The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.

The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word efficiency as well as on arithmetic, algorithmic computation, and arithmetic word problems. Teacher ratings of inattentive behavior also were collected. Path analysis indicated that arithmetic was linked to algorithmic computation and to arithmetic word problems and that inattentive behavior independently predicted all 3 aspects of mathematics performance. Other independent predictors of arithmetic were phonological decoding and processing speed. Other independent predictors of arithmetic word problems were nonverbal problem solving, concept formation, sight word efficiency, and language. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The dimensionality of phonological awareness: An application of item response theory.

A battery of 7 tasks composed of 105 items thought to measure phonological awareness skills was administered to 945 children in kindergarten through 2nd grade. Results from confirmatory factor analysis at the task level and modified parallel analysis at the item level indicated that performance on these tasks was well represented by a single latent dimension. A 2-parameter logistic item response (IRT) model was also fit to the performance on the 105 items. Information obtained from the IRT model demonstrated that the tasks varied in the information they provided about a child's phonological awareness skills. These results showed that phonological awareness, as measured by these tasks, appears to be well represented as a unidimensional construct, but the tasks best suited to measure phonological awareness vary across development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Longitudinal outcomes of Haemophilus influenzae meningitis in school-age children.

The purpose of this study was to investigate long-term outcomes of Haemophilus influenzae Type b meningitis in a cohort of school-age survivors. Findings from an initial assessment at mean age 10 years revealed neuropsychological, achievement, and behavioral sequelae in the children with neurologic complications during the acute-phase illness (H. Taylor, C. Schatschneider, & D. Rich, 1992). Here, the cohort was reassessed 1 and 2 years after the initial evaluation to investigate age-related influences on disease sequelae. After excluding children with hearing loss, the sample was divided into 2 groups: an affected group of 39 children with acute-phase neurologic complications and an unaffected group of 73 children without these complications. Growth-curve modeling showed poorer outcomes at the final assessment and less rapid improvement at follow-up for the affected group. Later age at assessment and later age at illness were associated with larger group differences in some outcomes. Results suggest that children with diffuse early brain insults are at risk for later-emerging sequelae. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Genetic and environmental effects of serial naming and phonological awareness on early reading outcomes.

The current study involved 281 early-school-age twin pairs (118 monozygotic, 163 same-sex dizygotic) participating in the ongoing Western Reserve Reading Project (S. A. Petrill, K. Deater-Deckard, L. A. Thompson, & C. Schatschneider, 2006). Twins were tested in their homes by separate examiners on a battery of reading-related skills including phonological awareness, rapid automatized naming, word knowledge, and phonological decoding. Results suggested that a core genetic factor accounted for a significant portion of the covariance between phonological awareness, rapid naming, and reading outcomes. However, shared environmental influences related to phonological awareness were also associated with reading skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?

This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math, schema-broadening instruction). Students identified as at risk (n=243) were randomly assigned, within classroom conditions, to receive or not receive Hot Math tutoring. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed that the tutored students who received validated classroom instruction achieved better than the tutored students who received conventional classroom instruction (effect size=1.34). However, the advantage for tutoring over no tutoring was similar whether students received validated or conventional classroom instruction (effect sizes=1.18 and 1.13). Tutoring, not validated classroom instruction, reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of staff attention on predicting post-discharge community tenure of psychiatric inpatients.

Overall staff attention received by patients strongly predicts inpatient unit effectiveness. The authors examined whether attention received influences relations among patient outcomes and powerful individual predictors--chronicity and premorbid competency. Data were from 22 public units serving 673 short- and long-stay patients. Unit attention rates were derived from reliable direct observations collected over 7 days. Lifetime hospitalization and functioning records provided chronicity and premorbid competency indicators. Six-month outcomes were continuous community-tenure days post-discharge. Patients with lower chronicity and higher premorbid competency achieved longer tenure at lower attention rates. As attention increased, only chronicity predicted outcomes. Staff attention explained more outcome variance (higher attention predicts better outcomes). Administrators should monitor the quantity and quality of staff-patient interactions to successfully deliver evidence-based practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up.

Second- and 3rd-grade children with poor word-level skills were randomly assigned to 8 months of explicit instruction emphasizing the phonologic and orthographic connections in words and text-based reading or to remedial reading programs provided by the schools. At posttest, treatment children showed significantly greater gains than control children in real word and nonword reading, reading rate, passage reading, and spelling, and largely maintained gains at a 1-year follow-up. Growth curve analyses indicated significant differences in growth rate during the treatment year, but not during the follow-up year. Results indicate that research-based practices can significantly improve reading and spelling outcomes for children in remedial programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of instruction in learning to read: Preventing reading failure in at-risk children.

First and 2nd graders (N?=?285) receiving Title 1 services received 1 of 3 kinds of classroom reading programs: direct instruction in letter–sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound–spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction improved in word reading at a faster rate and had higher word-recognition skills than those receiving implicit code instruction. Effects of instructional group on word recognition were moderated by initial levels of phonological processing and were most apparent in children with poorer initial phonological processing skills. Group differences in reading comprehension paralleled those for word recognition but were less robust. Groups did not differ in spelling achievement or in vocabulary growth. Results show advantages for reading instructional programs that emphasize explicit instruction in the alphabetic principle for at-risk children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploration of the transition temperatures and crystal structure of highly crystalline poly(1,3-cyclohexadiene): An experimental and computational investigation

Experimental determination of transition temperatures for highly crystalline polymers such as poly-1,3-cyclohexadiene (PCHD) can be difficult due to reduced solubility and thermalization processes which occur during data acquisition. In order to facilitate further understanding of these processes for PCHD, density functional theory (DFT) and molecular dynamics (MD) were used in conjunction with differential scanning calorimetry (DSC) and powder X-ray diffraction (XRD) to explore the oligomer microstructures, the crystal structure, and the temperature dependence of the specific volume (1/ρ). DFT geometry minimizations on isolated oligomers were used to identify the lowest energy confirmer; revealing that alternating R,R and S,S chiral bonds between monomer units afford the lowest energy structure. MD simulations of crystalline PCHD were constructed so as to replicate the experimental XRD pattern of crystalline PCHD, with the best fit producing a monoclinic crystal structure. The temperature dependence of the specific volume derived from MD simulations provided insight into the glass/vitrification (T_g) and melting (T_m) transition temperatures. Comparison of the simulation transition temperatures with differential scanning calorimetry data of PCHD polymerized with Ni(acac)₂/MAO shows good agreement and solidifies the fidelity of the newly defined PCHD crystalline structure.     

Relationship between memory and metamemory performance: A comparison of specific and general strategy knowledge.

Examines (1) age and skill-level differences in metamemory and memory performance; (2) differences in memory and metamemory as a function of type of task and instructional support; (3) whether task-specific metamemory predicts performance better than general metamemory; and (4) whether previous metamemory findings generalize to a variety of memory tasks. 62 average and 66 low-achieving children participated in 3 sessions. General metamemory was assessed for hypothetical performance, with task-specific metamemory assessed for actual performance. Memory performance was assessed across a variety of tasks. Memory improved with age and skill level. Age and skill-level differences were not consistent across metamemory tasks. Strategic metamemory revealed age and skill-level differences, whereas taxonomic metamemory revealed age differences in the average group only. Educational and theoretical relevance of the results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)