11 research outputs found
From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension
Purpose We investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys). Method Structural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both. Results We found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated. Conclusion Our findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary
Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education
We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculumârelated vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixedâeffects models showed significant growth in everyday vocabulary and word reading between every time point. Curriculum vocabulary and reading comprehension showed significant growth during the school year, but not during the summer holidays. There were significant effects of SES on all measures except word reading; yet, SES differences did not widen over time. Our findings motivate targeted reading and vocabulary support for secondary school students from lower SES backgrounds
Reading fiction and reading minds in early adolescence: A longitudinal study
Reading fiction is argued to have benefits for our understanding of others' thoughts, feelings and desires, referred to as 'theory of mind'(ToM). We aimed to test this assumption by examining whether children's reading experience is longitudinally associated with later ToM. We examined reading experience and ToM in 236 children between the ages of 11-13 years. Participants were asked to report on their time spent reading both fiction and non-fiction at ages 11 and 13, ToM was measured at age 13. Verbal ability, reading comprehension, and reading motivation were included as control variables in all analyses. Results showed that children's self-reported fiction, but not their non-fiction reading was associated with ToM. Further, the association was concurrent but not longitudinal: fiction reading and ToM at age 13 were associated but fiction reading at age 11 did not predict ToM at age 13. Our findings motivate further research on what types of reading materials might be beneficial, and the level of exposure to fiction that is needed for measurable benefits for later ToM
SERIES: eHealth in primary care. Part 3: eHealth education in primary care
Background: Education is essential to the integration of eHealth into primary care, but eHealth is not yet embedded in medical education. Objectives: In this opinion article, we aim to support organisers of Continuing Professional Development (CPD) and teachers delivering medical vocational training by providing recommendations for eHealth education. First, we describe what is required to help primary care professionals and trainees learn about eHealth. Second, we elaborate on how eHealth education might be provided. Discussion: We consider four essential topics. First, an understanding of existing evidence-based eHealth applications and conditions for successful development and implementation. Second, required digital competencies of providers and patients. Third, how eHealth changes patient-provider and provider-provider relationships and finally, understanding the handling of digital data. Educational activities to address these topics include eLearning, blended learning, courses, simulation exercises, real-life practice, supervision and reflection, role modelling and community of practice learning. More specifically, a CanMEDS framework aimed at defining curriculum learning goals can support eHealth education by
Development and implementation of guidelines for the management of depression: a systematic review
Objective: To evaluate the development and implementation of clinical practice guidelines for the management of depression globally. Methods: We conducted a systematic review of existing guidelines for the management of depression in adults with major depressive or bipolar disorder. For each identified guideline, we assessed compliance with measures of guideline development quality (such as transparency in guideline development processes and funding, multidisciplinary author group composition, systematic review of comparative efficacy research) and implementation (such as quality indicators). We compared guidelines from low- and middle-income countries with those from high-income countries. Findings: We identified 82 national and 13 international clinical practice guidelines from 83 countries in 27 languages. Guideline development processes and funding sources were explicitly specified in a smaller proportion of guidelines from low- and middle-income countries (8/29; 28%) relative to high-income countries (35/58; 60%). Fewer guidelines (2/29; 7%) from low- and middle-income countries, relative to high-income countries (22/58; 38%), were authored by a multidisciplinary development group. A systematic review of comparative effectiveness was conducted in 31% (9/29) of low- and middle-income country guidelines versus 71% (41/58) of high-income country guidelines. Only 10% (3/29) of low- and middle-income country and 19% (11/58) of high-income country guidelines described plans to assess quality indicators or recommendation adherence. Conclusion: Globally, guideline implementation is inadequately planned, reported and measured. Narrowing disparities in the development and implementation of guidelines in low- and middle-income countries is a priority. Future guidelines should present strategies to implement recommendations and measure feasibility, cost-effectiveness and impact on health outcomes
Enhanced semantic involvement during word recognition in children with dyslexia
We investigated whether children with dyslexia show enhanced semantic involvement as compensation for deficient phonological processing during reading. Phonological and semantic processing during reading and moderating effects of word frequency and word length in children with and without dyslexia were examined using a pictureâword priming paradigm. Participants were 61 children with dyslexia and 50 typical readers in Grade 6 of primary school. Primes were either semantically or phonologically (shared onset and rime) related or unrelated to their target word. Results showed that priming effects were stronger in children with dyslexia than in typical readers in the semantic condition but did not differ between groups in the phonological condition. Overall, word length and word frequency effects were stronger for children with dyslexia than for typical readers, but word length and word frequency did not affect priming effects differently for the two groups. In both groups, only semantic priming effects were stronger for low-frequency longer words. Finally, individual word and pseudoword reading efficiency correlated with priming effects only in the semantic condition and only in children with dyslexia. It can be concluded that children with dyslexia, compared with typical readers, rely more on semantic information in word reading but do not show deficient phonological activation during reading compared with typical readers
From Bibliophile to Sesquipedalian:Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension
Deficient response to altered auditory feedback in dyslexia
Although dyslexia is characterized by a deficit in phonological representations, the nature of this deficit is debated. Previously, it was shown that adults with dyslexia respond differently to online manipulations of auditory feedback. In the present study, we found that individual differences in reading and reading-related skills within a group of 30 children (10--13 years old) with dyslexia were associated with the response to altered feedback. The fractional anisotropy of the arcuate fasciculus/superior longitudinal fasciculus was not directly related to the response to altered feedback. This study corroborates that speech perception-production communication is important for phonological representations and reading