Losing Diana: Children and Families Reflect on the Closing of a School in Rural West Virginia

This was a phenomenological study that explored school consolidation through the lived experiences and perceptions of students and their families. This study included five elementary students, ranging from second through sixth grade and six adult participants, including parents and grandparents. Individual interviews, focus groups, and artifact exploration were utilized as the primary data collection methods. Because school consolidation is a social as well as an individual experience, this study worked through the constructivist perspective to allow a greater understanding of the complexities and nuances of personal relationships that develop and evolve throughout the consolidation process. This study also utilized feminist theory and humanism as they allowed the under-represented voices to arise shedding light on the familiar topic of school consolidation through new and unique perspectives while giving credence to the voices of children

Two Studies of TierII Literacy Development: Throwing Sixth Graders a Lifeline

Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers (N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school history. In both studies, Tier II intervention consisted of intensive instruction in word analysis, fluency building, comprehension, and vocabulary for 30 hours across 10 weeks. Results of both studies taken individually and combined indicated significant differences in favor of the intervention groups on oral reading fluency. The second study indicated significantly stronger performances for the intervention group on the Woodcock Reading Mastery Test—Revised (WRMT-R/NU) passage comprehension subtest. Tier II interventions and Response to Intervention (RTI) for older struggling readers are discussed related to educational implications and future research

Reprogramming the assembly of unmodified DNA with a small molecule

The ability of DNA to store and encode information arises from base pairing of the four-letter nucleobase code to form a double helix. Expanding this DNA ‘alphabet’ by synthetic incorporation of new bases can introduce new functionalities and enable the formation of novel nucleic acid structures. However, reprogramming the self-assembly of existing nucleobases presents an alternative route to expand the structural space and functionality of nucleic acids. Here we report the discovery that a small molecule, cyanuric acid, with three thymine-like faces reprogrammes the assembly of unmodified poly(adenine) (poly(A)) into stable, long and abundant fibres with a unique internal structure. Poly(A) DNA, RNA and peptide nucleic acid all form these assemblies. Our studies are consistent with the association of adenine and cyanuric acid units into a hexameric rosette, which brings together poly(A) triplexes with a subsequent cooperative polymerization. Fundamentally, this study shows that small hydrogen-bonding molecules can be used to induce the assembly of nucleic acids in water, which leads to new structures from inexpensive and readily available materials

Treatment integrity and treatment effects vary for the Corrective Reading Decoding program when implemented with middle school students with reading difficulties

This review provides a summary and appraisal commentary on the treatment review by Benner, G. J., Nelson, J. R., Stage, S. A., & Ralston, N. C. (2011). The influence of fidelity of implementation on the reading outcomes of middle school students experiencing reading difficulties. Remedial and Special Education, 32, 79–88. Source of funding and disclosure of interest: This research was supported in part by funding from the Washington State Higher Education Coordinating Board using Title II, Part A (Improving Teacher Quality) funds from the U.S. Department of Education; the original authors of this research report no conflicts of interest

Inclusion of letter knowledge, phonemic awareness, the alphabetic principle,and oral language is supported for early reading intervention for kindergarteners withlanguage difficulties

This review provides a summary and appraisal commentary on the treatment review by O’Connor, R. E., Bocain, K., Beebe-Frankenberger, M., & Linklater, D. L. (2010). Responsiveness to students with language difficulties to early intervention in reading. Journal of Special Education, 43, 220–235

Preventing Students With Disabilities From Dropping Out

Schools are tasked with the challenge of not only raising graduation rates for students with and without disabilities but also preparing these students to meet college and career readiness standards. Recent studies and reviews of the literature suggest promising practices to ensure that educators meet these goals by increasing students’ engagement in school. This article provides an overview of the research on evidence-based drop-out prevention practices organized within the framework of the six recommendations provided by the Institute of Education Sciences. After an explanation of each drop-out prevention intervention component, implications for practice are highlighted, with particular emphasis on academic and behavioral practices that can be readily implemented to prevent students with and without learning and behavioral disabilities from dropping out of school