Whole genome sequence and manual annotation of Clostridium autoethanogenum, an industrially relevant bacterium

Clostridium autoethanogenum is an acetogenic bacterium capable of producing high value commodity chemicals and biofuels from the C1 gases present in synthesis gas. This common industrial waste gas can act as the sole energy and carbon source for the bacterium that converts the low value gaseous components into cellular building blocks and industrially relevant products via the action of the reductive acetyl-CoA (Wood-Ljungdahl) pathway. Current research efforts are focused on the enhancement and extension of product formation in this organism via synthetic biology approaches. However, crucial to metabolic modelling and directed pathway engineering is a reliable and comprehensively annotated genome sequence

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS

Recent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This project examines the relation of EF, as measured by its components, Inhibition, Updating Working Memory, and Shifting, with a hybrid model of reading disability (RD). Our sample included 420 children who participated in a broader intervention project when they were in KG-third grade (age M = 6.63 years, SD = 1.04 years, range = 4.79–10.40 years). At the time their EF was assessed, using a parent-report Behavior Rating Inventory of Executive Function (BRIEF), they had a mean age of 13.21 years (SD = 1.54 years; range = 10.47–16.63 years). The hybrid model of RD was operationalized as a composite consisting of four symptoms, and set so that any child could have any one, any two, any three, any four, or none of the symptoms included in the hybrid model. The four symptoms include low word reading achievement, unexpected low word reading achievement, poorer reading comprehension compared to listening comprehension, and dual-discrepancy response-to-intervention, requiring both low achievement and low growth in word reading. The results of our multilevel ordinal logistic regression analyses showed a significant relation between all three components of EF (Inhibition, Updating Working Memory, and Shifting) and the hybrid model of RD, and that the strength of EF’s predictive power for RD classification was the highest when RD was modeled as having at least one or more symptoms. Importantly, the chances of being classified as having RD increased as EF performance worsened and decreased as EF performance improved. The question of whether any one EF component would emerge as a superior predictor was also examined and results showed that Inhibition, Updating Working Memory, and Shifting were equally valuable as predictors of the hybrid model of RD. In total, all EF components were significant and equally effective predictors of RD when RD was operationalized using the hybrid model

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.

Recent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This project examines the relation of EF, as measured by its components, Inhibition, Updating Working Memory, and Shifting, with a hybrid model of reading disability (RD). Our sample included 420 children who participated in a broader intervention project when they were in KG-third grade (age M = 6.63 years, SD = 1.04 years, range = 4.79-10.40 years). At the time their EF was assessed, using a parent-report Behavior Rating Inventory of Executive Function (BRIEF), they had a mean age of 13.21 years (SD = 1.54 years; range = 10.47-16.63 years). The hybrid model of RD was operationalized as a composite consisting of four symptoms, and set so that any child could have any one, any two, any three, any four, or none of the symptoms included in the hybrid model. The four symptoms include low word reading achievement, unexpected low word reading achievement, poorer reading comprehension compared to listening comprehension, and dual-discrepancy response-to-intervention, requiring both low achievement and low growth in word reading. The results of our multilevel ordinal logistic regression analyses showed a significant relation between all three components of EF (Inhibition, Updating Working Memory, and Shifting) and the hybrid model of RD, and that the strength of EF's predictive power for RD classification was the highest when RD was modeled as having at least one or more symptoms. Importantly, the chances of being classified as having RD increased as EF performance worsened and decreased as EF performance improved. The question of whether any one EF component would emerge as a superior predictor was also examined and results showed that Inhibition, Updating Working Memory, and Shifting were equally valuable as predictors of the hybrid model of RD. In total, all EF components were significant and equally effective predictors of RD when RD was operationalized using the hybrid model

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS

Recent achievement research suggests that executive function (EF), a set of regulatory processes that control both thought and action necessary for goal-directed behavior, is related to typical and atypical reading performance. This project examines the relation of EF, as measured by its components, Inhibition, Updating Working Memory, and Shifting, with a hybrid model of reading disability (RD). Our sample included 420 children who participated in a broader intervention project when they were in KG-third grade (age M = 6.63 years, SD = 1.04 years, range = 4.79-10.40 years). At the time their EF was assessed, using a parent-report Behavior Rating Inventory of Executive Function (BRIEF), they had a mean age of 13.21 years (SD = 1.54 years; range = 10.47-16.63 years). The hybrid model of RD was operationalized as a composite consisting of four symptoms, and set so that any child could have any one, any two, any three, any four, or none of the symptoms included in the hybrid model. The four symptoms include low word reading achievement, unexpected low word reading achievement, poorer reading comprehension compared to listening comprehension, and dual-discrepancy response-to-intervention, requiring both low achievement and low growth in word reading. The results of our multilevel ordinal logistic regression analyses showed a significant relation between all three components of EF (Inhibition, Updating Working Memory, and Shifting) and the hybrid model of RD, and that the strength of EF's predictive power for RD classification was the highest when RD was modeled as having at least one or more symptoms. Importantly, the chances of being classified as having RD increased as EF performance worsened and decreased as EF performance improved. The question of whether any one EF component would emerge as a superior predictor was also examined and results showed that Inhibition, Updating Working Memory, and Shifting were equally valuable as predictors of the hybrid model of RD. In total, all EF components were significant and equally effective predictors of RD when RD was operationalized using the hybrid model

Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction

There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third‐grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students' varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students' profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade. هناك أدلة مترابطة ومتراكمة تدل على أن آثار أنواع معينة من تعليمات القراءة تعتمد على مهارات الطفل الأولى في القراءة والكتابة واللغة، وتسمى تفاعلات تعليمات خصائص الطفل (CXI). ومع ذلك، فلا يوجد أي دليل تجريبي بعد الفصل الدراسي الأول. فحصت هذه الدراسة الاختبارية العشوائية فيما إذا كان يمكن لتفاعلات CXI أن تقدم ميكانيزمات خفية, ويمكن التنبؤ بها من أجل شرح الفروق الفردية في كيفية استجابة الطلاب لتعليمات القراءة والكتابة في الفصل الدراسي الثالث من التعليم الإبتدائي. وتحقيقا لهذه الغاية، تم تصميم واختبار تدخل تعليمي ( إضفاء الطابع الشخصي على تعليم الطلاب:ISI) . تم اختيار المدرسين (عددهم 33) وطلابهم (عددهم 488) بشكل عشوائي لتدخل ISI، أو تدخل للمفردات التي لم تكن فردية. تلقى المدرسون في كلتي الحالتين تدريبا مهنيا. و سجلت ملاحظات الفصل الدراسي على أشرط الفيديو التعليمات التي حصل عليها كل تلميذ في الصف في فصل الخريف والشتاء والربيع. كان المدرسون في مجموعة ISI أكثر احتمالا لإعطاء تعليمات متمايزة في القراءة والكتابة. واعتبرت تدخلات المدرسين في CXI أكثر من تدخلات نظرائهم في مجموعة المفردات. حقق التلاميذ في تدخل ISI مكاسب أكبر في تقييم موحَد لفهم القراءة على تلاميذ تدخل المفردات. تشير النتائج أن تفاعلات CXI تسهم في استجابة متفاوتة للطلاب لتعليمات القراءة والكتابة فيما يتعلق بإنجازهم في فهم القراءة، وأن الربط بين ملف التلميذ الشخصي بالنسبة لمهارات اللغة والقراءة والكتابة والتعليمات الموصى بها غيرُ خطية ومنوطةٌ بعدد من العوامل. لذلك يبدو أن النظريات الديناميكية والمعقدة حول وقع تأثير التعليم والبيئة في الفصل الدراسي على تعلم التلميذ لها ما يبررها وبإمكانها الإبلاغ عن تعليم أكثر فعالية بالنسبة للقراءة والكتابة في الصف الثالث من التعليم الابتدائي. 特定类型的阅读教学效果取决于儿童的初始语言和识字技能，这种称为「孩子特征X教学类型」(简称CXI)交互作用的相关式证据，正在累积。然而，到目前为止，这些实验证据只局限于小学一年级。本随机对照研究，考查CXI交互作用，是否能作为一个基础性和可预测性的机制，以解释小学三年级学生如何应对课堂读书识字教学的个别差异。为此，作者设计并测试一个名为「ISI学生个性化教学」的教学干预。教师(n=33)和他们的学生(n=488)，一同被随机分配到ISI干预组或不个性化的词汇干预组。该两组的教师均接受专业发展。课堂录像观察分别在秋、冬、春季进行，记录每个学生在教室里接受特定教学的情况。ISI组中的老师比词汇组中的教师，会较大可能提供差异化读书识字教学，提供这些差异化教学就是顾及到CXI交互作用。在一个标准化阅读理解评估中，ISI干预组的学生比词汇干预组的学生获益较大。研究结果表示，在阅读理解成绩方面，学生对识字教学的应对有个别差异的原因，有可能就是因为CXI交互作用；同时，儿童的语言及识字技能状况与所推荐的教学类型之间的关联，是非线性及取决于很多因素。因此，用动态性和复杂性的理论去解释课堂教学与环境如何影响学生的学习，似乎是恰当的，对寻求更有效的小学三年级读书识字教学，是具有启迪意义的。 Il y a de plus en plus de corrélations montrant que l'effet d'un type spécifique d'enseignement de la lecture dépend des compétences linguistiques initiales des enfants et de leur savoir lire‐écrire, ce que l'on appellera interactions entre caractéristiques des enfants et enseignement (CXE). Il n'y a cependant pas de preuves au‐delà de la premiíre année. Cette étude, avec groupe contrôle et randomisation, a examiné si les interactions CXE pourraient présenter un mécanisme sous‐jacent prédictible qui pourrait expliquer les différences individuelles concernant la façon dont les élíves répondent à l'enseignement de la lecture‐écriture en troisiíme année. C'est dans ce but que nous avons planifié et testé une intervention didactique (Intervention Didactique Individualisée, IDI). Des enseignants (n=33) et leurs élíves (n=488) ont été assignés au hasard à l'intervention individualisée IDI ou à une intervention non individualisée sur le vocabulaire. Les enseignants dans les deux conditions ont reçu une formation. Des observations vidéoscopées effectuées en classe à l'automne, en hiver et au printemps, ont apporté des informations sur l'enseignement reçu par chaque élíve en classe. Les enseignants du groupe IDI se sont avérés plus susceptibles de réaliser un enseignement individualisé de la lecture‐écriture avec des interactions CXE que les enseignants du groupe vocabulaire. Les élíves de l'intervention IDI ont obtenu de meilleurs résultats dans une évaluation de compréhension de la lecture que les élíves de la condition vocabulaire. Les résultats montrent que les interactions CXE sont susceptibles de contribuer à l'évolution des réponses en fonction de l'enseignement de la lecture‐écriture en ce qui concerne leur réussite en compréhension de la lecture, et que l'association entre le profil