The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children

: In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the "ReadFree tool" were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers. The set of classification rules extracted from the CART model were applied to the MLC's performance and the ensuing classification was compared to the one based on standardised Italian reading tests. According to the CART model, auditory go-no/go (regular), RAN and Entrainment100bpm were the most discriminant tasks. When compared with the clinical classification, the CART model accuracy was 86% for the monolinguals and 76% for the MLC. Executive functions and timing skills turned out to have a relevant role in reading. Results of the CART model on MLC support the idea that ad hoc standardised tasks that go beyond reading are needed

Trends in prevalence of blindness and distance and near vision impairment over 30 years: an analysis for the Global Burden of Disease Study

Background: To contribute to the WHO initiative, VISION 2020: The Right to Sight, an assessment of global vision impairment in 2020 and temporal change is needed. We aimed to extensively update estimates of global vision loss burden, presenting estimates for 2020, temporal change over three decades between 1990–2020, and forecasts for 2050. Methods: We did a systematic review and meta-analysis of population-based surveys of eye disease from January, 1980, to October, 2018. Only studies with samples representative of the population and with clearly defined visual acuity testing protocols were included. We fitted hierarchical models to estimate 2020 prevalence (with 95% uncertainty intervals [UIs]) of mild vision impairment (presenting visual acuity ≥6/18 and <6/12), moderate and severe vision impairment (<6/18 to 3/60), and blindness (<3/60 or less than 10° visual field around central fixation); and vision impairment from uncorrected presbyopia (presenting near vision <N6 or <N8 at 40 cm where best-corrected distance visual acuity is ≥6/12). We forecast estimates of vision loss up to 2050. Findings: In 2020, an estimated 43·3 million (95% UI 37·6–48·4) people were blind, of whom 23·9 million (55%; 20·8–26·8) were estimated to be female. We estimated 295 million (267–325) people to have moderate and severe vision impairment, of whom 163 million (55%; 147–179) were female; 258 million (233–285) to have mild vision impairment, of whom 142 million (55%; 128–157) were female; and 510 million (371–667) to have visual impairment from uncorrected presbyopia, of whom 280 million (55%; 205–365) were female. Globally, between 1990 and 2020, among adults aged 50 years or older, age-standardised prevalence of blindness decreased by 28·5% (–29·4 to −27·7) and prevalence of mild vision impairment decreased slightly (–0·3%, −0·8 to −0·2), whereas prevalence of moderate and severe vision impairment increased slightly (2·5%, 1·9 to 3·2; insufficient data were available to calculate this statistic for vision impairment from uncorrected presbyopia). In this period, the number of people who were blind increased by 50·6% (47·8 to 53·4) and the number with moderate and severe vision impairment increased by 91·7% (87·6 to 95·8). By 2050, we predict 61·0 million (52·9 to 69·3) people will be blind, 474 million (428 to 518) will have moderate and severe vision impairment, 360 million (322 to 400) will have mild vision impairment, and 866 million (629 to 1150) will have uncorrected presbyopia. Interpretation: Age-adjusted prevalence of blindness has reduced over the past three decades, yet due to population growth, progress is not keeping pace with needs. We face enormous challenges in avoiding vision impairment as the global population grows and ages

Causes of blindness and vision impairment in 2020 and trends over 30 years, and prevalence of avoidable blindness in relation to VISION 2020: the Right to Sight: an analysis for the Global Burden of Disease Study

