Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students With Reading Difficulties

The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions

Abundant toxin-related genes in the genomes of beneficial symbionts from deep-sea hydrothermal vent mussels

Bathymodiolus mussels live in symbiosis with intracellular sulfur-oxidizing (SOX) bacteria that provide them with nutrition. We sequenced the SOX symbiont genomes from two Bathymodiolus species. Comparison of these symbiont genomes with those of their closest relatives revealed that the symbionts have undergone genome rearrangements, and up to 35% of their genes may have been acquired by horizontal gene transfer. Many of the genes specific to the symbionts were homologs of virulence genes. We discovered an abundant and diverse array of genes similar to insecticidal toxins of nematode and aphid symbionts, and toxins of pathogens such as Yersinia and Vibrio. Transcriptomics and proteomics revealed that the SOX symbionts express the toxin-related genes (TRGs) in their hosts. We hypothesize that the symbionts use these TRGs in beneficial interactions with their host, including protection against parasites. This would explain why a mutualistic symbiont would contain such a remarkable 'arsenal' of TRG

Student feedback delivery modes: A qualitative study of student and lecturer views

Background: Student feedback on assessment is fundamental for promoting learning. Written feedback is the most common way of providing feedback yet this has been criticised by students for its ineffectiveness. Given the wide range of feedback modes available, (written, audio, video, screencast, face-to-face, self and peer-feedback) a better understanding of student and lecturer preferences would facilitate recommendations for optimising feedback delivery. The aim of this study was to explore the experiences and preferences for summative feedback modes of physiotherapy students and lecturers. Methods: A sample of convenience was used to recruit participants from one undergraduate physiotherapy programme in the UK. A total of 25 students were recruited for three focus groups and five lecturers for semi-structured interviews. Focus groups and individual interviews were guided by a semi-structured interview guideline and carried out by a research assistant who was not involved in teaching on the programme and therefore unknown to participants. Data were analysed using inductive thematic analysis. Results: Three themes were developed in relation to student and lecturer experiences of feedback to date: the importance of dialogue; the value of feed forward; and feedback disparity. From the student perspective, three themes were identified supporting their feedback preference: the importance of human connection; added information from non-verbal communication; valuing the lecturer view. From the lecturer perspective, two themes were identified around feedback preferences: challenges of spoken feedback and the importance of self-assessment. Conclusions: This study identifies challenges around selecting optimal feedback modes due to the lack of student-lecturer consensus. Students preferred lecturer-led modes, providing the highest quality personal interaction with lecturers (face-to-face, screencast, video, audio). Lecturers most often advocated for student led feedback modes (peer or self-assessment) as a means to students valuing the feedback and developing reflective skills

Designing and constructing cardboard chair inserts for young handicapped children

This is the publisher's version, also found at http://sped.org/Preschool children with physical impairments have special furniture and equipment needs (Connors, Williamson, & Siepp, 1978). Adaptive seating equipment for these children is crucial to their physical and educational development (Bergen, 1974). Proper adaptive seating equipment should inhibit abnormal reflexes and muscle tone, while simultaneously facilitating more normal body movement (Bobath, 1969)

A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type