Increasing Fluency in Disabled Middle School Readers: Repeated Reading Utilizing Above Grade Level Reading Passages

This study examined the effects of repeated reading using above grade level narrative passages on: (a) reading rate as measured in words per minute (wpm) and (b) reading miscues. A single group, pretest-post-test design was used to measure the treatment effects. The study group consisted of 11, sixth grade African-American students with learning disabilities who received language arts instruction in a self-contained special education setting. A pretest- post-test measurement was conducted using the Flynt-Cooter Reading Inventory for the Classroom to measure reading level and reading rate. The study results suggest that for the classroom teacher, daily, extended use of a repeated reading intervention with above grade level passages may have two positive effects on students with reading disabilities. First, reading rate may increase, meaning that a greater volume of text can be read, enabling a student to read more productively. Secondly, a decrease in reading miscues may also occur, resulting in greater decoding accuracy and aiding comprehension. These two factors may improve overall reading efficiency

Growth and torque magnetometry of ferromagnetic single crystals

This thesis describes the development of an automatic diameter control system for a Czochralski crystal puller in which the torque on the crystal as it revolves in the melt is monitored and stabilised through changes in the melt temperature. The development of a torque magnetometer of new design having a high linearity and absolute accuracy is also described. The on-line analysis of data produced by the torque magnetometer has yielded precise values for the magnetocrystalline anisotropy of cobalt (grown by Czochralski and other techniques). The magnetometer has also been used for investigations of the magnetocrystalline anisotropy of the terbium/gadolinium alloys. In both cases the compatibility of the observed temperature dependences of the anisotropy with particular models is investigated

16 Minutes of “Eyes-on-Text” Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy

Research continues to suggest that adolescents struggle with reading, indicating that much work remains to ensure that all students read at levels consistent with the skills required for academic achievement (Biancarosa & Snow, 2006). This article investigates whole class choral reading (WCCR) within the context of a sixth-grade language arts setting for the purpose of improving oral reading fluency skills with narrative text. In this quasi-experimental study involving 112 students, WCCR was implemented on a daily basis with students utilizing the repeated reading of narrative text. Results suggest that students improved both phonological decoding and oral reading fluency skills with moderate effect sizes. Implications for teaching are discussed

PIPE Dreams? The Performance of Companies Issuing Equity Privately

Private Investments in Public Equity (PIPEs) have become an important source of financing for young, publicly traded firms whose poor operating performance may limit alternative financing options. We propose that firms are motivated to sell these securities to minimize costs associated with asymmetric information. We find that both the security structure and the investor composition of a PIPE security matter in the subsequent performance of the issuing firm. Poor post-issuance performance is associated with securities where investors obtain significant repricing rights, which protect them from future stock price declines. Furthermore, companies that obtain financing from hedge funds tend to under-perform companies that obtain financing from other institutional investors. We argue that hedge funds act as investors of last resort, playing an important role in the market for young, high-risk firms with substantial asymmetric information. Hedge funds are willing to fund such high-risk companies because they can protect against possible price declines in the issuing companies by either negotiating PIPE securities with repricing rights or by entering into short positions of the underlying stocks of the issuing companies.

Senior Recital, Paige Reisenfeld, soprano

The presentation of this senior recital will fulfill in part the requirements for the Bachelor of Music degree in Performance. Paige Reisenfeld studies voice with Michelle Harman Gulick and receives vocal coaching from Melanie Kohn Day

High-fructose corn-syrup-sweetened beverage intake increases 5-hour breast milk fructose concentrations in lactating women

This study determined the effects of consuming a high-fructose corn syrup (HFCS)-sweetened beverage on breast milk fructose, glucose, and lactose concentrations in lactating women. At six weeks postpartum, lactating mothers (n = 41) were randomized to a crossover study to consume a commercially available HFCS-sweetened beverage or artificially sweetened control beverage. At each session, mothers pumped a complete breast milk expression every hour for six consecutive hours. The baseline fasting concentrations of breast milk fructose, glucose, and lactose were 5.0 ± 1.3 µg/mL, 0.6 ± 0.3 mg/mL, and 6.8 ± 1.6 g/dL, respectively. The changes over time in breast milk sugars were significant only for fructose (treatment × time, p < 0.01). Post hoc comparisons showed the HFCS-sweetened beverage vs. control beverage increased breast milk fructose at 120 min (8.8 ± 2.1 vs. 5.3 ± 1.9 µg/mL), 180 min (9.4 ± 1.9 vs. 5.2 ± 2.2 µg/mL), 240 min (7.8 ± 1.7 vs. 5.1 ± 1.9 µg/mL), and 300 min (6.9 ± 1.4 vs. 4.9 ± 1.9 µg/mL) (all p < 0.05). The mean incremental area under the curve for breast milk fructose was also different between treatments (14.7 ± 1.2 vs. −2.60 ± 1.2 µg/mL × 360 min, p < 0.01). There was no treatment × time interaction for breast milk glucose or lactose. Our data suggest that the consumption of an HFCS-sweetened beverage increased breast milk fructose concentrations, which remained elevated up to five hours post-consumption

Feminist Scholarship Review

Published from 1991 through 2007 at Trinity College, Hartford, Connecticut, the Feminist Scholarship Review is a literary journal that describes women\u27s experiences around the world. FSR began as a review of feminist scholarly material, but evolved into a journal for poetry and short storie