Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Background: Although language and communication difficulties are common in secondary school students, there has been limited research into the efficacy of interventions for adolescents with language and communication difficulties. Aims: To investigate the efficacy of teaching assistant (TA)-delivered narrative and vocabulary interventions to mainstream secondary school-aged students with language disorder. Methods & Procedures: A randomized controlled trial (RCT) of a language and communication intervention was used to evaluate the efficacy of vocabulary and narrative interventions to improve the vocabulary and narrative performance of adolescents (mean age = 12.8 years) with language disorder. The language and communication programmes (narrative, vocabulary and combined narrative and vocabulary) were delivered by TAs in the classroom, three times per week, for 45–60 min each, over 6 weeks, totalling 18 sessions. Standardized and intervention-specific measures were used as outcomes. Outcomes & Results: Twenty-one schools with 358 eligible participants were recruited. The three intervention groups showed significant improvements (d =.296) on a narrative latent variable defined by a standardized narrative assessment (the Expression, Reception and Recall of Narrative Instrument—ERRNI), but there were no significant improvements on an overall vocabulary latent variable compared with the waiting control group. Differential effects were found on some non-standardized intervention-specific measures with the narrative group making significantly more progress on narrative tasks compared with the waiting control group, the vocabulary group showing the same pattern on specific vocabulary tasks, and the combined narrative and vocabulary group making significantly more progress on some of the intervention-specific narrative, and all the intervention-specific vocabulary outcomes compared with the waiting control group. Conclusions & Implications: It is possible to improve narrative but not vocabulary skills, as assessed by standardized measures, in secondary school students with a relatively brief group TA-delivered intervention. There were differential effects for both narrative and vocabulary with intervention-specific measures. Future work is required to explore whether more intensive and longer lasting interventions would be more effective and to identify which students in this age group are most likely to benefit from such interventions

Search for C P violation in the D + → π + π 0 decay at Belle

We search for CP violation in the charged charm meson decay D+→π+π0, based on a data sample corresponding to an integrated luminosity of 921 fb−1 collected by the Belle experiment at the KEKB e+e− asymmetric-energy collider. The measured CP-violating asymmetry is [+2.31±1.24(stat)±0.23(syst)]%, which is consistent with the standard model prediction and has a significantly improved precision compared to previous results

The Color Dipole Picture of low-x DIS: Model-Independent and Model-Dependent Results

We present a detailed examination of the color-dipole picture (CDP) of low-$x$ deep inelastic scattering. We discriminate model-independent results, not depending on a specific parameterization of the dipole cross section, from model-dependent ones. The model-independent results include the ratio of the longitudinal to the transverse photoabsorption cross section at large $Q^2$, or equivalently the ratio of the longitudinal to the unpolarized proton structure function, $F_L (x,Q^2)=0.27 F_2 (x, Q^2)$, as well as the low-$x$ scaling behavior of the total photoabsorption cross section $\sigma_{\gamma^*p} (W^2, Q^2)=\sigma_{\gamma^*p} (\eta (W^2, Q^2))$ as $\log (1 / \eta (W^2, Q^2))$ for $\eta (W^2, Q^2) <1$, and as $1/\eta (W^2, Q^2)$ for $\eta (W^2, Q^2) \gg 1$. Here, $\eta (W^2, Q^2)$ denotes the low-$x$ scaling variable, $\eta (W^2, Q^2)=(Q^2 + m^2_0) / \Lambda^2_{sat} (W^2)$ with $\Lambda^2_{sat} (W^2)$ being the saturation scale. The model-independent analysis also implies $\lim\limits_{W^2\rightarrow\infty, Q^2 {\rm fixed}} \sigma_{\gamma^*p} (W^2, Q^2) / \sigma_{\gamma p} (W^2) \rightarrow 1$ at any $Q^2$ for asymptotically large energy, $W$. Consistency with pQCD evolution determines the underlying gluon distribution and the numerical value of $C_2 = 0.29$ in the expression for the saturation scale, $\Lambda^2 (W^2) \sim (W^2)^{C_2}$. In the model-dependent analysis, by restricting the mass of the actively contributing $q \bar q$ fluctuations by an energy-dependent upper bound, we extend the validity of the color-dipole picture to $x \cong Q^2 / W^2 \le 0.1$. The theoretical results agree with the world data on DIS for $0.036 {\rm GeV}^2 \le Q^2 \le 316 {\rm GeV}^2$.Comment: 77 pages, 30 figure

Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists

Children with language disorder frequently experience difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational studies focus on the derivation of meaning within a literacy context. Little is known about whether the practices of Speech and Language Therapists (SLTs) and teachers reflect these findings from the literature. The current paper reports on a survey which gathered information from SLTs and Mainstream Secondary School Teachers (MSSTs), about their current practice concerning vocabulary support for adolescents, aged 11 – 16, who have language disorder. An online questionnaire was distributed through teaching and speech and language therapy professional networks. The aim of the study was to establish which specific strategies were used in practice by SLTs and MSSTs to teach vocabulary to adolescents with language disorder, and which strategies were the most effective. Responses were obtained from 127 SLTs and 47 MSSTs in the UK. SLTs were more likely than MSSTs to teach phonological awareness and semantic feature analysis as strategies for developing vocabulary skills. Both professions used literacy-related strategies as well as strategies for independent word learning such as the derivation of meaning from morphology and context. Increased joint working and training opportunities would further develop the knowledge and skills of both MSSTs and SLTs, enabling theoretically-grounded and relevant vocabulary support for this group of adolescents

Extracellular vesicle-mediated export of fungal RNA

Extracellular vesicles (EVs) play an important role in the biology of various organisms, including fungi, in which they are required for the trafficking of molecules across the cell wall. Fungal EVs contain a complex combination of macromolecules, including proteins, lipids and glycans. in this work, we aimed to describe and characterize RNA in EV preparations from the human pathogens Cryptococcus neoformans, Paracoccidiodes brasiliensis and Candida albicans, and from the model yeast Saccharomyces cerevisiae. the EV RNA content consisted mostly of molecules less than 250 nt long and the reads obtained aligned with intergenic and intronic regions or specific positions within the mRNA. We identified 114 ncRNAs, among them, six small nucleolar (snoRNA), two small nuclear (snRNA), two ribosomal (rRNA) and one transfer (tRNA) common to all the species considered, together with 20 sequences with features consistent with miRNAs. We also observed some copurified mRNAs, as suggested by reads covering entire transcripts, including those involved in vesicle-mediated transport and metabolic pathways. We characterized for the first time RNA molecules present in EVs produced by fungi. Our results suggest that RNA-containing vesicles may be determinant for various biological processes, including cell communication and pathogenesis.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro (FAPERJ)Instituto Nacional de Ciencia e Tecnologia de Inovacao em Doencas Negligenciadas (INCT-IDN)Brazilian agency Fundacao Araucaria - PRONEXBrazilian agency Papes-FiocruzUniversidade Federal de São Paulo, Escola Paulista Med, Dept Microbiol Imunol & Parasitol, São Paulo, BrazilFundacao Oswaldo Cruz, CDTS, Rio de Janeiro, RJ, BrazilUniv Fed Rio de Janeiro, Inst Microbiol Prof Paulo de Goes, BR-21941 Rio de Janeiro, RJ, BrazilFiocruz PR, Fundacao Oswaldo Cruz, Inst Carlos Chagas, Curitiba, PR, BrazilUniversidade Federal de São Paulo, Escola Paulista Med, Dept Microbiol Imunol & Parasitol, São Paulo, BrazilWeb of Scienc

Patient engagement with antibiotic messaging in secondary care: a qualitative feasibility study of the ‘review & revise’ experience

