I’m still learning. A web platform for the intervention in reading disabilities

In 2014, 20% of the 4th graders had an unsatisfactory evaluation in the national exam of Portuguese language. This percentage is similar in the 6th and 9th grades indicating that a large number of Portuguese students have reading difficulties. The e-learning platform “I’m still learning” was developed to provide a systematic intervention with students (from 1st to 4th grade) experiencing reading difficulties. This free access platform provides a set of didactic sequences to promote phonological awareness, word reading, reading fluency and comprehension. Informal tasks for reading assessment are also included. In this paper we describe the platform and the theoretical framework adopted in its construction.info:eu-repo/semantics/publishedVersio

Lexical, morphological and syntactic development in toddlers between 16 and 30 months old: a comparison across European Portuguese and Galician

The main aims of this study were to investigate the relationship between the lexical size and the emergence of morphological and syntactic markers in toddlers between the ages of 16 and 30 months and to compare these results between Galician and European Portuguese. Parents of 3012 Portuguese toddlers and those of 1081 Galician toddlers completed the MacArthur–Bates Communicative Development Inventory: Words and Sentences. The results indicated that the number of words, the ability to combine words and the number of different morphemes produced increased with age. The ability to combine words was used as an indicator of syntactic development; this ability was also associated with the toddlers’ lexical size. In both samples, gender morphemes seemed to be the first to have their production generalized, followed by the plural and the past participle. The production of gender morphemes was accompanied by a small lexical size, whereas the imperfect tense and the person mark onset were associated with large lexical sizes. The implications of these results for charting the continuity between lexical, morphological and syntactical development are discussed.CiPsi - Psychology Research Centre, Uminho (UID/PSI/ 01662/2013), Portugal. National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the the National Strategic Reference Framework (QREN) - FCOMP- 01-0124-FEDER-029556 and through the Competitiveness and Internationalization Operational Program (POCI) with the references and POCI-01-0145-FEDER-007562CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal. BPD/102549/2014info:eu-repo/semantics/publishedVersio

An application of the Rasch model to reading comprehension measurement

An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students’ performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalThis research was supported by Grant FCOMP-01-0124-FEDER-010733 from Fundação para a Ciência e Tecnologia (FCT) and the European Regional Development Fund (FEDER) through the European program COMPETE (Operational Program for Competitiveness Factors) under the National Strategic Reference Framework (QREN).info:eu-repo/semantics/publishedVersio

Preschool literacy and reading performance in primary school

A literacia pré-escolar tem recebido uma crescente atenção. Neste estudo, participaram 70 crianças que iniciaram o 1.º ano de escolaridade no ano letivo 2009/10 e que, na educação pré-escolar, frequentaram três instituições com abordagens diferenciadas de leitura e de escrita. O estudo inclui quatro medidas repetidas no tempo nas áreas da fonologia, reconhecimento de letras, palavras e velocidade de leitura. Os resultados sugerem que a abordagem específica à leitura na educação pré-escolar condiciona o desempenho da leitura na instrução primária. Contudo, essa influência parece ser atenuada com o tempo. Por outro lado, verificou-se que sujeitos que receberam instrução direta de leitura em idade pré-escolar (mas não treino fonológico) obtêm resultados significativamente superiores em tarefas fonológicas aos de sujeitos que receberam treino fonológico prolongado (mas não de leitura).The debate regarding kindergarten literacy has received increasing attention and social visibility. In this study, participants are 70 children who attended first grade in 2009/2010. Participants attended three kindergartens with unique approaches to reading. A four wave repeated measure design was conducted to investigate the growth of the children in phonological awareness, letter recognition, word recognition, and reading speed. Results suggest that the approach towards reading and writing in kindergarten affects children's performance in grades 1 and 2 of elementary school. This influence, however, seems to fade over time. Moreover, results show that children who received formal reading instruction in kindergarten, perform significantly better in phonological tasks than children who received direct and extended phonological instruction.(undefined)info:eu-repo/semantics/publishedVersio

Health-related quality of life and utilities in gastric premalignant conditions and malignant lesions: a multicentre study in a high prevalence country

