Understanding Interest And Self-Efficacy In The Reading And Writing Of Students With Persisting Specific Learning Disabilities During Middle Childhood And Early Adolescence

Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/avoidance and affect in a sample with diagnosed SLDs-WL. The first approach identified two components for the reading items (each correlated differently with reading skills) and two components for the writing items (each correlated differently with writing skills), but the components were not the same for both domains. Multiple regressions supported predicting interest and self-efficacy ratings from current reading achievement, rather than predicting reading achievement from interest and self-efficacy ratings, but also bidirectional relationships between interest or self-efficacy in writing and writing achievement. The third approach found negative correlations with amygdala connectivity for 2 reading items, but 5 positive and 2 negative correlations with amygdala connectivity for writing items; negative correlations may reflect avoidance and positive correlations approach. Collectively results show the relevance and domain-specificity of interest and self-efficacy in reading and writing for students with persisting SLDs in literacy

Satellite observations of changes in snow-covered land surface albedo during spring in the Northern Hemisphere

Thirteen years of Moderate Resolution Imaging Spectroradiometer (MODIS) surface albedo data for the Northern Hemisphere during the spring months (March-May) were analyzed to determine temporal and spatial changes over snow-covered land surfaces. Tendencies in land surface albedo change north of 50 degrees N were analyzed using data on snow cover fraction, air temperature, vegetation index and precipitation. To this end, the study domain was divided into six smaller areas, based on their geographical position and climate similarity. Strong differences were observed between these areas. As expected, snow cover fraction (SCF) has a strong influence on the albedo in the study area and can explain 56% of variation of albedo in March, 76% in April and 92% in May. Therefore the effects of other parameters were investigated only for areas with 100% SCF. The second largest driver for snow-covered land surface albedo changes is the air temperature when it exceeds a value between -15 and -10 degrees C, depending on the region. At monthly mean air temperatures below this value no albedo changes are observed. The Enhanced Vegetation Index (EVI) and precipitation amount and frequency were independently examined as possible candidates to explain observed changes in albedo for areas with 100% SCF. Amount and frequency of precipitation were identified to influence the albedo over some areas in Eurasia and North America, but no clear effects were observed in other areas. EVI is positively correlated with albedo in Chukotka Peninsula and negatively in eastern Siberia. For other regions the spatial variability of the correlation fields is too high to reach any conclusions.Peer reviewe

Observation of an Efimov resonance in an ultracold mixture of atoms and weakly bound dimers

We discuss our recent observation of an atom-dimer Efimov resonance in an ultracold mixture of Cs atoms and Cs_2 Feshbach molecules [Nature Phys. 5, 227 (2009)]. We review our experimental procedure and present additional data involving a non-universal g-wave dimer state, to contrast our previous results on the universal s-wave dimer. We resolve a seeming discrepancy when quantitatively comparing our experimental findings with theoretical results from effective field theory.Comment: Conference Proceeding ICPEAC 2009 Kalamazoo, to appear in Journal of Physics: Conference Serie

Observation of an Efimov resonance in an ultracold mixture of atoms and weakly bound dimers

We discuss our recent observation of an atom-dimer Efimov resonance in an ultracold mixture of Cs atoms and Cs_2 Feshbach molecules [Nature Phys. 5, 227 (2009)]. We review our experimental procedure and present additional data involving a non-universal g-wave dimer state, to contrast our previous results on the universal s-wave dimer. We resolve a seeming discrepancy when quantitatively comparing our experimental findings with theoretical results from effective field theory.Comment: Conference Proceeding ICPEAC 2009 Kalamazoo, to appear in Journal of Physics: Conference Serie

Observation of an Efimov resonance in an ultracold mixture of atoms and weakly bound dimers

We discuss our recent observation of an atom-dimer Efimov resonance in an ultracold mixture of Cs atoms and Cs_2 Feshbach molecules [Nature Phys. 5, 227 (2009)]. We review our experimental procedure and present additional data involving a non-universal g-wave dimer state, to contrast our previous results on the universal s-wave dimer. We resolve a seeming discrepancy when quantitatively comparing our experimental findings with theoretical results from effective field theory.Comment: Conference Proceeding ICPEAC 2009 Kalamazoo, to appear in Journal of Physics: Conference Serie

Taking the long view on writing development

Studies on writing development have grown in diversity and depth in recent decades, but remain fragmented along lines of theory, method, and age ranges or populations studied. Meaningful, competent writing performances that meet the demands of the moment rely on many kinds of well-practiced and deeply understood capacities working together; however, these capacities’ realization and developmental trajectories can vary from one individual to another. Without an integrated framework to understand lifespan development of writing abilities in its variation, high-stakes decisions about curriculum, instruction, and assessment are often made in unsystematic ways that may fail to support the development they are intended to facilitate; further, research may not consider the range of issues at stake in studying writing in any particular moment. To address this need and synthesize what is known about the various dimensions of writing development at different ages, the coauthors of this essay have engaged in sustained discussion, drawing on a range of theoretical and methodological perspectives. Drawing on research from different disciplinary perspectives, they propose eight principles upon which an account of writing development consistent with research findings could be founded. These principles are proposed as a basis for further lines of inquiry into how writing develops across the lifespan

Reading acceleration training changes brain circuitry in children with reading difficulties

Introduction: Dyslexia is characterized by slow, inaccurate reading. Previous studies have shown that the Reading Acceleration Program (RAP) improves reading speed and accuracy in children and adults with dyslexia and in typical readers across different orthographies. However, the effect of the RAP on the neural circuitry of reading has not been established. In the current study, we examined the effect of the RAP training on regions of interest in the neural circuitry for reading using a lexical decision task during fMRI in children with reading difficulties and typical readers. Methods: Children (8–12 years old) with reading difficulties and typical readers were studied before and after 4 weeks of training with the RAP in both groups. Results: In addition to improvements in oral and silent contextual reading speed, training-related gains were associated with increased activation of the left hemisphere in both children with reading difficulties and typical readers. However, only children with reading difficulties showed improvements in reading comprehension, which were associated with significant increases in right frontal lobe activation. Conclusions: Our results demonstrate differential effects of the RAP on neural circuits supporting reading in both children with reading difficulties and typical readers and suggest that the intervention may stimulate use of typical neural circuits for reading and engage compensatory pathways to support reading in the developing brain of children with reading difficulties

Evaluating the Dimensionality of First-Grade Written Composition

Purpose—We examined dimensions of written composition using multiple evaluative approaches such as an adapted 6+1 trait scoring, syntactic complexity measures, and productivity measures. We further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method—A large sample of first grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach including confirmatory factor analysis and structural equation modeling. Results—The seven traits in the 6+1 trait system were best described as two constructs: substantive quality, and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. Conclusions—These four dimensions may be a useful guideline for evaluating developing beginning writer’s compositions