Background: Many causes of vision impairment can be prevented or treated. With an ageing global population, the demands for eye health services are increasing. We estimated the prevalence and relative contribution of avoidable causes of blindness and vision impairment globally from 1990 to 2020. We aimed to compare the results with the World Health Assembly Global Action Plan (WHA GAP) target of a 25% global reduction from 2010 to 2019 in avoidable vision impairment, defined as cataract and undercorrected refractive error. Methods: We did a systematic review and meta-analysis of population-based surveys of eye disease from January, 1980, to October, 2018. We fitted hierarchical models to estimate prevalence (with 95% uncertainty intervals [UIs]) of moderate and severe vision impairment (MSVI; presenting visual acuity from <6/18 to 3/60) and blindness (<3/60 or less than 10° visual field around central fixation) by cause, age, region, and year. Because of data sparsity at younger ages, our analysis focused on adults aged 50 years and older. Findings: Global crude prevalence of avoidable vision impairment and blindness in adults aged 50 years and older did not change between 2010 and 2019 (percentage change −0·2% [95% UI −1·5 to 1·0]; 2019 prevalence 9·58 cases per 1000 people [95% IU 8·51 to 10·8], 2010 prevalence 96·0 cases per 1000 people [86·0 to 107·0]). Age-standardised prevalence of avoidable blindness decreased by −15·4% [–16·8 to −14·3], while avoidable MSVI showed no change (0·5% [–0·8 to 1·6]). However, the number of cases increased for both avoidable blindness (10·8% [8·9 to 12·4]) and MSVI (31·5% [30·0 to 33·1]). The leading global causes of blindness in those aged 50 years and older in 2020 were cataract (15·2 million cases [9% IU 12·7–18·0]), followed by glaucoma (3·6 million cases [2·8–4·4]), undercorrected refractive error (2·3 million cases [1·8–2·8]), age-related macular degeneration (1·8 million cases [1·3–2·4]), and diabetic retinopathy (0·86 million cases [0·59–1·23]). Leading causes of MSVI were undercorrected refractive error (86·1 million cases [74·2–101·0]) and cataract (78·8 million cases [67·2–91·4]). Interpretation: Results suggest eye care services contributed to the observed reduction of age-standardised rates of avoidable blindness but not of MSVI, and that the target in an ageing global population was not reached. Funding: Brien Holden Vision Institute, Fondation Théa, The Fred Hollows Foundation, Bill & Melinda Gates Foundation, Lions Clubs International Foundation, Sightsavers International, and University of Heidelberg

The Daily Linguistic Practice Interview: A new instrument to assess language use and experience in minority language children and their effect on reading skills

The increasing number of primary students with varying degrees of exposure to a family minority language requires a reflection on whether specific aspects of their daily language experience influence their learning. Indeed, Minority Language Children (MLC) often report difficulties in reading that must be better investigated to exclude neurodevelopmental conditions such as developmental dyslexia.To this aim, we developed a new instrument, the Daily Linguistic Practice Interview. It allows for collecting information about the linguistic practice and use in the family (Scale A) and extra-family context (Scale B), and about the child's linguistic preferences and habits (Scale C). The Interview further provides analogic quantitative measures of minority language active speaking with mother, father, and passive listening, in the form of clocks to paint.The relationship between these linguistic aspects and reading skills was investigated on 79 MLC aged 8 to 11 y.o.through a correlational approach and regression models. Our results show that family and extra-family language use influence accurate lexical recognition, moreover a “mother effect” broadly affects reading skills in the majority language.Our findings suggest that MLC deserve a more careful evaluation of learning disorders with ad hoc standardized tests, that incorporates information about the family language exposure

The Daily Linguistic Practice Interview: a new instrument to assess language use and experience in minority-language children and their effect on reading skills.

The increasing number of primary students with different degrees of exposure to a family minority language requires a reflection on whether and how specific aspects of their daily language experience influence their learning skills. Indeed, Minority Language Children (MLC) often report difficulties in fluent and accurate reading that must be better investigated to exclude neurodevelopmental conditions such as dyslexia. To this aim, we developed a new instrument, the Daily Linguistic Practice Interview (in Italian, the "Prassi Linguistiche Quotidiane" – PLQ Interview). It allows to collect information about the linguistic practice and use in the family (Scale A) and extra-family context (Scale B) and about the child’s linguistic preferences and habits (Scale C). The Interview further provides analogic quantitative measures of minority language active speaking with mother, father, and passive listening, in the form of clocks to paint. The relationship between all these linguistic aspects and reading skills was investigated on 79 MLC aged 8 to 11 y.o. through a correlational approach and several regression models. Our results show that family and extra-family language use influence accurate lexical recognition. At the same time, a “mother effect” broadly affects reading skills in the majority language. In line with these findings, promoting balanced bilingualism in school is relevant for supporting learning skills. Moreover, according to our data, a more careful evaluation of learning disorders should be done on MLC with ad hoc standardized tests and by also considering family language exposure

