15 research outputs found

    Developmental Spelling in Fourth Grade: An Analysis of What Poor Readers Do

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    Since Carol Chomsky (1971a, 1971b) and Charles Read (1971) published their pioneer reports on the development of writing behaviors in young children, examinations of the developmental or invented spellings of emergent writers have contributed to changes in emphases in early literacy instruction. Before that time educators seldom advocated writing experiences for children before they learned to read (Adams, 1990). During the past twenty-five years, there have been careful descriptions and analyses of the developmental stages and strategies of young children who experiment with and work through patterns of spelling while discovering written language. As a result of this body of work, more teachers have learned to decipher and assess the development of spellings of preschoolers and primary grade students. The increased ability to understand beginning attempts with print of the youngest writers has no doubt contributed to the encouragement of story writing, journals, and other writing activities from the earliest school years. Fortunately, the increase in opportunities to write also enhances the development of phonemic awareness and word recognition, both of which are predictors of future reading success (Gill, 1992; Juel, Griffith, and Gough, 1986; Perfetti, 1985; Tunmer and Nesdale, 1985)

    Oral Participation in Shared Reading and Writing By Limited English Proficient Students in a Multiethnic Class Setting

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    Meeting the educational needs of students with limited English proficiency is a challenge that is changing and will continue to change the direction of educational programs. There has been a huge influx of limited English proficient (LEP) students across all geographic regions of the United States (United States Department of Education, 1992). Of the 25 largest school districts in the country, 23 have a majority of minority students (Multicultural Education Review Task Force, 1991). The impact of this increase in LEP students has resulted in individual states and school districts examining their resources, priorities, and curricula to meet their needs

    Developing Understanding of Research-based Pedagogy with Preservice Teachers: An Instrumental Case Study

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    Preservice teachers have difficulty incorporating research-based instructional strategies and often revert to those observed during their own school years. This study describes how preservice teachers used a framework of planning, implementation, feedback, and reflection to try research-based teaching practices from their methods courses and examine their notions of effective pedagogy. This instrumental case study of 50 preservice teachers in a two-day-per-week field experience includes intensive interviews of six selected students. Findings include kinds of support reported as helpful in implementing new instructional strategies, difficulties experienced in the implementation of strategies, and new understandings of effective teaching during use of the framework. Participants used the framework to identify and examine preconceived notions of effective pedagogy, but also revealed some unplanned learnings

    Elimination of bioweapons agents from forensic samples during extraction of human DNA

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    Collection of DNA for genetic profiling is a powerful means for the identification of individuals responsible for crimes and terrorist acts. Biologic hazards, such as bacteria, endospores, toxins, and viruses, could contaminate sites of terrorist activities and thus could be present in samples collected for profiling. The fate of these hazards during DNA isolation has n

    Dynamics of clonal evolution in myelodysplastic syndromes

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    To elucidate differential roles of mutations in myelodysplastic syndromes (MDS), we investigated clonal dynamics using whole-exome and/or targeted sequencing of 699 patients, of whom 122 were analyzed longitudinally. Including the results from previous reports, we assessed a total of 2,250 patients for mutational enrichment patterns. During progression, the number of mutations, their diversity and clone sizes increased, with alterations frequently present in dominant clones with or without their sweeping previous clones. Enriched in secondary acute myeloid leukemia (sAML; in comparison to high-risk MDS), FLT3, PTPN11, WT1, IDH1, NPM1, IDH2 and NRAS mutations (type 1) tended to be newly acquired, and were associated with faster sAML progression and a shorter overall survival time. Significantly enriched in high-risk MDS (in comparison to low-risk MDS), TP53, GATA2, KRAS, RUNX1, STAG2, ASXL1, ZRSR2 and TET2 mutations (type 2) had a weaker impact on sAML progression and overall survival than type-1 mutations. The distinct roles of type-1 and type-2 mutations suggest their potential utility in disease monitoring
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