Identification and Structure–Activity Relationship Studies of Small‐Molecule Inhibitors of the Methyllysine Reader Protein Spindlin1

The methyllysine reader protein Spindlin1 has been implicated in the tumorigenesis of several types of cancer and may be an attractive novel therapeutic target. Small‐molecule inhibitors of Spindlin1 should be valuable as chemical probes as well as potential new therapeutics. We applied an iterative virtual screening campaign, encompassing structure‐ and ligand‐based approaches, to identify potential Spindlin1 inhibitors from databases of commercially available compounds. Our in silico studies coupled with in vitro testing were successful in identifying novel Spindlin1 inhibitors. Several 4‐aminoquinazoline and quinazolinethione derivatives were among the active hit compounds, which indicated that these scaffolds represent promising lead structures for the development of Spindlin1 inhibitors. Subsequent lead optimization studies were hence carried out, and numerous derivatives of both lead scaffolds were synthesized. This resulted in the discovery of novel inhibitors of Spindlin1 and helped explore the structure–activity relationships of these inhibitor series.     

浅论高校图书馆对大学生读者的心理优化功能

高校图书馆对大学生读者具有心理优化功能，在心理素质教育方面具有稳定和谐的感化作用。其心理优化功能表现在丰富学生情感、培养学生意志和自我意识，以及塑造学生健全性格等方面。     

浅谈网络环境下如何发挥图书馆的服务职能

根据网络环境下的读者需求和资源特点,图书馆应在继续搞好纸质文献资源基础建设的同时,大力加强网络信息资源建设,并改变服务模式,不断丰富服务内容,如开展网络信息咨询、用户培训等.为此要重视馆员的知识更新,提高馆员网络素质,从而提高图书馆的服务能力和服务质量.     

高校学报的读者开发

高校学报要办成精品,以此为前提应努力开发高校学报的潜在读者。     

关于新时期企业图书馆读者工作的思考

体制改革后，图书馆的读者严重流失。通过对这一现象的观察分析，提出了新时期如何做好企业图书馆读者工作的建议。     

Resilient readers? University students who are poor recoders but sometimes good text comprehenders.

The authors screened 194 university students to determine whether some could comprehend text well despite very poor recoding skills, measured by pseudoword reading. Most of the 17 poorest recoders had never been identified as reading disabled. We classified 6 poor recoders as "resilient readers" because their text comprehension scores were average or above, relative to the sample as a whole. They were indistinguishable from 6 matched typical readers on measures of text comprehension derived from oral-reading think-aloud protocols. There was no evidence that the resilient readers relied on superior verbal ability or working memory to compensate for poor recoding. The resilient readers were poor at spelling, reading isolated words, and reading text rapidly, but they showed adequate phonemic awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty.

The authors compared the influence of text difficulty--reading-level matched or grade-level matched--on the growth of poor readers' reading ability over 18 weeks of 1-to-1 tutoring. Forty-six 3rd-5th graders, including 25 with disabilities, were assigned randomly to 1 of 2 tutoring approaches or a control condition. Significant differences favored tutored children. Between approaches, the only significant difference was oral reading fluency, which favored students who read material at their reading level. Students who began with lower fluency made stronger gains in text matched to reading level; students with higher fluency profited from both treatments. When the 3 groups were combined, fluency was the strongest contributor to reading comprehension outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

浅谈图书馆事业的健康发展

图书馆事业要想不断向前发展,必须将以人为本放在首要位置,开展人本化的服务和管理。     

Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.

Response to intervention (RTI) models for identifying learning disabilities rely on the accurate identification of children who, without Tier 2 tutoring, would develop reading disability (RD). This study examined 2 questions concerning the use of 1st-grade data to predict future RD: (a) Does adding initial word identification fluency (WIF) and 5 weeks of WIF progress-monitoring data (WIF-Level and WIF-Slope) to a typical 1st-grade prediction battery improve RD prediction? and (b) Can classification tree analysis improve the prediction accuracy compared to logistic regression? Four classification models based on 206 1st-grade children followed through the end of 2nd grade were evaluated. A combination of initial WIF, WIF-Level, and WIF-Slope and classification tree analysis improved prediction sufficiently to recommend their use with RTI. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills.

Improving reading rate can be difficult for poor readers. In this experiment, we investigated the impact of improvement in reading rate on other aspects of reading, including word recognition, decoding, vocabulary, and comprehension. Poor readers in Grades 2 or 4 (N = 123) were randomly assigned to 1 of 3 conditions: practice reading text at their independent reading level (92%–100% word reading accuracy), practice reading text at a difficult reading level (80%–90% accuracy), or an untreated control. Students in practice conditions read aloud to an adult listener who assisted with difficult words. Before, midway, and following 20 weeks of treatment, we assessed improvement in reading rate, word recognition, decoding, vocabulary, and comprehension across conditions and determined the impact of improved rate on comprehension. We found significant differences favoring the treatment groups in rate, word recognition, and comprehension, but not in decoding or vocabulary. We found no significant differences in growth between levels of text difficulty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)