The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children

In this study, we validated the “ReadFree tool”: a computerized battery of 12 hierarchically organized tasks in the visual and auditory modalities, which do not imply reading. The tool has been developed to identify poor readers irrespective of their specific language background, thus, to be also suitable for Minority-Language Children (MLC). Each task's discriminant power was tested on 142 Italian-monolingual participants (8-13 years-old) that either presented a reading deficit (i.e., monolingual poor readers (mPR); N = 37) or not (i.e., monolingual good readers (mGR); N = 105). The performances at the discriminant tasks were analysed by means of a multivariate machine learning approach based on a classification and regression tree (CART) model to classify mPR versus mGR. To test the diagnostic accuracy of the ReadFree tool in MLC, we first compared reading and ReadFree tool performances in MLC (N = 68) with those in monolingual readers (mGR + mPR; N = 142). The two groups did not show any significant differences, suggesting that (i) the two samples had the same distribution of good and poor readers and (ii) the ReadFree tool can be used to test MLC without introducing any systematic bias associated with their language use experience and exposure. Secondly, the MLC’s CART classification of good and poor readers was compared to the one obtained by adopting clinical reading tests standardized on Italian monolingual children. Interestingly, the percentage of MLC evaluated as poor readers through the standardized reading tests was higher than the one produced by the ReadFree tool. This evidence supports the idea that reading tasks standardized also on MLC population are needed

RAN as a universal marker of developmental dyslexia in Italian monolingual and minority language children

Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC

3D-cardiomics: A spatial transcriptional atlas of the mammalian heart.

Understanding the spatial gene expression and regulation in the heart is key to uncovering its developmental and physiological processes, during homeostasis and disease. Numerous techniques exist to gain gene expression and regulation information in organs such as the heart, but few utilize intuitive true-to-life three-dimensional representations to analyze and visualise results. Here we combined transcriptomics with 3D-modelling to interrogate spatial gene expression in the mammalian heart. For this, we microdissected and sequenced transcriptome-wide 18 anatomical sections of the adult mouse heart. Our study has unveiled known and novel genes that display complex spatial expression in the heart sub-compartments. We have also created 3D-cardiomics, an interface for spatial transcriptome analysis and visualization that allows the easy exploration of these data in a 3D model of the heart. 3D-cardiomics is accessible from http://3d-cardiomics.erc.monash.edu/

The prolyl isomerase Pin1 orchestrates p53 acetylation and dissociation from the apoptosis inhibitor iASPP.

The tumor-suppressor function of p53 relies on its transcriptional activity, which is modulated by post-translational modifications and interactions with regulatory proteins. The prolyl isomerase Pin1 has a central role in transducing phosphorylation of p53 into conformational changes that affect p53 stability and function. We found that Pin1 is required for efficient loading of p53 on target promoters upon stress. In addition, Pin1 is recruited to chromatin by p53 and stimulates binding of the p300 acetyltransferase and consequent p53 acetylation. Accordingly, tumor-associated mutations at Pin1-binding residues within the p53 proline-rich domain hamper acetylation of p53 by p300. After phosphorylation of p53 at Ser46 triggered by cytotoxic stimuli, Pin1 also mediates p53's dissociation from the apoptosis inhibitor iASPP, promoting cell death. In tumors bearing wild-type p53, expression of Pin1 and iASPP are inversely correlated, supporting the clinical relevance of these interactions

Aplicación de las Tecnologías para la enseñanza de la matemática, física, química y biología: implicaciones didácticas. Experiencias en América Latina

Por fortuna una buena parte de los profesores en Colombia y en América Latina han mantenido su incertidumbre viva y su capacidad crítica como parte de la esencia que orienta su ejercicio profesional en la enseñanza de las ciencias, es así como esta obra presenta una compilación de experiencias que articulan la investigación, la tecnología y la sociedad como una triada sinérgica en el desarrollo de competencias básicas y científicas en los procesos educativos en diferentes niveles de formación, estas experiencias sin duda alguna enriquecen el discurso que alimenta la reflexión crítica y permanente sobre la didáctica de las Ciencias y que en el marco del Simposio Internacional De La Aplicación De La Tecnología Para La Enseñanza De La Matemática, La Física, La Química Y La Biología. El problema es tan complejo como compleja es la humanidad misma, pero definitivamente la creación e implementación de políticas educativas debe estar iluminada por la investigación, por la inversión efectiva de recursos que garanticen la equidad, su implementación, reconocimiento y resignificación del papel del maestro desde su formación inicial