Background: We aimed to investigate and optimise the acceptability and usefulness of a patient leaflet about antibiotic prescribing decisions made during hospitalisation, and to explore individual patient experiences and preferences regarding the process of antibiotic prescription ‘review & revise’ which is a key strategy to minimise antibiotic overuse in hospitals. Methods: In this qualitative study, run within the feasibility study of a large, cluster-randomised stepped wedge trial of 36 hospital organisations, a series of semi-structured, think-aloud telephone interviews were conducted and data were analysed using thematic analysis. Fifteen adult patients who had experienced a recent acute medical hospital admission during which they had been prescribed antimicrobials and offered a patient leaflet about antibiotic prescribing were recruited to the study. Results: Participants reacted positively to the leaflet, reporting that it was both an accessible and important source of information which struck the appropriate balance between informing and reassuring. Participants all valued open communication with clinicians, and were keen to be involved in antibiotic prescribing decisions, with individuals reporting positive experiences regarding antibiotic prescription changes or stopping. Many participants had prior experience or knowledge of antibiotics and resistance, and generally welcomed efforts to reduce antibiotic usage. Overall, there was a feeling that healthcare professionals (HCPs) are trusted experts providing the most appropriate treatment for individual patient conditions. Conclusions: This study offers novel insights into how patients within secondary care are likely to respond to messages advocating a reduction in the use of antibiotics through the ‘review & revise’ approach. Due to the level of trust that patients place in their care provider, encouraging HCPs within secondary care to engage patients with greater communication and information provision could provide great advantages in the drive to reduce antibiotic use. It may also be beneficial for HCPs to view patient experiences as cumulative events that have the potential to impact future behaviour around antibiotic use. Finally, pre-testing messages about antibiotic prescribing and resistance is vital to dispelling any misconceptions either around effectiveness of treatment for patients, or perceptions of how messages may be received

PTPT symmetric non-selfadjoint operators, diagonalizable and non-diagonalizable, with real discrete spectrum

Consider in $L^2(R^d)$, $d\geq 1$, the operator family $H(g):=H_0+igW$. \ds H_0= a^\ast_1a_1+... +a^\ast_da_d+d/2 is the quantum harmonic oscillator with rational frequencies, $W$ a $P$ symmetric bounded potential, and $g$ a real coupling constant. We show that if $|g|<\rho$, $\rho$ being an explicitly determined constant, the spectrum of $H(g)$ is real and discrete. Moreover we show that the operator \ds H(g)=a^\ast_1 a_1+a^\ast_2a_2+ig a^\ast_2a_1 has real discrete spectrum but is not diagonalizable.Comment: 20 page

Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial

Purpose This article reports on the effectiveness of a novel tablet-based approach to phonological intervention and compares it to a traditional tabletop approach, targeting children with phonologically based speech sound disorders (SSD). Method Twenty-two Portuguese children with phonologically based SSD were randomly assigned to 1 of 2 interventions, tabletop or tablet (11 children in each group), and received intervention based on the same activities, with the only difference being the delivery. All children were treated by the same speech-language pathologist over 2 blocks of 6 weekly sessions, for 12 sessions of intervention. Participants were assessed at 3 time points: baseline; pre-intervention, after a 3-month waiting period; and post-intervention. Outcome measures included percentage of consonants correct, percentage of vowels correct, and percentage of phonemes correct. A generalization of target sounds was also explored. Results Both tabletop and tablet-based interventions were effective in improving percentage of consonants correct and percentage of phonemes correct scores, with an intervention effect only evident for percentage of vowels correct in the tablet group. Change scores across both interventions were significantly greater after the intervention, compared to baseline, indicating that the change was due to the intervention. High levels of generalization (60% and above for the majority of participants) were obtained across both tabletop and tablet groups. Conclusions The software proved to be as effective as a traditional tabletop approach in treating children with phonologically based SSD. These findings provide new evidence regarding the use of digital materials in improving speech in children with SSD