BACKGROUND AND AIMS: A recent review of economic studies relating to gastric cancer revealed that authors use different tests to estimate utilities in patients with and without gastric cancer. Our aim was to determine the utilities of gastric premalignant conditions and adenocarcinoma with a single standardized health measure instrument. METHODS: Cross-sectional nationwide study of patients undergoing upper endoscopy (n=1,434) using the EQ-5D-5L quality of life (QoL) questionnaire. RESULTS: According to EQ-5D-5L, utilities in individuals without gastric lesions were 0.78 (95% confidence interval: 0.76-0.80), with gastric premalignant conditions 0.79 (0.77-0.81), previously treated for gastric cancer 0.77 (0.73-0.81) and with present cancer 0.68 (0.55-0.81). Self-reported QoL according to the visual analogue scale (VAS) for the same groups were 0.67 (0.66-0.69), 0.67 (0.66-0.69), 0.62 (0.59-0.65) and 0.62 (0.54-0.70) respectively. Utilities were consistently lower in women versus men (no lesions 0.71 vs. 0.78; premalignant conditions 0.70 vs. 0.82; treated for cancer 0.72 vs. 0.78 and present cancer 0.66 vs. 0.70). CONCLUSION: The health-related QoL utilities of patients with premalignant conditions are similar to those without gastric diseases whereas patients with present cancer show decreased utilities. Moreover, women had consistently lower utilities than men. These results confirm that the use of a single standardized instrument such as the EQ-5D-5L for all stages of the gastric carcinogenesis cascade is feasible and that it captures differences between conditions and gender dissimilarities, being relevant information for authors pretending to conduct further cost-utility analysis

Adaptação e validação da escala Reading Strategy Use para a população Portuguesa = Adaptation and validation of the Reading Strategy Use scale for the Portuguese population

O objetivo deste estudo foi adaptar e validar uma escala de avaliação de estratégias de leitura para a população Portuguesa. A Reading Strategy Use (RSU) é uma medida de avaliação de estratégias cognitivas e metacognitivas, com 22 itens. A amostra foi constituída por 428 alunos do quinto e sexto ano de escolaridade. Estudouse a estrutura da escala com recurso à análise fatorial confirmatória, testando-se o ajustamento de modelos de dois e de um fator. Obtiveramse melhores indicadores de ajustamento para o modelo unifatorial. O valor do alfa de Cronbach foi de .85. Os resultados na RSU apresentaram correlações significativas com o desempenho escolar em Língua Portuguesa. Verificaramse diferenças estatisticamente significativas entre os participantes do sexo feminino e masculino, com as raparigas a obterem resultados superiores. Estes resultados fornecem evidência de validade e fidelidade para a escala. São discutidas implicações dos resultados, limitações e questões a abordar em investigações futuras. = The main goal of this research was to adapt and validate a scale of reading strategies assessment for the Portuguese population. The Reading Strategy Use (RSU) is a measure of cognitive and metacognitive strategies, consisting of 22 items. The sample was composed of 428 students. The factor structure of the scale was investigated by means of confirmatory factor analysis. The fit of two factor and one factor models was tested. The results supported a one factor structure. Cronbach’s alpha value was .85. The reading strategies exhibited statistically significant correlations with academic achievement in the Portuguese Language. Statistically significant differences between the female and the male participants in the RSU results were observed, with girls achieving higher scores. These results provide evidence of validity and reliability for the Portuguese version of the RSU. The implications of the results, limitations and issues to be approached in future investigations are discussed

Helicobacter pylori first-line and rescue treatments in patients allergic to penicillin: Experience from the European Registry on H pylori management (Hp-EuReg)

Background: Experience in Helicobacter pylori eradication treatment of patients allergic to penicillin is very scarce. A triple combination with a PPI, clarithromycin (C), and metronidazole (M) is often prescribed as the first option, although more recently the use of a quadruple therapy with PPI, bismuth (B), tetracycline (T), and M has been recommended. Aim: To evaluate the efficacy and safety of first-line and rescue treatments in patients allergic to penicillin in the “European Registry of H pylori management” (Hp-EuReg). Methods: A systematic prospective registry of the clinical practice of European gastroenterologists (27 countries, 300 investigators) on the management of H pylori infection. An e-CRF was created on AEG-REDCap. Patients with penicillin allergy were analyzed until June 2019. Results: One-thousand eighty-four patients allergic to penicillin were analyzed. The most frequently prescribed first-line treatments were as follows: PPI + C + M (n = 285) and PPI + B + T + M (classic or Pylera®; n = 250). In first line, the efficacy of PPI + C + M was 69%, while PPI + B + T + M reached 91% (P <.001). In second line, after the failure of PPI + C + M, two rescue options showed similar efficacy: PPI + B + T + M (78%) and PPI + C + levofloxacin (L) (71%) (P >.05). In third line, after the failure of PPI + C + M and PPI + C + L, PPI + B + T + M was successful in 75% of cases. Conclusion: In patients allergic to penicillin, a triple combination with PPI + C + M should not be generally recommended as a first-line treatment, while a quadruple regimen with PPI + B + T + M seems to be a better option. As a rescue treatment, this quadruple regimen (if not previously prescribed) or a triple regimen with PPI + C + L could be used but achieved suboptimal (<80%) results