Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review

Purpose: This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the extent of the spelling difficulties of children with DLD, the review extends our understanding of the nature of the spelling errors produced by children with DLD. Three questions are addressed: Do spelling difficulties in children with DLD stem from weak phonological, orthographic, or morphological representations? What are the patterns of spelling performance in DLD depending on orthographic depth? Do comorbid difficulties with DLD impact spelling? / Method: The scoping review followed the five phases outlined by Arksey and O'Malley (2005) and extended by Levac et al. (2010): (a) specifying the research question; (b) identifying relevant studies; (c) selecting studies; (d) charting the data; and (e) collating, summarizing, and reporting the results. / Results: Eighteen studies that provided a qualitative description of the nature of spelling errors produced by children and adolescents with DLD were identified. Spelling performance was examined in relation to control groups that were matched on age, on language features (language, spelling, or reading age), or on co-occurring difficulties. / Conclusions: This review article highlights the key elements that need to be considered when practitioners examine spelling difficulties and provides benchmarks for assessment in a range of alphabetic languages for school-age children. The qualitative analyses indicated that when practitioners evaluate spelling performance in children or adolescents with DLD, three factors should be considered: phonological representations, morphological awareness, and reading skills

Induced Chiral Mesophases from Achiral Naphthoate Derivatives in Self-Assembled Systems

Color poster with text, images, charts, photographs, and graphs.The enhanced ordering arrangement of liquid crystals has been documented for well over a century, but the increase in popularity of inducible mesophases has emerged as a leading  optioelectronic  material. Applications reach from liquid crystalline displays to the plasmidal DNA of bacteria.  Given the special nature of supramolecular organization (in which entire macromolecules reorient themselves throughout the ordered states) we can leverage these species under covalent conditions to lock assemblages in place.  It is in these induced chiral mesophases where there is a need for further study, to better understand the implications of chain organization.National Science Foundation Award 1808289 ; University of Wisconsin--Eau Claire Office of Research and Sponsored Program

Évaluation de l’orthographe des élèves dysphasiques en situation de narration communicative : variations selon le type d’orthographe, lexicale versus morphologique

International audienceIntroductionThe overall goal of the study was to draw, in French language, a complete picture of spelling abilities in young students with SLI, enrolling in ordinary classes.ObjectiveThe main aim was to show how the developmental trajectories of lexical spelling and the morphological spelling are different when a large age span is observed (7 to 18 years old).MethodsThe spelling abilities were evaluated through a narrative communicative. Two groups of students with SLI (7–11 years and 12–18 years) were compared with two groups of typical students matched on chronological age.ResultsThe lexical spelling was acquired before the morphological spelling for SLI and typical participants. At 12–18 of age, the SLI participants did not produce more lexical errors than the typical group. For the lexical spelling, at 7–11 years, the SLI participants had a specific difficulty with the segmentation of the words: they produced words that do not exist in the language and which by definition have no morphological markers.ConclusionThe SLI participants need more time to learn than the typical participants. At 7–11 years, before learning of morphology, they must be able to control segmentation the segmentation of words. The low number of morphological errors in the school SLI group of 7–11 years is not necessarily a sign of difficulty. The increase in the number of errors at 12–18 years is the sign that this problem has been exceeded and that the learning of the written morphological markers can really begin.IntroductionLe but général de l’étude est d’établir, en langue française, un profil complet des capacités en orthographe des élèves dysphasiques scolarisés en milieu ordinaire.ObjectifIl s’agit de montrer dans quelle mesure la progression de l’orthographe lexicale et de l’orthographe morphologique se différencie si on prend un large empan d’âge (de 7 à 18 ans).MéthodeLes capacités en orthographe sont évaluées à travers une narration communicative. Deux groupes d’élèves dysphasiques (7–11 ans et 12–18 ans) sont comparés à deux groupes d’élèves typiques appariés sur l’âge chronologique.RésultatsL’orthographe lexicale est acquise avant l’orthographe morphologique pour les participants dysphasiques et typiques. À 12–18 ans, le groupe dysphasique ne produit pas plus d’erreurs lexicales que le groupe typique. En orthographe lexicale, les participants dysphasiques de 7–11 ans ont une difficulté spécifique avec la segmentation des mots : ils produisent des mots qui n’existent pas dans la langue et qui par définition n’ont pas de marques morphologiques.ConclusionLes élèves dysphasiques ont besoin de plus de temps pour apprendre que les élèves typiques. À 7–11 ans, avant l’apprentissage de la morphologie, ils doivent parvenir à maîtriser la segmentation des mots. De façon contre-intuitive, le faible nombre d’erreurs morphologiques des élèves dysphasiques de 7–11 ans est le signe d’une difficulté. L’augmentation du nombre de ces erreurs à 12–18 ans est le signe que la difficulté a été dépassée et que l’apprentissage des marques morphologiques à l’écrit peut réellement commencer

Norovirus evolution in immunodeficient mice reveals potentiated pathogenicity via a single nucleotide change in the viral capsid

Interferons (IFNs) are key controllers of viral replication, with intact IFN responses suppressing virus growth and spread. Using the murine norovirus (MNoV) system, we show that IFNs exert selective pressure to limit the pathogenic evolutionary potential of this enteric virus. In animals lacking type I IFN signaling, the nonlethal MNoV strain CR6 rapidly acquired enhanced virulence via conversion of a single nucleotide. This nucleotide change resulted in amino acid substitution F514I in the viral capsid, which led to \u3e10,000-fold higher replication in systemic organs including the brain. Pathogenicity was mediated by enhanced recruitment and infection of intestinal myeloid cells and increased extraintestinal dissemination of virus. Interestingly, the trade-off for this mutation was reduced fitness in an IFN-competent host, in which CR6 bearing F514I exhibited decreased intestinal replication and shedding. In an immunodeficient context, a spontaneous amino acid change can thus convert a relatively avirulent viral strain into a lethal pathogen