The ABCs of the ABCs: The Development of Letter-Name and Letter-Sound Knowledge

The development of letter-sound (lS) and letter-name (LN) knowledge and associations with other reading skills differed in 91 children followed from the beginning of kindergarten through the middle of first grade: Previous LN predicted both subsequent LN and LS, but previous LS predicted only subsequent LS. Correlations of LN and LS within each testing time were modest, and both were substantially correlated with alphabet ordering across time. Both LS and LN contributed unique variance in predicting subsequent reading-related skills. Children\u27s knowledge of letter sounds was dependent upon corresponding letter names, supporting Treiman et al.\u27s (1994) letter-name hypothesis. Results suggest that alphabet knowledge consists of both LN and LS, which have different developmental patterns

Annual cycle of Southeast Asia - Maritime Continent rainfall and the asymmetric monsoon transition

J. Climate, 18, 287-301.(Manuscript)In general the Bay of Bengal, Indochina Peninsula and Philippines are in the Asian summer monsoon regime while the Maritime Continent experiences a wet monsoon during boreal winter and a dry season during boreal summer. However, the complex distribution of land, sea and terrain results in significant local variations of the annual cycle. This work uses historical station rainfall data to classify the annual cycles of rainfall over land areas, the TRMM rainfall measurements to identify the monsoon regimes of the four seasons in the entire Southeast Asia, and the QuikSCAT winds to study the causes of the variations. The annual cycle is dominated largely by interactions between the complex terrain and a simple annual reversal of the surface monsoonal winds throughout all monsoon regions from the Indian Ocean to the South China Sea and the equatorial western Pacific The semiannual cycle is comparable in magnitude to the annual cycle over parts of the equatorial landmasses, but only a very small region reflects the twice-yearly crossing of the sun. Most of the semiannual cycle appears to be due to the influence of both the summer and the winter monsoon in the western part of the Maritime Continent where the annual cycle maximum occurs in fall. Analysis of the TRMM data reveals a structure whereby the boreal summer and winter monsoon rainfall regimes intertwine across the equator and both are strongly affected by the wind-terrain interaction. In particular the boreal winter regime extends far northward along the eastern flanks of the major island groups and landmasses. A hypothesis is presented to explain the asymmetric seasonal march in which the maximum convection follows a gradual southeastward progression path from the Asian 2 summer monsoon to the Asian winter monsoon but a sudden transition in the reverse. The hypothesis is based on the redistribution of mass between land and ocean areas during spring and fall that results from different land-ocean thermal memories. This mass redistribution between the two transition seasons produces sea- level patterns leading to asymmetric wind-terrain interactions throughout the region, and a low- level divergence asymmetry in the region that promote the southward march of maximum convection during boreal fall but opposes the northward march during boreal spring.In general the Bay of Bengal, Indochina Peninsula and Philippines are in the Asian summer monsoon regime while the Maritime Continent experiences a wet monsoon during boreal winter and a dry season during boreal summer. However, the complex distribution of land, sea and terrain results in significant local variations of the annual cycle. This work uses historical station rainfall data to classify the annual cycles of rainfall over land areas, the TRMM rainfall measurements to identify the monsoon regimes of the four seasons in the entire Southeast Asia, and the QuikSCAT winds to study the causes of the variations. The annual cycle is dominated largely by interactions between the complex terrain and a simple annual reversal of the surface monsoonal winds throughout all monsoon regions from the Indian Ocean to the South China Sea and the equatorial western Pacific The semiannual cycle is comparable in magnitude to the annual cycle over parts of the equatorial landmasses, but only a very small region reflects the twice-yearly crossing of the sun. Most of the semiannual cycle appears to be due to the influence of both the summer and the winter monsoon in the western part of the Maritime Continent where the annual cycle maximum occurs in fall. Analysis of the TRMM data reveals a structure whereby the boreal summer and winter monsoon rainfall regimes intertwine across the equator and both are strongly affected by the wind-terrain interaction. In particular the boreal winter regime extends far northward along the eastern flanks of the major island groups and landmasses. A hypothesis is presented to explain the asymmetric seasonal march in which the maximum convection follows a gradual southeastward progression path from the Asian 2 summer monsoon to the Asian winter monsoon but a sudden transition in the reverse. The hypothesis is based on the redistribution of mass between land and ocean areas during spring and fall that results from different land-ocean thermal memories. This mass redistribution between the two transition seasons produces sea- level patterns leading to asymmetric wind-terrain interactions throughout the region, and a low- level divergence asymmetry in the region that promote the southward march of maximum convection during boreal fall but opposes the northward march during boreal spring

Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children

published_or_final_versio

Brain bases of morphological processing in Chineseâ English bilingual children

Can bilingual exposure impact children’s neural circuitry for learning to read? To answer this question, we investigated the brain bases of morphological awareness, one of the key spoken language abilities for learning to read in English and Chinese. Bilingual Chineseâ English and monolingual English children (N = 22, ages 7â 12) completed morphological tasks that best characterize each of their languages: compound morphology in Chinese (e.g. basket + ball = basketball) and derivational morphology in English (e.g. re + do = redo). In contrast to monolinguals, bilinguals showed greater activation in the left middle temporal region, suggesting that bilingual exposure to Chinese impacts the functionality of brain regions supporting semantic abilities. Similar to monolinguals, bilinguals showed greater activation in the left inferior frontal region [BA 45] in English than Chinese, suggesting that young bilinguals form languageâ specific neural representations. The findings offer new insights to inform bilingual and crossâ linguistic models of language and literacy acquisition.The study investigated the impact of bilingual exposure on children’s language and reading abilities. During auditory morphological awareness tasks, young Chineseâ English bilinguals showed monolingualâ like competence as well as languageâ specific patterns of brain activation in left inferior frontal gyrus (IFG). This activation was greater for English than for Chinese in left IFG BA 45, but similar across languages in left IFG BA 47. Relative to English monolinguals, the bilinguals showed greater activation in left MTG region and this activation was significantly correlated with bilingualsâ English literacy. The findings suggest that bilingual exposure to a language with rich lexical morphology, such as Chinese, impacts the functionality of bilingualsâ left temporal regions typically associated with lexicoâ semantic processing and the ability to link word meanings to their orthographic forms.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138272/1/desc12449_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138272/2/desc12449.pd

Development and Testing of a Decision Aid on Goals of Care for Advanced Dementia

Objectives—Decision aids are effective to improve decision-making, yet they are rarely tested in nursing homes (NHs). Study objectives were to 1) examine the feasibility of a Goals of Care (GOC) decision aid for surrogate decision-makers (SDMs) of persons with dementia; and 2) test its effect on quality of communication and decision-making. Design—Pre-post intervention to test a GOC decision aid intervention for SDMs for persons with dementia in NHs. Investigators collected data from reviews of resident health records and interviews with SDMs at baseline and 3-month follow up. Setting—Two NHs in North Carolina. Participants—18 residents who were over 65 years of age, had moderate to severe dementia on the Global Deterioration Scale (GDS=5,6,7), and an English-speaking surrogate decision-maker. Intervention—1) GOC Decision Aid video viewed by the SDM, and 2) a structured care plan meeting between the SDM and interdisciplinary NH team. Measurements—Surrogate knowledge, quality of communication with health care providers, surrogate-provider concordance on goals of care, and palliative care domains addressed in the care plan. Results—89% of the SDMs thought the decision aid was relevant to their needs. After viewing the video decision aid, SDMs increased the number of correct responses on knowledge-based questions (12.5 vs 14.2, P<.001). At 3 months they reported improved quality of communication scores (6.1 vs 6.8, P=.01) and improved concordance on primary goal of care with nursing home team (50% vs 8%, P=.003). The number of palliative care domains addressed in the care plan increased (1.8 vs 4.3, P<.001). Conclusion—The decision-support intervention piloted in this study was feasible and relevant for surrogate decision-makers of persons with advanced dementia in nursing homes, and it improved quality of communication between SDM and NH providers. A larger randomized clinical trial is underway to provide further evidence of the effects of this decision aid intervention

Reading comprehension and its component skills in children with SLI and children with dyslexia

