Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk during Literacy Instruction using COLT.

This paper introduces a new observation system that is designed to investigate students' and teachers' talk during literacy instruction, Creating Opportunities to Learn from Text (COLT). Using video-recorded observations of 2nd-3rd grade literacy instruction (N=51 classrooms, 337 students, 151 observations), we found that nine types of student talk ranged from using non-verbal gestures to generating new ideas. The more a student talked, the greater were his/her reading comprehension (RC) gains. Classmate talk also predicted RC outcomes (total effect size=0.27). We found that 11 types of teacher talk ranged from asking simple questions to encouraging students' thinking and reasoning. Teacher talk predicted student talk but did not predict students' RC gains directly. Findings highlight the importance of each student's discourse during literacy instruction, how classmates' talk contributes to the learning environments that each student experiences, and how this affects RC gains, with implications for improving the effectiveness of literacy instruction

The Effectiveness of Incarceration-Based Drug Treatment on Criminal Behavior: A Systematic Review

Many, if not most, incarcerated offenders have substance abuse problems. Without effective treatment, these substance-abusing offenders are likely to persist in non-drug offending. The period of incarceration offers an opportunity to intervene in the cycle of drug abuse and crime. Although many types of incarceration-based drug treatment programs are available (e.g., therapeutic communities and group counseling), the effectiveness of these programs is unclear. The objective of this research synthesis is to systematically review quasi-experimental and experimental (RCT) evaluations of the effectiveness of incarceration-based drug treatment programs in reducing post-release recidivism and drug relapse. A secondary objective of this synthesis is to examine variation in effectiveness by programmatic, sample, and methodological features. In this update of the original 2006 review (see Mitchell, Wilson, and MacKenzie, 2006), studies made available since the original review were included in an effort to keep current with emerging research. This synthesis of evaluations of incarceration-based drug treatment programs found that such programs are modestly effective in reducing recidivism. These findings most strongly support the effectiveness of therapeutic communities, as these programs produced relatively consistent reductions in recidivism and drug use. Both counseling and incarceration-based narcotic maintenance programs had mixed effects. Counseling programs were associated with reductions in recidivism but not drug use; whereas, incarceration-based narcotic maintenance programs were associated with reductions in drug use but not recidivism. Note that our findings regarding the effectiveness of incarceration-based narcotic maintenance programs differ from a larger review of community-based narcotic maintenance programs (see Egli, Pina, Christensen, Aebi, and Killias, 2009). Finally, boot camp programs for drug offenders had negligible effects on both recidivism and drug use

Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk during Literacy Instruction using COLT.

This paper introduces a new observation system that is designed to investigate students' and teachers' talk during literacy instruction, Creating Opportunities to Learn from Text (COLT). Using video-recorded observations of 2nd-3rd grade literacy instruction (N=51 classrooms, 337 students, 151 observations), we found that nine types of student talk ranged from using non-verbal gestures to generating new ideas. The more a student talked, the greater were his/her reading comprehension (RC) gains. Classmate talk also predicted RC outcomes (total effect size=0.27). We found that 11 types of teacher talk ranged from asking simple questions to encouraging students' thinking and reasoning. Teacher talk predicted student talk but did not predict students' RC gains directly. Findings highlight the importance of each student's discourse during literacy instruction, how classmates' talk contributes to the learning environments that each student experiences, and how this affects RC gains, with implications for improving the effectiveness of literacy instruction

Rheumatoid Arthritis Synovium Contains Two Subsets of CD83−DC-LAMP− Dendritic Cells with Distinct Cytokine Profiles

Dendritic cells (DCs) have been proposed to play a pivotal role in the initiation and perpetuation of rheumatoid arthritis (RA) by presentation of arthritogenic antigens to T cells. We investigated the in vivo characteristics of two major DC subsets, myeloid DCs (mDCs) and plasmacytoid DCs (pDCs), in RA synovial tissue (ST) by measuring their frequency, phenotype, distribution, and cytokine expression. ST was obtained by arthroscopy from 20 RA, 8 psoriatic arthritis, and 10 inflammatory osteoarthritis patients. Levels of CD1c+ mDCs and CD304+ pDCs present in ST were quantified by digital image analysis, and their distribution was assessed by double immunolabeling with antibodies against CD3 and CD8. The maturation status and cytokine profile of mDCs and pDCs were quantified by double-immunofluorescence microscopy. In RA patients, the number of CD304+ pDCs exceeded that of CD1c+ mDCs, with the majority of infiltrating DCs being CD83− or DC-LAMP−. Synovial pDC numbers were especially increased in RA patients who were positive for rheumatoid factor and anti-citrullinated peptide antibody. mDCs and pDCs were localized adjacent to lymphocyte aggregates. In ST from RA patients, both mDCs and pDCs expressed interleukin (IL)-15. IL-18 and interferon (IFN)-α/β were mainly expressed by pDCs whereas IL-12p70 and IL-23p19 expression was predominant in mDCs. These data characterize the phenotypes of mDCs and pDCs in inflammatory synovitis and define for the first time the cytokine expression profile of these DC subsets