Connection, September/October 1998

Research Findings: The current study examined the use of a newly developed instrument for measuring parental literacy beliefs in a highly diverse urban Dutch sample of 35 parents, participating in a family literacy program. The instrument was used to explore a new conceptualization of parental literacy beliefs and associations between beliefs and parental demographic characteristics. Data were analyzed using both quantitative and qualitative techniques. The instrument revealed that parents in this sample preferred meaning-oriented and facilitative practices to stimulate their children’s literacy development, in which understanding the meaning of language and print is seen as the starting point in literacy development and in which teaching occurs indirectly, in an embedded child-centered approach. Parental preferences were associated with a variety of beliefs. Parents who did not speak Dutch, the majority language, with their children were more inclined toward directly instructing their children compared to parents who did speak Dutch with their children. The instrument proved to be effective in exposing the nature of and nuances in parental literacy beliefs in a diverse sample. Practice or Policy: Our newly developed instrument can be used by professionals working with family literacy programs to gain insight into the literacy beliefs of diverse groups of parents

Affirming and undermining motivations for reading and associations with reading comprehension, age and gender

Background: There has been an increasing interest in negative or ‘undermining’ motivations for reading. In this study, we aimed to strengthen knowledge on the validity of the distinction between affirming and undermining motivations. First, we examined whether the structure of a questionnaire based on this distinction could be confirmed. Second, we examined the predictive value of undermining motivations for reading comprehension. Third, we studied moderator effects of gender and age. Methods: We administered a reading motivation questionnaire and a reading comprehension test to 324 low-achieving adolescents. The questionnaire included items on affirming and undermining motivations for school and leisure time reading: intrinsic motivation and avoidance, self-efficacy and perceived difficulty. Results: Confirmatory factor analyses supported the assumed structure of the questionnaire. Undermining motivations, particularly perceived difficulty, explained unique variance in reading achievement. Gender and age did not moderate effects of motivational variables. Conclusions: Educators need to be aware of the role of undermining motivations. Future research should examine if interventions can lead to the reduction of such motivations

Effects of a Dutch family literacy program: The role of implementation

It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children’s literacy development were found. The quality of implementation proved to be higher for high-SES and native Dutch (speaking) parents than for low-SES, ethnic-minority parents with other home languages. Parent SES, ethnic-minority status, and home language did not moderate the program effects on child language scores and the program failed to impact targeted parental attributes, namely, the home literacy environment and parent self-efficacy. Finally, children’s development proved unrelated to implementation variables. Our results stress the importance of delivery for adequate implementation

A rare missense mutation in <i>GJB3</i> (Cx31G45E) is associated with a unique cellular phenotype resulting in necrotic cell death

Erythrokeratodermia variabilis et progressiva (EKV-P) is caused by mutations in either the GJB3 (Cx31) or GJB4 genes (Cx30.3). We identified a rare GJB3 missense mutation, c.134G>A (p.G45E), in two unrelated patients and investigated its cellular characteristics. Expression of Cx31G45E-GFP caused previously undescribed changes within HeLa cells and HaCaT cells, a model human keratinocyte cell line. Cx31WT-GFP localised to the plasma membrane, but expression of Cx31G45E-GFP caused vacuolar expansion of the endoplasmic reticulum (ER), the mutant protein accumulated within the ER membrane and disassembly of the microtubular network occurred. No ER stress responses were evoked. Cx31WT-myc-myc-6xHis and Cx31G45E-GFP co-immunoprecipitated, indicative of heteromeric interaction, but co-expression with Cx31WT-mCherry, Cx26 or Cx30.3 did not mitigate the phenotype. Cx31 and Cx31G45E both co-immunoprecipitated with Cx43, indicating the ability to form heteromeric connexons. WT-Cx31 and Cx43 assembled into large gap junction plaques at points of cell-to-cell contact; Cx31G45E restricted the ability of Cx43 to reach the plasma membrane in both HaCaT cells and HeLa cells stably expressing Cx43 where the proteins strongly co-localised with the vacolourised ER. Cell viability assays identified an increase in cell death in cells expressing Cx31G45E-GFP, which FACS analysis determined was necrotic. Blocking connexin channel function with 18α-glycyrrhetinic acid did not completely rescue necrosis or prevent propidium iodide uptake, suggesting that expression of Cx31G45E-GFP damages the cellular membrane independent of its channel function. Our data suggest that entrapment of Cx43 and necrotic cell death in the epidermis could underlie the EKV skin phenotype

Collaborative Learning Intervention associated with Increases in Home-Based School Involvement for Families in Deprived Neighborhoods

The current study set out to investigate the impact of the Dutch low-SES family-oriented Collaborative Learning intervention, characterized by a partnership approach and provision of personalized support. We assessed effects on parents’ home-based school involvement, the quality of the relationship with their child’s teacher, and parents’ parenting skills. Fifty-six children in grades 1-4 and their families were randomly assigned to an intervention or waiting list condition. Results of two path models, using cluster-robust standard errors to adjust for nesting within our data, and controlling for baseline values of our outcome variables, indicated significant improvements in home-based school involvement among families in the intervention group, but no differences in the quality of the parent-teacher relationship nor in parenting skills. Our findings support the idea that a partnership approach and the provision of personalized support by means of home visits are an effective strategy to increase home-based school involvement amongst low-SES families

Cognitive behaviour therapy versus counselling intervention for anxiety in young people with high-functioning autism spectrum disorders: a pilot randomised controlled trial

The use of cognitive-behavioural therapy (CBT) as a treatment for children and adolescents with autism spectrum disorder (ASD) has been explored in a number of trials. Whilst CBT appears superior to no treatment or treatment as usual, few studies have assessed CBT against a control group receiving an alternative therapy. Our randomised controlled trial compared use of CBT against person-centred counselling for anxiety in 36 young people with ASD, ages 12–18. Outcome measures included parent- teacher- and self-reports of anxiety and social disability. Whilst each therapy produced improvements inparticipants, neither therapy was superior to the other to a significant degree on any measure. This is consistent with findings for adults

Association of early life factors and acute lymphoblastic leukaemia in childhood: historical cohort study

In a historical cohort study of all singleton live births in Northern Ireland from 1971–86 (n=434 933) associations between early life factors and childhood acute lymphoblastic leukaemia were investigated. Multivariable analyses showed a positive association between high paternal age (⩾35 years) and acute lymphoblastic leukaemia (relative risk=1.49; 95% confidence interval (CI)=0.96–2.31) but no association with maternal age. High birth weight (⩾3500 g) was positively associated with acute lymphoblastic leukaemia (relative risk=1.66; 95% CI=1.18–2.33). Children of mothers with a previous miscarriage or increased gestation (⩾40 weeks) had reduced risks of ALL (respective relative risks=0.49; 95% CI=0.29–0.80, and 0.67; 95% CI=0.48–0.94). Children born into more crowded households (⩾1 person per room) had substantially lower risks than children born into less crowded homes with also some evidence of a lower risk for children born into homes with three adults (relative risks=0.56; 95% CI=0.35–0.91 and 0.58; 95% CI=0.21–1.61 respectively). These findings indicate that several early life factors, including living conditions in childhood and maternal miscarriage history, influence risk of acute lymphoblastic leukaemia in childhood