Rapid automatized naming and reading performance: a meta-analysis

Evidence that rapid naming skill is associated with reading ability has become increasingly prevalent in recent years. However, there is considerable variation in the literature concerning the magnitude of this relationship. The objective of the present study was to provide a comprehensive analysis of the evidence on the relationship between rapid automatized naming (RAN) and reading performance. To this end, we conducted a meta-analysis of the correlational relationship between these 2 constructs to (a) determine the overall strength of the RAN-reading association and (b) identify variables that systematically moderate this relationship. A random-effects model analysis of data from 137 studies (857 effect sizes; 28,826 participants) indicated a moderate-to-strong relationship between RAN and reading performance (r = .43, I-2 = 68.40). Further analyses revealed that RAN contributes to the 4 measures of reading (word reading, text reading, non-word reading, and reading comprehension), but higher coefficients emerged in favor of real word reading and text reading. RAN stimulus type and type of reading score were the factors with the greatest moderator effect on the magnitude of the RAN-reading relationship. The consistency of orthography and the subjects' grade level were also found to impact this relationship, although the effect was contingent on reading outcome. It was less evident whether the subjects' reading proficiency played a role in the relationship. Implications for future studies are discussed

Improvement of viral fusion inhibitor enfuvirtide efficacy by conjugation with membrane anchoring lipids

The human immunodeficiency virus type 1 (HIV-1) is a highly pathogenic and evasive virus, for which no cure has yet been achieved. The majority of the antiretroviral drugs developed over the years against this infection target key enzymes in HIV life cycle, such as reverse transcriptase, integrase and protease. Fusion of viral and host cell membranes is a crucial step in virus infectivity;therefore,the development of viral entry inhibitors has great advantages over conventional drugs, since they prevent the release of the viral content into the host cell. Previous studies showed that the antiviral activity of HIV-1inhibitor peptides is increased bythe addition of cholesterol and polyethylene glycol (PEG). The aim of the present work isto characterizethe interaction of enfuvirtide derived molecules by conjugation with cholesterol,palmitic acid or α-tocopherol as lipid anchors and PEG as spacer, with biomembrane model systems and human blood cells.Fluorescence spectroscopymethodologies, including membrane partition and fluorescence quenching assays,demonstrated that conjugation with lipids increasesthe peptides ability to interact with membranes of different compositions. In addition, the depth of peptide insertion into the membrane was assessed using lipophilic probes, revealing that the conjugated peptides are located in a more shallow position than the unconjugated one. Moreover, dipole potential assays showed that conjugated peptides exhibit a higher affinity towards cholesterol-rich membranes, as well as human blood cells, than the unconjugated peptide.Altogether, the obtained results indicate that a proper balance between membrane affinity and peptide exposure is required in order to enhance antiviral activity. Therefore, the addition of lipid moieties to an established fusion inhibitor such as enfuvirtide can be a promising strategy against HIV-1

Early Brain Sensitivity to Word Frequency and Lexicality During Reading Aloud and Implicit Reading

The present study investigated the influence of lexical word properties on the early stages of visual word processing (<250 ms) and how the dynamics of lexical access interact with task-driven top-down processes. We compared the brain’s electrical response (event-related potentials, ERPs) of 39 proficient adult readers for the effects of word frequency and word lexicality during an explicit reading task versus a visual immediaterepetition detection task where no linguistic intention is required. In general, we observed that left-lateralized processes linked to perceptual expertise for reading are task independent. Moreover, there was no hint of a word frequency effect in early ERPs, while there was a lexicality effect which was modulated by task demands: during implicit reading, we observed larger N1 negativity in the ERP to real words compared to pseudowords, but in contrast, this modulation by stimulus type was absent for the explicit reading aloud task (where words yielded the same activation as pseudowords). Thus, data indicate that the brain’s response to lexical properties of a word is open to influences from top-down processes according to the representations that are relevant for the task, and this occurs from the earliest stages of visual recognition (within ~200 ms). We conjectured that the loci of these early top-down influences identified for implicit reading are probably restricted to lower levels of processing (such as whole word orthography) rather than the process of lexical access itself.info:eu-repo/semantics/publishedVersio

