical disruption and liminality. Although no longer ill, an ongoing fear of recurrence combined with embodied changes prevented a return to ‘normal’ i.e. a pre-cancer state in terms of health status, identity and relationships. We argue that following the biographical disruption of breast cancer, a ‘new normal’ entails a continual renegotiation of identities, daily lives and futures as time passes and lives evolve

Differences in the early stages of social information processing for adolescents involved in bullying

Bullying victimization has commonly been associated with deficiencies in social information processing (SIP). In contrast, findings regarding bullying perpetration are mixed, with some researchers claiming that bullies may have superior SIP abilities than victimized or uninvolved youth. This study investigated the effects of bullying and victimization on early SIP; specifically the recognition and interpretation of social information. In stage 1, 2,782 adolescents (11–16 years) were screened for bullying involvement, and in stage 2, 723 of these participants (mean age = 13.95) were assessed on measures of emotion recognition, hostile attribution bias, and characterological self‐blame (CSB). No associations between bullying and early SIP were found. In contrast, victimization was associated with more hostile attribution bias and CSB attributions. Girls performed better than boys on the emotion recognition task while boys showed greater hostile attribution biases. No interaction effects of bullying or victimization with gender were found. Follow‐up categorical analyses that considered pure victims versus victims who also bullied (bully‐victims) on SIP, found a similar pattern of findings. These findings suggest that those who purely bully others are neither superior nor deficient in the early stages of SIP. Victimized adolescents, however, show biases in their interpretations of social situations and the intentions of others. These biases may lead to maladaptive responses and may increase risk for further victimization by peers.Alexa Guy and Kirsty Lee were supported to undertake this research by a fellowship from the Department of Psychology, University of Warwick.Published versio

Exposure to traumatic perinatal experiences and posttraumatic stress symptoms in midwives: Prevalence and association with burnout

Background: Midwives provide care in a context where life threatening or stressful events can occur. Little is known about their experiences of traumatic events or the implications for psychological health of this workforce. Objectives: To investigate midwives’ experiences of traumatic perinatal events encountered whilst providing care to women, and to consider potential implications. Design: A national postal survey of UK midwives was conducted. Participants: 421 midwives with experience of a perinatal event involving a perceived risk to the mother or baby which elicited feelings of fear, helplessness or horror (in the midwife) completed scales assessing posttraumatic stress symptoms, worldview beliefs and burnout. Results: 33% of midwives within this sample were experiencing symptoms commensurate with clinical posttraumatic stress disorder. Empathy and previous trauma exposure (personal and whilst providing care to women) were associated with more severe posttraumatic stress responses. However, predictive utility was limited, indicating a need to consider additional aspects increasing vulnerability. Symptoms of posttraumatic stress were associated with negative worldview beliefs and two domains of burnout. Conclusions: Midwives may experience aspects of their work as traumatic and, as a consequence, experience posttraumatic stress symptomatology at clinical levels. This holds important implications for both midwives’ personal and professional wellbeing and the wellbeing of the workforce, in addition to other maternity professionals with similar roles and responsibilities. Organisational strategies are required to prepare midwives for such exposure, support midwives following traumatic perinatal events and provide effective intervention for those with significant symptoms

Best practice guidelines for the molecular genetic diagnosis of maturity-onset diabetes of the young

Member of the EMQN MODY group: Gisela GasparAIMS/HYPOTHESIS: Mutations in the GCK and HNF1A genes are the most common cause of the monogenic forms of diabetes known as 'maturity-onset diabetes of the young'. GCK encodes the glucokinase enzyme, which acts as the pancreatic glucose sensor, and mutations result in stable, mild fasting hyperglycaemia. A progressive insulin secretory defect is seen in patients with mutations in the HNF1A and HNF4A genes encoding the transcription factors hepatocyte nuclear factor-1 alpha and -4 alpha. A molecular genetic diagnosis often changes management, since patients with GCK mutations rarely require pharmacological treatment and HNF1A/4A mutation carriers are sensitive to sulfonylureas. These monogenic forms of diabetes are often misdiagnosed as type 1 or 2 diabetes. Best practice guidelines for genetic testing were developed to guide testing and reporting of results

How parents describe the positive aspects of parenting a child who has intellectual disabilities : a systematic review and narrative synthesis

Background: Identifying what parents describe to be positive about parenting their child who has intellectual disabilities is important for professional practice and how parents can be supported over a lifespan. Method: Studies where parents describe the positive aspects of parenting a child with intellectual disabilities were identified via electronic databases searches and analysed in a narrative synthesis. Results: Twenty-two studies were included in the review. Positive aspects were defined and measured differently across the studies but eight consistent themes emerged that showed the construct to be multifaceted with most themes relating to the intrapersonal orientation of the parent. Conclusion: There is evidence that parents do identify positive aspects of parenting their child with intellectual disabilities, however the construct is poorly defined, not measured in a similar fashion across all studies and lacks theoretical underpinning. Evidence of factors likely to predict a parent’s ability to identify positive aspects is inconclusive. This is the peer reviewed version of the following article: Wills, J., and Beighton, C. (2019). How parents describe the positive aspects of parenting a child who has intellectual disabilities: a systematic review and narrative synthesis. Journal of Applied Research in Intellectual Disabilities, which has been published in final form at [xxxxxxx]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions