Reading-related skills of kindergarteners from diverse linguistic backgrounds

This study examined whether measures used to identify children at risk for reading failure are appropriate for children from different language backgrounds. Tasks assessing literacy and phonological and language processing at the beginning and end of kindergarten were administered to 540 native English speakers (NS), 59 bilingual children (BL), and 60 children whose initial exposure to English was when they began school (ESL). Although the BL and ESL children performed more poorly than the NS children on most measures of phonological and linguistic processing, the acquisition of basic literacy skills for children with different language backgrounds developed in a similar manner. Furthermore, planned contrasts between the language groups did not explain the variance in the children’s literacy performance in May. Instead, alphabetic knowledge and phonological processing were important contributors to early reading skill. Therefore, children learning English may acquire literacy skills in English in a similar manner to NS children, although their alphabetic knowledge may precede and facilitate the acquisition of phonological awareness in English

Introduction of English Immersion in China: A Transplant with Modifications

This article presents an overview of replicating the French immersion model used in Canada to English immersion programs in China. It provides the Chinese context of this program highlighting the importance of English education and the defect of traditional English teaching and learning. The paper explains the borrowable features of the French immersion model which account for the attraction to the Chinese reformers. With a focused discussion on the differences between the traditional and immersion English teaching approaches, the paper argues that, to sustain an effective transplanted English immersion program, necessary modifications must be made to respond to the social and educational contextual restrictions in the “borrower” country

General Piecewise Growth Mixture Model: Word Recognition Development for Different Learners in Different Phases

The General Piecewise Growth Mixture Model (GPGMM), without losing generality to other fields of study, can answer six crucial research questions regarding children’s word recognition development. Using child word recognition data as an example, this study demonstrates the flexibility and versatility of the GPGMM in investigating growth trajectories that are potentially phasic and heterogeneous. The strengths and limitations of the GPGMM and lessons learned from this hands-on experience are discussed

Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: a four-year longitudinal study.

International audienceThe development of phonological and orthographic processing was studied from the middle of Grade 1 to the end of Grade 4 (age 6; 6-10 years) using the effects of regularity and of lexicality in reading aloud and in spelling tasks, and using the effect of pseudohomophony in a silent reading task. In all the tasks, signs of reliance on phonological processing were found even when indicators of reliance on orthographic processing appeared. Multiple regression analyses were conducted to determine which early skills predict later reading achievement. Pseudoword and irregular word scores were used as measures for phonological and orthographic skills, respectively. Only middle of Grade 1 phonological reading skills accounted for independent variance in end of Grade 4 orthographic skills. Conversely, from the middle to the end of Grade 1, and from the end of Grade 1 to the end of Grade 4, both orthographic and phonological skills accounted for independent variance in later orthographic skills. In the prediction of phonological skills, only the unique contribution of earlier phonological skills was significant. Thus, phonological and orthographic processing appear to be reciprocally related, rather than independent components of written word recognition. However, very early reliance on the phonological procedure seems to be the bootstrapping mechanism for reading acquisition

It’s All about the Nurse Aides

Context: Collaboration between the certified nurse aide (CNA) and licensed nurse (LN) is crucial for the provision of safe, personalized, quality care in the nursing home. This study explored the lived work experience of collaboration in caregiving pairs that identified one another as successful care partners in the delivery of high-quality resident care. Objective: This research explored the CNA and LN experience of mutual support in four nursing homes in the Western United States with a particular focus on varied approaches of LN support for CNAs. Methods: Using a purposive sampling design, we surveyed 12 LN and 12 CNA participants individually and as part of an LN/CNA caregiving pair. Semi-structured interviews were recorded, transcribed verbatim, loaded into NVivo software, and coded for meaning. Findings: LN participants described feeling most supported by CNAs who do their job well. LN and CNA participants described ways LNs in the sample provide holistic support to their CNA coworkers—a phenomenon we coinedundergirding: listen and respond, show respect, help with resident care and answer call lights, educate and explain, provide feedback and encouragement, adjust and divide workloads, protect the CNA, support physical needs, and provide emotional support. Undergirding promotes work success for the CNA and the LN. Most importantly, participants described how undergirding facilitates high-quality resident care. Limitations: This study was designed to identify and explore optimal collaboration as it is possible in the current nursing home setting. It was not intended to represent all LN/CNA caregiving pairs. Implications: These findings may be helpful for educators and administrators, but perhaps they are most important for policymakers. More effective support for CNAs is needed if we hope to decrease turnover, improve retention, and elevate nursing home residents’ quality of care

Development and Implementation of a Peer Mentoring Program for Early Career Gerontological Faculty: Mentoring Early Career Gerontological Faculty

In conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), the Hartford Gerontological Nursing Leaders (HGNL) developed and executed a program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of the HGNL. The purpose of this article is to describe key strategies used to develop and execute the mentoring program and to present the formative and summative program evaluation

The state of the Martian climate

60°N was +2.0°C, relative to the 1981–2010 average value (Fig. 5.1). This marks a new high for the record. The average annual surface air temperature (SAT) anomaly for 2016 for land stations north of starting in 1900, and is a significant increase over the previous highest value of +1.2°C, which was observed in 2007, 2011, and 2015. Average global annual temperatures also showed record values in 2015 and 2016. Currently, the Arctic is warming at more than twice the rate of lower latitudes

Recommendations for Nanomedicine Human Subjects Research Oversight: An Evolutionary Approach for an Emerging Field

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/96363/1/j.1748-720X.2012.00703.x.pd