linguistique et les compétences en lecture‐écriture et l'enseignement recommandé n'est pas linéaire et dépend de nombreux facteurs. Par conséquent, les théories dynamiques et complexes sur l'enseignement en classe et les impacts de l'environnement sur l'apprentissage de l'élíve semblent être établies et devraient contribuer à un enseignement de la lecture‐écriture en troisiíme année plus efficace. Постепенно накапливаются доказательства взаимосвязи между эффективностью определенных подходов к обучению чтению и теми навыками общения с языком, которые заложены у ребенка к началу обучения. Данная корреляция называется CхI (характеристики ребенка умноженные на обучение). Однако экспериментальные подтверждения этой идеи имеются лишь для первоклассников. В данном исследовании рассматривалась возможность применения этой формулы в третьем классе, чтобы достоверно предсказать и обосновать результаты обучения чтению для каждого отдельного ребенка. Авторы разработали и применили индивидуализированное учебное вмешательство (ISI). Учителя (n=33) и их ученики (n=488) были по случайному принципу подвергнуты либо ISI, либо обучению на основе неиндивидуализированной работы по расширению словарного запаса. Учителя в обеих ситуациях получали дополнительную профессиональную поддержку. Трижды в течение учебного года – осенью, зимой и весной – проводилась видеосъемка, которая фиксировала, какое обучение получает каждый ребенок. Выяснилось, что учителя в группе ISI в большей степени склонны к дифференцированному обучению грамотности, которое учитывает CхI, нежели учителя из “словарной” группы. Учащиеся в группе ISI набрали более высокие баллы в рамках стандартизированного тестирования на понимание прочитанного, чем их сверстники из “словарной” группы. Результаты показывают, что CхI, по всей вероятности, влияют на способность ребенка воспринять обучение, нацеленное на понимание прочитанного, и что взаимосвязь между профилем грамотности ребенка и рекомендуемым обучением является нелинейной и зависит от целого ряда факторов. Из этого и следует исходить, чтобы добиться более эффективного обучения третьеклассников. Hay cada vez más evidencia correlativa que el efecto de ciertas formas de enseñar a leer depende de la destreza inicial de lenguaje y alfabetización de los niños, llamadas interacciones de características X de instrucción del niño (CXI por sus siglas en inglés). Sin embargo no hay ninguna evidencia experimental más allá del primer grado. Este estudio aleatorio controlado investigó si las interacciones CXI podrían presentar algún mecanismo subyacente y previsible para explicar las diferencias individuales sobre cómo los estudiantes de tercer grado reaccionan a la alfabetización. Para lograr esto, diseñamos y verificamos una intervención de enseñanza (Enseñanza Individualizada al Estudiante, ISI por sus siglas en inglés). Los maestros (n=33) y sus estudiantes (n=488) fueron escogidos al azar para la intervención ISI o una intervención de vocabulario que no era individualizada. Los maestros en ambos grupos recibieron adiestramiento profesional. Las observaciones grabadas en video en el otoño, el invierno y la primavera documentaron la instrucción recibida por cada estudiante en el salón de clase. Los maestros en el grupo de ISI estaban más dispuestos a usar la instrucción diferenciada de alfabetización que tomaba en cuenta las interacciones CXI que los maestros del grupo de vocabulario. Los estudiantes de la intervención ISI lograron hacer mejor en un examen estandardizado de comprensión de lectura que los estudiantes del grupo de vocabulario. Los resultados muestran que las interacciones CXI probablemente contribuyen a la reacción de los estudiantes a la instrucción en cuanto a la comprensión de lectura, y que la relación entre el cuadro de destrezas de lenguaje y alfabetización de los niños y la instrucción recomendada no es lineal y depende de varios factores. Por lo tanto, teorías dinámicas y complejas sobre la instrucción en el salón de clase y el efecto del medio ambiente en el aprendizaje del estudiante parecen ser justificadas y deben ser tomadas en cuenta para la mejor instrucción en el tercer grado.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88046/1/RRQ.46.3.1.pd