Poster session 1: LiteracyThe Poster Abstract Book can be viewed at: http://www.iascl2014.org/files/6014/0483/0776/Posters_Final.pdfReading comprehension involves word decoding and oral language comprehension (Hoover and Gough, 1990). Young readers with dyslexia are at risk for reading-comprehension impairment. Reading-comprehension impairment also happens in children without wordreading deficits, and about 30% of these children is language-impaired. Reading comprehension involves higher-order skills of working memory, inferencing, and comprehension monitoring (Cain & Oakhill, 2007). This study aims to examine whether Chinese children with specific language impairment (SLI) and children with dyslexia demonstrate difficulties in these skills. Ninety-five eight-year-old Primary 2 children participated in this study. Using normreferenced measures, these children were diagnosed as either normal (n=42), SLI (n=28), dyslexia (N=10), or SLI-dyslexia (n=19) at the end of Primary 1. The children completed tasks examining word reading, reading comprehension, written grammar, working memory, comprehension monitoring and literal and inferential reading comprehension of texts in which word and grammar levels were controlled. Age and Ravens were used as covariates in all MANOVA and ANOVA analyses. In both word reading and reading comprehension, the normal group outperformed the three atypical groups and the SLI group scored higher than the dyslexic group. In word reading, the SLI and the dyslexia group performed better than the co-morbid group, and in reading comprehension, only the SLI group performed better than the co-morbid group. For written grammar, the normal group again performed better than the three atypical groups, and the SLI and dyslexia group outperformed the co-morbid group. For literal and inferential comprehension, the normal group performed better than the SLI and co-morbid group, and the same pattern of results was found for comprehension monitoring and working memory. The dyslexia group did not perform worse than the normal group in these higher-order skills. These results suggest different focus of reading comprehension intervention for children with SLI and children with dyslexia. (Project funded by Hong Kong RGC755110) Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127-160. Oakhill, J. V., & Cain, K. (2004). The development of comprehension skills. In T. Nunes & P. Bryant (eds). Handbook of children’s literacy, 155-180.published_or_final_versio

Developmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade

Copyright @ 2014 Wei et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.The present study investigated the relationship between Chinese reading skills and metalinguistic awareness skills such as phonological, morphological, and orthographic awareness for 101 Preschool, 94 Grade-1, 98 Grade-2, and 98 Grade-3 children from two primary schools in Mainland China. The aim of the study was to examine how each of these metalinguistic awareness skills would exert their influence on the success of reading in Chinese with age. The results showed that all three metalinguistic awareness skills significantly predicted reading success. It further revealed that orthographic awareness played a dominant role in the early stages of reading acquisition, and its influence decreased with age, while the opposite was true for the contribution of morphological awareness. The results were in stark contrast with studies in English, where phonological awareness is typically shown as the single most potent metalinguistic awareness factor in literacy acquisition. In order to account for the current data, a three-stage model of reading acquisition in Chinese is discussed.National Natural Science Foundation of China and Knowledge Innovation Program of the Chinese Academy of Sciences

Pretargeted Molecular Imaging and Radioimmunotherapy

Pretargeting is a multi-step process that first has an unlabeled bispecific antibody (bsMAb) localize within a tumor by virtue of its anti-tumor binding site(s) before administering a small, fast-clearing radiolabeled compound that then attaches to the other portion of the bsMAb. The compound's rapid clearance significantly reduces radiation exposure outside of the tumor and its small size permits speedy delivery to the tumor, creating excellent tumor/nontumor ratios in less than 1 hour. Haptens that bind to an anti-hapten antibody, biotin that binds to streptavidin, or an oligonucleotide binding to a complementary oligonucleotide sequence have all been radiolabeled for use by pretargeting. This review will focus on a highly flexible anti-hapten bsMAb platform that has been used to target a variety of radionuclides to image (SPECT and PET) as well as treat tumors

Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness

This study considered whether sensitivity to speech rhythm can predict concurrent variance in reading attainment after individual differences in age, vocabulary and phonological awareness have been controlled. Five to six-year-old English-speaking children completed a battery of phonological processing assessments and reading assessments, along with a simple word stress manipulation task. The results showed that performance on the stress manipulation measure predicted a significant amount of variance in reading attainment after age, vocabulary, and phonological processing had been taken into account. These results suggest that stress sensitivity is an important, yet neglected aspect of English-speaking children?s phonological representations, which needs to be incorporated into theoretical accounts of reading development

First-language Longitudinal Predictors of Second-language Literacy In Young L2 Learners

Can young students' early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross-language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word-reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and longitudinal predictors of English word reading, and text-level reading and writing skills across ages 7-10. These three Chinese measures together accounted for 16-28% of unique variance in the English literacy tasks across the three-year period. Students who showed word-reading difficulties in Chinese in grade 1 also performed more poorly than average Chinese readers in English reading and related cognitive tasks later on, especially on phonological tasks. The results provided evidence for the cross-language transfer of cognitive-linguistic abilities between two distinctly different orthographies. L1 markers underlying reading difficulties in both L1 and L2 can serve as early indicators of possible reading problems that may arise later in L2. These findings have clinical, educational, and theoretical implications.postprin