Teaching Reading To Slow Learning Children In The Wilmer Hutchins High School Hutchins, Texas

Teachers find many books and articles written on teaching reading to slow learning children. No other educational skill has received so much emphasis or has been the subject of such a great variety of investigations. There is, however, a volume of books dealing with the reading of children but a scarcity of books dealing directly with the reading of children who are slow learners. Yet, in every classroom, there is a little group of slow learners , that is, children who do not have the capacity to keep up with their classmates and whose problems must be met in some way by their teachers. Slow reading may then have one or more of three main causes. It may be due to inefficient eye movements, excessive vocalizations, or word-for-word reading. These three causes are, of course, interrelated. A child who reads every word as a unit must have many fixations and has time to vocalize if he wishes. Excess vocalization leads to many fixations, and the pupil tends to read syllable by syllable which is even worse than the word-for-word. The child with too many fixations usually vocalizes, and the largest unit he sees at once is a word. In general, the three habits go together, and it is often impossible to tell for any given child which habit comes first, or if all three developed together. The typical slow reader at Wilmer Hutchins High School is not the victim of a single bad habit but the possessor of an unfortunate system of habits, each of which reinforces the other. The whole performance is inefficient because it is clumsy and time-consuming. Even if a child becomes familiar with the techniques, he never gets the degree of comprehension for which his efforts should be rewarded because his technique breaks up reading matter into tiny and meaningless units. Regardless of the method used in teaching slow learners, there are certain matters in which special care must be taken by teachers of slow learning children

Gene expression profiling supports the hypothesis that human ovarian surface epithelia are multipotent and capable of serving as ovarian cancer initiating cells

© 2009 Bowen et al; licensee BioMed Central Ltd. The electronic version of this article is the complete one and can be found online at:http://www.biomedcentral.com/1755-8794/2/71DOI: 10.1186/1755-8794-2-71Background Accumulating evidence suggests that somatic stem cells undergo mutagenic transformation into cancer initiating cells. The serous subtype of ovarian adenocarcinoma in humans has been hypothesized to arise from at least two possible classes of progenitor cells: the ovarian surface epithelia (OSE) and/or an as yet undefined class of progenitor cells residing in the distal end of the fallopian tube. Methods Comparative gene expression profiling analyses were carried out on OSE removed from the surface of normal human ovaries and ovarian cancer epithelial cells (CEPI) isolated by laser capture micro-dissection (LCM) from human serous papillary ovarian adenocarcinomas. The results of the gene expression analyses were randomly confirmed in paraffin embedded tissues from ovarian adenocarcinoma of serous subtype and non-neoplastic ovarian tissues using immunohistochemistry. Differentially expressed genes were analyzed using gene ontology, molecular pathway, and gene set enrichment analysis algorithms. Results Consistent with multipotent capacity, genes in pathways previously associated with adult stem cell maintenance are highly expressed in ovarian surface epithelia and are not expressed or expressed at very low levels in serous ovarian adenocarcinoma. Among the over 2000 genes that are significantly differentially expressed, a number of pathways and novel pathway interactions are identified that may contribute to ovarian adenocarcinoma development