Dietary value for money? Investigating how the monetary value of diets in the National Diet and Nutrition Survey (NDNS) relate to dietary energy density

Estimating the monetary value of individuals’ diets allows investigation into how costs relate to dietary quality. A number of studies(1–2), including one in Scotland(3), have reported a strong negative relationship between diet costs and energy density. Most studies of this type neglect to address the issue of mathematical coupling, where energy is both the numerator in the energy density variable (kJ/g) and the denominator in energy-adjusted diet cost (e.g. E/10 MJ). As a result, the findings could be reflecting a mathematical relationship(4). This study investigated how estimated diet costs of NDNS adults relate to dietary energy density using the ‘residuals’ regressionmethod to account for energy. Diet diary information from 2008–2010 was matched to an in-house database of national average (2004) food prices (the DANTE cost database) to assign a cost to each food and non-alcoholic beverage consumed. Mean daily diet costs and costs per 10 MJ were calculated for each participant. Energy density (g/kJ) was derived from foods and milk. The sample median diet cost was £2.84 per day (IQR £2.27, £3.64), or £4.05 per 10MJ (£3.45, £4.82). Values for energy density, food energy, and diet costs by quintiles of dietary energy density (1 = least energy dense) are presented in the table. Adjusted linear regression found a strong negative relationship: additional standard deviation above the diet cost expected for a given energy intake (the residual), there was an associated decrease in energy density of 0.46kJ/g (95% CI - 0.53, - 0.38, p<0.001). This is the first time individual-level diet costs have been characterized for a representative British population. These diet costs represent the inherent value of the diet, and are not comparable to UK expenditure data. The analyses confirm a diet cost-energy density link that is not due to mathematical artefact, and suggest that those consuming more energy-dense diets are achieving more kilojoules for their money

Computerised speechreading training for deaf children: A randomised controlled trial

Purpose: We developed and evaluated in a randomised controlled triala computerised speechreading training programme to determine a) whether it is possible to train speechreading in deaf children and b) whether speechreading training results in improvements in phonological and reading skills.Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationshipmay be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method: Sixty-six deaf 5-7 year olds were randomised into speechreading and maths training arms. Each training programme was comprised of10 minutesessionsa day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, 3 months and 10 months after training. Results: We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations, however these effects were weaker. No benefits were seen toword reading. Conclusions: Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy programme. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children

Reaction time variability in children with ADHD symptoms and/or dyslexia.

Reaction time (RT) variability on a Stop Signal task was examined among children with attention deficit hyperactivity disorder (ADHD) symptoms and/or dyslexia in comparison to typically developing (TD) controls. Children's go-trial RTs were analyzed using a novel ex-Gaussian method. Children with ADHD symptoms had increased variability in the fast but not the slow portions of their RT distributions compared to those without ADHD symptoms. The RT distributions of children with dyslexia were similar to those of TD-controls. It is argued that variability in responding may be underpinned by impairments in response preparation or timing during Stop Signal tasks

Doing Biopolitics Differently? Radical Potential in the Post-2015 MDG and SDG Debates

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Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children

PURPOSE: Speechreading (lipreading) is a correlate of reading ability in both deaf and hearing children. We investigated whether the relationship between speechreading and single-word reading is mediated by phonological awareness in deaf and hearing children. METHOD: In two separate studies, 66 deaf children and 138 hearing children, aged 5–8 years old, were assessed on measures of speechreading, phonological awareness, and single-word reading. We assessed the concurrent relationships between latent variables measuring speechreading, phonological awareness, and single-word reading. RESULTS: In both deaf and hearing children, there was a strong relationship between speechreading and single-word reading, which was fully mediated by phonological awareness. CONCLUSIONS: hese results are consistent with ideas from previous studies that visual speech information contributes to the development of phonological representations in both deaf and hearing children, which, in turn, support learning to read. Future longitudinal and training studies are required to establish whether these relationships reflect causal effects

Designs for Heritage Language Learning: A Photography project in the UK Supplementary Education

Supplementary Schools in the UK offer educational opportunities for children and young people outside mainstream school provision. The paper reports an enquiry undertaken by practitioners in Greek Supplementary Schools in the UK to explore how features of mobile technologies may be leveraged to foster heritage language learning. It draws on the view that mobile learning can be a way for learners to explore the language informally and direct their own development (Kukulska-Hulme, 2015) and may also shape the learners’ ‘habits of mind’ (Wong, 2012, p.22) in learning—and consequently their language competencies. The project #ItsAllGreekToUS set to investigate how to create learning designs to incorporate effective use of mobile technologies within language learning and teaching. It draws on action research orientation and uses the idea of ‘Bring Your Own Device’ (BYOD) (JISC, 2013) in educational settings. The study involved several sessions around the concept of ‘loanwords’ and representations of this vocabulary in artefacts created with the use of mobile phones and a popular photography application (e.g. Pinterest). The participants were fourteen students (12-13s) attending a pre-GCSE class in a Greek School in London and nine students (12-14s) attending a GCSE class in a Greek School in Leicester. Evidence from user-generated content, the pupils’ views around the project and the practitioners’ observations are considered. The paper will discuss how students’ practices associated with mobile technologies are integrated into teachers’ practice. Particular attention will be drawn to designing language learning by blending traditional language classroom practices along incorporating the practices of sharing and curating content, as well as allowing ‘visibility’ through artefacts created by the learners