A multilevel analysis of diverse learners playing life science video games: Interactions between game content, learning disability status, reading proficiency, and gender

2015 ◽  
Vol 53 (2) ◽  
pp. 324-345 ◽  
Author(s):  
Maya Israel ◽  
Shuai Wang ◽  
Matthew T. Marino
Keyword(s):  
Video Games ◽  
Learning Disability ◽  
Multilevel Analysis ◽  
Life Science ◽  
Reading Proficiency ◽  
Diverse Learners ◽  
Content Learning ◽  
Disability Status ◽  
And Gender

scholarly journals Longitudinal Association Between Education and Disability in Older Adults Living in Iceland

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 396-396
Author(s):  
Milan Chang ◽  
Olof Geirsdottir ◽  
Lenore Launer ◽  
Vilmundur Gudnasson ◽  
Palmi Jonsson ◽  
...  
Keyword(s):  
Older Adults ◽  
Low Socioeconomic Status ◽  
Late Life ◽  
Mobility Disability ◽  
College And University ◽  
Disability Status ◽  
Adl Disability ◽  
And Gender ◽  
Access To Medical Care ◽  
Life Education

Abstract BACKGROUND: Disabilities among older adults are associated with cumulative adversities such as low socioeconomic status (SES), poor nutrition, and lack of access to medical care and education. However, there is little evidence on the long-term association between education and disability status among older adults in Iceland. The aim of the study was to examine the association between mid-life education and prevalence of disability in activities of daily living (ADL) and mobility disability in late-life using 25 years of longitudinal data. METHODS: A large community-based population residing in Reykjavik, Iceland participated in a longitudinal study with an average of 25 years of follow-up (N=5764, mean age 77±6 yrs, 57.7% of women) Mid-life education was categorized into 2 groups (primary and secondary versus college and university). Disability status in late life was defined with ADL and mobility disability with a binary outcome (no difficulty versus any difficulty). Logistic regression analysis was used to examine the association. RESULTS: After controlling for age and gender, and midlife health risk factors, those who had high education at mid-life were less likely to have ADL disability (Odds Ratio (OR) = 0.75, 95% Confidence Interval (CI): 0.64 ~ 0.88, P ≤ 0.001) and mobility disability (OR = 0.72, 95% CI: 0.61 ~ 0.86, P < 0.001) compared with those who had low education in mid-life. CONCLUSION: People with high mid-life education were less likely to have ADL and mobility disability after 25 years later.

Prospective study of multiple sclerosis with early onset

2002 ◽  
Vol 8 (2) ◽  
pp. 115-118 ◽  
Author(s):  
A Ghezzi ◽  
C Pozzilli ◽  
M Liguori ◽  
M G Marrosu ◽  
N Milani ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
First Year ◽  
Hormonal Changes ◽  
Disability Status ◽  
Definite Multiple Sclerosis ◽  
Relapsing Remitting ◽  
Clinically Definite Multiple Sclerosis ◽  
The Mean ◽  
And Gender

Fifty-four subjects (36 females and 18 males) affected by clinically definite multiple sclerosis (MS) and with onset of the disease at 15 years of age or before were prospectively studied in five Italian MS centres. Female/male ratio was 4.7 in subjects with age ≥12 years, suggesting a role of hormonal changes in triggering MS onset. The mean follow-up duration was 10.9-5.6 years. The functional systems more frequently involved at onset were the pyramidal and brainstem (both in 28% of cases). The onset was monosymptomatic in 31 subjects (57%). The course was relapsing-remitting in 39 subjects (72%) and relapsing-progressive in 15 (28%). Disability was assessed by the Expanded Disability Status Scale (EDSS): the mean score after 8 years of follow up was 3.5 (-2.5). The score was <4 in 68% of cases, between 4 and 6 in 8% of cases, > 6 in 24% of cases. Disability after 8 years was highly predicted by disability in the first year (p=0.008). There was a tendency to a worse prognosis in relation to the number of relapses in the first 2 years (p=0.08). The outcome was not influenced by the characteristics of symptoms at onset, age and gender.

Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender

2015 ◽  
Vol 37 ◽  
pp. 81-95 ◽  
Author(s):  
Carolyn A. Denton ◽  
Christopher A. Wolters ◽  
Mary J. York ◽  
Elizabeth Swanson ◽  
Paulina A. Kulesz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Reading Proficiency ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
And Gender

scholarly journals A Model for the Strategic Use of Metacognitive Reading Comprehension Strategies

2017 ◽  
Vol 19 (2) ◽  
pp. 187-201
Author(s):  
Juan David Gómez González
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
Intermediate Level ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Content Learning ◽  
The Past ◽  
Composite Approach ◽  
Main Components

This paper describes an approach to developing intermediate level reading proficiency through a strategic and iterative use of a discreet set of tasks that combine some of the more common metacognitive theories and strategies that have been published in the past thirty years. The case for incorporating this composite approach into reading comprehension classes begins with an explanation of its benefits and the context in which it came to be; its relationship to theoretical discourse in the field; a description of its three main components: textual indicators, strategy instruction, and content learning; and concludes by presenting a model for implementing the approach that integrates these three components.

The Contribution of Videogames to Anti-Social Attitudes and Behaviours amongst Youngsters

2011 ◽  
pp. 237-251
Author(s):  
Olga Albuquerque ◽  
Gillian Grace Moreira
Keyword(s):  
Video Games ◽  
Parental Control ◽  
Social Attitudes ◽  
Video Gaming ◽  
Small Scale ◽  
Age Group ◽  
Simulation Games ◽  
Age And Gender ◽  
Future Studies ◽  
And Gender

Using questionnaires and interviews, the video-gaming habits of 136 youngsters, ranging from the ages of 9 to 15 years, were assessed, taking into consideration their age and gender. It was found that many youngsters are playing games which are not appropriate for their age group, and that long hours are spent at computer screens on these games without parental control or supervision. In fact, most parents do not even know what games their children are playing never mind whether they are rated as suitable for their age group. In addition, differences between boys and girls were significant, allowing us to confirm that boys prefer more action-oriented games while girls choose simulation games. Although the small-scale nature of this study does not allow us to generalise its conclusions, its findings are relevant and can point the way for future studies of this type. The centrality of video games in the lives of children and teenagers today is such that these and the practices they engender need to be taken into account when considering the rise of anti-social, aggressive, and at times violent attitudes and behaviours amongst youngsters.

Predictors of Adoption and Guardianship Dissolution: The Role of Race, Age, and Gender Among Children in Foster Care

2020 ◽  
pp. 107755952095217
Author(s):  
Kierra M. P. Sattler ◽  
Sarah A. Font
Keyword(s):  
Foster Care ◽  
Foster Children ◽  
Cognitive Disability ◽  
Health Issues ◽  
Foster Care System ◽  
Children In Foster Care ◽  
Disability Status ◽  
Entry Cohort ◽  
And Gender

Adoption and guardianship are meant to provide permanency to foster children when reunification is not a viable option. Unfortunately, sometimes adoption and guardianship placements dissolve resulting in children returning to care. Currently, there is limited research on the prevalence and predictors of adoption and guardianship dissolutions. This study investigated rates of guardianship and adoption dissolution using a complete entry cohort from a large state foster care system and the associations between child characteristics and risk factors with dissolution. Drawing on a complete entry cohort of foster children in Texas that exited to either adoption or guardianship placements, results demonstrated that over 2% of adoptive placements and 7% of guardianship placements were dissolved. Compared with White and Hispanic children, Black children had a higher risk of guardianship, but not adoption, dissolution. Older age was associated with a higher risk of adoption dissolution, and females had a higher risk of guardianship dissolution than males. Behavior problems, cognitive disability status, and mental health issues were all associated with a higher risk of dissolution. These findings have important implications for caseworkers and policymakers on permanency for children in adoptive or guardianship placements.

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