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

Portland\u27s Changing Landscape

Occasional Papers in Geography Publication No. 4 What is the nature and character of Portland? What are the conditions, changes and developments that have made it what it is? How does Portland compare with other places? What makes it unique? These are some of the question pursued in this volume. This book contains thirteen chapters discussing various facets of Portland\u27s environmental, economy, and character. It is an up-to-date and comprehensive analysis of dynamics and change in the landscape. An overview is provided of Portland as a city and place to live, as well as its functional significance on a national and international basis. Two threads are woven through the tapestry of these essays. One is that Portland is a big city but with many attributes of a small town. The other is the closeness and accessibility of city and nature. The challenge is how to nurture and maintain both - to have our cake and eat it too. The evidence is clear that most American cities have not been able to achieve this. Only the future can tell how Portland will fare. The authors are all professional geographers or work in closely related fields. All have been involved with the Portland scene for a number of years and are uniquely qualified to write about these topics. While each approaches problems from his or her own perspective, the net result is a summing up, a taking stock of where we have been and where we are going. When considered as a whole the book should provide a better view than we have had of the nature and character of this special place.https://pdxscholar.library.pdx.edu/geog_occasionalpaper/1000/thumbnail.jp

Optical Propagation and Communication

Contains research objectives and reports on four research projects.National Science Foundation (Grant ECS 85-09143)Maryland Procurement Office (Contract MDA 904-84-C-6037)National Science Foundation (Grant ECS 84-15580)U.S. Army Research Office - Durham (Contract DAAG29-84-K-0095)U.S. Navy - Office of Naval Research (Contract N00014-80-C-0941

Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction

Little is known about the genetic architecture of traits affecting educational attainment other than cognitive ability. We used genomic structural equation modeling and prior genome-wide association studies (GWASs) of educational attainment (n = 1,131,881) and cognitive test performance (n = 257,841) to estimate SNP associations with educational attainment variation that is independent of cognitive ability. We identified 157 genome-wide-significant loci and a polygenic architecture accounting for 57% of genetic variance in educational attainment. Noncognitive genetics were enriched in the same brain tissues and cell types as cognitive performance, but showed different associations with gray-matter brain volumes. Noncognitive genetics were further distinguished by associations with personality traits, less risky behavior and increased risk for certain psychiatric disorders. For socioeconomic success and longevity, noncognitive and cognitive-performance genetics demonstrated associations of similar magnitude. By conducting a GWAS of a phenotype that was not directly measured, we offer a view of genetic architecture of noncognitive skills influencing educational success

Investigating the genetic architecture of noncognitive skills using GWAS-by-subtraction

Little is known about the genetic architecture of traits affecting educational attainment other than cognitive ability. We used genomic structural equation modeling and prior genome-wide association studies (GWASs) of educational attainment (n = 1,131,881) and cognitive test performance (n = 257,841) to estimate SNP associations with educational attainment variation that is independent of cognitive ability. We identified 157 genome-wide-significant loci and a polygenic architecture accounting for 57% of genetic variance in educational attainment. Noncognitive genetics were enriched in the same brain tissues and cell types as cognitive performance, but showed different associations with gray-matter brain volumes. Noncognitive genetics were further distinguished by associations with personality traits, less risky behavior and increased risk for certain psychiatric disorders. For socioeconomic success and longevity, noncognitive and cognitive-performance genetics demonstrated associations of similar magnitude. By conducting a GWAS of a phenotype that was not directly measured, we offer a view of genetic architecture of noncognitive skills influencing educational success