The Influence of Student Characteristics on Early Elementary Oral Reading Fluency

Oral Reading Fluency (ORF) is a widely‐used index of reading ability in early elementary grades; however, little information exists on predictive value of student characteristics on ORF scores (Wang, Algozzine, Ma, & Porfeli, 2011). A three‐step sequential model was used to analyze the influence of student characteristics on scores (N = 2649) on an end of year ORF measure. Results indicate gender, race, lunch status, and English Language Learner status explained 7% of the variance in scores after controlling for grade and school characteristics ΔR 2 = .07, F 8, 2626 = 35.93, p = \u3c .001), and Special Education (SPED) status explained an additional 5% (ΔR 2 = .05 F 9, 2625 = 59.45, p = \u3c .001). The predictive value of several student characteristics changed depending on SPED status, and this was also a significant moderator on grade level (ΔR 2 = .002 F 2, 2623 = 4.12, p = .016). The use of these results in subsequent research is discussed

Effects of Different Camera Perspectives on Preservice Teachers’ Written Reflections

Promoting meaningful reflection from teacher candidates is an ongoing challenge for many teacher preparation programs. Video-based reflection provides an opportunity for candidates to examine their own teaching more closely as they reflect on their continued growth. This study examined the role of different cameras and camera angles in the reflection process for preservice teachers implementing one-on-one reading tutoring sessions. In particular, we were interested in whether using video from head-mounted cameras as a basis for reflection activities would have an influence on the focus and type of statements used in reflections. We were also interested in the advantages and disadvantages of the different cameras from the teacher candidates’ perspectives. Results indicate that camera type did not influence the focus and type of reflective statements. In general, candidates preferred the traditional camera setup, but the head-mounted camera did offer some advantages. Implications for practice and future research are discussed

How to Implement Visual Activity Schedules for Students with Disabilities

Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included

Student Behavior Ratings and Response to Tier 1 Reading Intervention: Which Students Do Not Benefit?

Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading instruction and intensive reading interventions. In this study, we estimated the range of students\u27 behavior ratings in which a core reading instruction intervention was effective using a data set including 3,024 students in K-3. Data came from seven independent studies evaluating the individualized Student Instruction (ISI) Tier 1 reading intervention and were pooled using integrative data analysis. We estimated Johnson-Neyman intervals of student behavior ratings that showed a treatment effect both at the within and between classroom level. ISI was effective in improving reading scores (b = 0.51, p = .020, d = 0.08). However, students with very low or very high behavior ratings did not benefit from the approaches (range of behavior rating factor scores: -0.95-2.87). At the classroom level, students in classrooms with a higher average of problem behaviors did not benefit from ISI (average classroom behavior rating factor score: 0.05-4.25). Results suggest differentiating instruction alone is not enough for students with behavior problems to grow in reading ability

Concordant Symptomatic Intracranial Aneurysm in a Monozygotic Twin:A Case Report and Review of the Literature

The development of an intracranial aneurysm (IA) is a multifactorial process, involving genetic and environmental factors. The presence of IA or aneurysmal subarachnoid hemorrhage (aSAH) in twins is particularly interesting, since both genetic and environmental factors can be studied. It also raises the question of whether, when one twin is affected, the other asymptomatic twin should be examined for an IA. We report on a monozygotic (MZ) twin-pair with aSAH in both twins and we review all reported cases of IA in MZ twins. Including our case, we found only 14 MZ twin-pairs in which both twins harbored an IA, suggesting a heavy underreporting in the medical literature. In this small group, a high concordance was noted in the sites of IAs. In MZ twins, the preferred sites for IAs are the branching arteries, while aneurysms arising from fusion arteries are rare. These sites differ from the preferential sites seen in series of familial IAs and series of sporadic IAs. We therefore hypothesize that the twinning process might play a significant role in the development of IAs in MZ twins. To further explore and substantiate this, the large twin registries should be studied. Although IAs in MZ twins with a negative family history for IAs should not be regarded as familial IAs, screening of the asymptomatic twin should be seriously considered if one MZ twin presents with an aSAH or an IA, because of the high fatality rates reported in asymptomatic (and not screened) MZ twin-halves

CAPICE:a computational method for Consequence-Agnostic Pathogenicity Interpretation of Clinical Exome variations

Exome sequencing is now mainstream in clinical practice. However, identification of pathogenic Mendelian variants remains time-consuming, in part, because the limited accuracy of current computational prediction methods requires manual classification by experts. Here we introduce CAPICE, a new machine-learning-based method for prioritizing pathogenic variants, including SNVs and short InDels. CAPICE outperforms the best general (CADD, GAVIN) and consequence-type-specific (REVEL, ClinPred) computational prediction methods, for both rare and ultra-rare variants. CAPICE is easily added to diagnostic pipelines as pre-computed score file or command-line software, or using online MOLGENIS web service with API. Download CAPICE for free and open-source (LGPLv3) at https://github.com/molgenis/capice.

Common Genetic Variants Contribute to Risk of Transposition of the Great Arteries.

RATIONALE: Dextro-transposition of the great arteries (D-TGA) is a severe congenital heart defect which affects approximately 1 in 4,000 live births. While there are several reports of D-TGA patients with rare variants in individual genes, the majority of D-TGA cases remain genetically elusive. Familial recurrence patterns and the observation that most cases with D-TGA are sporadic suggest a polygenic inheritance for the disorder, yet this remains unexplored. OBJECTIVE: We sought to study the role of common single nucleotide polymorphisms (SNPs) in risk for D-TGA. METHODS AND RESULTS: We conducted a genome-wide association study in an international set of 1,237 patients with D-TGA and identified a genome-wide significant susceptibility locus on chromosome 3p14.3, which was subsequently replicated in an independent case-control set (rs56219800, meta-analysis P=8.6x10 CONCLUSIONS: This work provides support for a polygenic architecture in D-TGA and identifies a susceptibility locus on chromosome 3p14.3 nea

Investigation of Two Preliminary Analysis-Altering Elements: Ordinate Scaling and DPPXYR

The aim of this project is to extend previous research (i.e., Dart & Radley, 2017; Radley et al., 2018) on two potential analysis-altering components of graph construct: (a) ordinate scaling and (b) data points per x- to y-axis ratio (DPPXYR). We will investigate whether the manipulation of the ordinate scale or DPPXYR impacts visual analysts’ decisions regarding a functional relation and the magnitude of the effect