Formación Continua de los profesores de Ciencias: simuladores virtuales como un recurso para el trabajo Experimental

This article presents a 50 hour course for in-service science teachers who wish to conduct experimental work with their students using the potentialities of the Information and Communication Technologies (ICT). This course was designed taking into consideration that several studies in Portugal have shown that in-service science teachers still have lots of difficulties in setting experimental work in a coherent pedagogical framework and also that teachers don’t know how to use ICT resources under a socio-constructivist learning approach.  The course aims to help teachers on how to choose virtual simulators that are adequate to certain learning objectives and how to create learner-centred activities using these resources under the main pedagogical guidelines of experimental work.Este artículo presenta un curso de 50 horas para profesores de Ciencias en servicio que desean realizar trabajo experimental con los alumnos utilizando las potencialidades de las Tecnologías de la Información y Comunicación (TIC). Este curso fue sido diseñado teniendo en cuenta que varios estudios en Portugal han demostrado que profesores de Ciencias en servicio tienen dificultades en la creación de trabajo experimental en un modelo pedagógico coherente. Se ha evidenciado también que los docentes no saben utilizar los recursos digitales bajo un enfoque de aprendizaje socio-constructivista.  El curso pretende ayudar a los profesores sobre como elegir simuladores virtuales que son adecuados para ciertos objetivos de aprendizaje y desarrollar actividades centradas en el alumno utilizando estos recursos bajo los principales lineamientos pedagógicos de lo trabajo experimental

Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?

Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of European Portuguese highly literate adults with dyslexia. Thirty-one university students diagnosed with dyslexia during childhood and their matched skilled adult control readers were assessed through a battery of reading and cognitive tests. A cluster analysis of data obtained from participants with dyslexia identified two profile groups. While Cluster 1 grouped participants with clear phonological deficits and concomitant reading difficulties, Cluster 2 showed better performance on most of the core skills associated with reading and also better general cognitive abilities, suggesting that these dyslexic readers have partially resolved their phonological constraints along the development, probably due to the systematic exposure to reading and writing. As Cluster 2 matched typical readers in general cognitive abilities, it might also be the case that cognitive strengths associated with general intelligence worked as protective factors, helping students to strategically compensate for their reading difficulties. Overall, these results suggest that both mechanisms-partial remediation of the core phonological deficit and adoption of compensatory strategies supported by general cognitive skills-might contribute together to improving the reading performance of highly literate adults with dyslexia.2021.03462.CEECIND; LA/P/0053/2020 RISEinfo:eu-repo/semantics/publishedVersio

Investigação sobre práticas de supervisão: avaliação do desempenho docente

O presente estudo recai sobre a análise de práticas de supervisão no âmbito da Avaliação de Desempenho Docente (ADD), com o objetivo de perceber o ponto de vista dos relatores relativamente à aplicação e efeitos do processo de supervisão desenvolvido. Para isso, foram elaborados dois estudos de caso, em 2010/2011, em duas escolas do Alentejo. Os principais resultados realçam a ideia do modelo de ADD não contribuir para a consecução dos objetivos previstos no Estatuto da Carreira Docente (ECD), adquirindo o relator um papel onde a dimensão formativa raramente tem lugar. A subjetividade da observação e a tradução desta numa classificação encabeçam a lista das dificuldades encontradas pelos relatores, seguida da deterioração do ambiente relacional interpares. Segundo os relatores, o modelo de ADD é pouco vantajoso no que respeita ao desenvolvimento profissional do avaliado, contribuindo sobretudo para a obtenção de uma classificação para efeitos de concurso e progressão na carreira – como tal apontam para a sua suspensão, reformulação e substituição

RELATIONSHIPS IN INCLUSIVE CLASSROOMS

Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors reflect on four studies which aim to identify and evaluate the relationship between several agents in the teaching–learning process (regular teachers, special education teachers and peer students) and the students with Autism, Cerebral Palsy, Mental Disability and Attention Deficit Hyperactivity Disorder. The studies were held in Primary Portuguese schools. The results are presented and discussed in their similarities and differences. The discussion shows that relationships between teachers and children with Special Education Needs (SEN) differ from those between teachers and typical children, but also according to different SEN. In general, there are not significant differences between regular teachers and special education teacher