scholarly journals Time for Reading Instruction: How Much Time Should Schools and Teachers Devote to Reading Instruction in Grades K-2?

2020 ◽  
Vol 7 (1) ◽  
pp. p68
Author(s):  
Timothy V. Rasinski ◽  
Barbara Tschantz ◽  
Jennifer Austin ◽  
Kristen Evans ◽  
Jennifer Lowers ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Optimal Time ◽  
Instructional Time ◽  
Reading Curriculum ◽  
Literacy Curriculum ◽  
Special Events ◽  
Fluency And Comprehension ◽  
Core Reading ◽  
Components Of Reading Instruction

Although research has indicated that time allotted for instruction in reading is associated with reading achievement, no studies have examined what is the appropriate or optimal time that should be given to reading instruction in the primary grades (grades K-2). Given the understanding that it is the teachers themselves who would have the best sense of the appropriate time for reading instruction and its various components. Results of the survey indicate that teachers feel that 178-198 minutes be devoted to the general literacy curriculum, while 62-71 minutes be devoted to the core reading curriculum per day. We note that the allocation of time to the major components of reading instruction (word study, fluency, and comprehension) varied considerably. In follow-up survey inquiries, a significant number of teachers manifest difficulties in actually meeting their own recommendations for time appropriation for reading instruction. Among the factors that keep teachers from meeting their recommendations for instructional time are special events that disrupt and disturb the time given for instruction. Recommendations for making time for literacy instruction for effective and efficient are considered.

scholarly journals Can a game application that boosts phonics knowledge in kindergarten advance 1st grade reading?

2021 ◽  
Author(s):  
Cassandra Potier Watkins ◽  
Stanislas Dehaene
Keyword(s):  
Reading Instruction ◽  
Reading Fluency ◽  
Phoneme Awareness ◽  
Educational Goals ◽  
Short Term ◽  
Letter Naming ◽  
Fluency And Comprehension ◽  
Business As Usual

The Kalulu software is a tablet-based suite of phonics and reading-related lessons and minigames. In a previous intervention with a previous version of the software in 1st grade students, fluency and comprehension were boosted, but only when used in concert with reading instruction at the start of the year. Here, we asked whether a similar intervention would be more efficient if it started a year earlier, in kindergarten. Forty classes (1092= children) were randomized into playing Kalulu phonics or an active matched control game (Kalulu numbers) for the first half of the year. Those assignments were reversed in the second half of the year. Ten non-randomized business-as-usual classes also participated. In a cross- over effect, children who used the phonics version improved in letter naming, grapheme- phoneme matching and reading fluency, while those with the number version improved in number knowledge. In a longitudinal follow-up, intervention participants maintained an advantage in phoneme awareness and grapheme-phoneme matching at the start of 1st grade, but this advantage failed to translate into school literacy gains in the middle of 1st grade, and no longitudinal benefits were found for numbers. Those results improve our understanding of when and for how long to introduce phonics and question the possibility that a short-term intervention may address the complex challenges of long-term educational goals.

scholarly journals Longitudinal study of symptom burden in outpatients with advanced cancers based on electronic Patient-Reported Outcome (ePRO) platform: a single institution, prospective study protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e038223
Author(s):  
Lili Tang ◽  
Ying Pang ◽  
Yi He ◽  
Qiuling Shi ◽  
Xinkun Han ◽  
...  
Keyword(s):  
Study Protocol ◽  
Symptom Management ◽  
Depression Scale ◽  
Symptom Burden ◽  
Patient Reported Outcome ◽  
Critical Parameters ◽  
Advanced Lung Cancer ◽  
Optimal Time ◽  
Patient Reported

IntroductionAn electronic Patient-Reported Outcome (ePRO) platform is needed for implementing evidence-based symptom management in outpatients with advanced cancer. We describe the overall protocol and the methodology for measuring symptom burden, to provide critical parameters needed to implement symptom management on the ePRO platform.Methods and analysisThe study focusses on patients with advanced lung cancer, stomach cancer, oesophagus cancer, liver cancer, colorectal cancer or breast cancer. The primary outcome is the change of symptom burden. MD Anderson Symptom Inventory, and other PRO instruments (Insomnia Severity Index, Hospital Anxiety and Depression Scale, 9-item Patient Health Questionnaire and EuroQol-5 dimensions-5 levels version) were used. The secondary outcomes include feasibility of using ePRO, symptom-related quality of life, reasons for no improvement of symptoms, defining frequency of PRO assessments and cut-points, items for screening and management of comorbidity and satisfaction with ePRO platform in patients and health providers. After initial outpatient visit for baseline assessment, ePRO system will automatically send follow-up notification seven times over 4 weeks to patients. The characteristics and changing trajectory of symptoms of patients will be described. Parameters for using PROs, such as optimal time points for follow-up and cut-off point for alert will be determined. The feasibility of ePRO platform to track the changes of target symptoms in outpatients will be evaluated.Ethics and disseminationThe study protocol and related documents were approved by the Institutional Research Board (IRB) of Peking University Cancer Hospital on 13 February 2019 (2019YJZ07). The results of this study will be disseminated through academic workshops, peer-reviewed publications and conferences.Trial registration numberChiCTR1900023560.

The core components of reading instruction in Chinese

2011 ◽  
Vol 25 (4) ◽  
pp. 857-886 ◽  
Author(s):  
Connie Suk-Han Ho ◽  
Yau-Kai Wong ◽  
Pui-Sze Yeung ◽  
David Wai-ock Chan ◽  
Kevin Kien-Hoa Chung ◽  
...  
Keyword(s):  
Reading Instruction ◽  
The Core ◽  
Core Components ◽  
Components Of Reading ◽  
Components Of Reading Instruction

scholarly journals A Qualitative Analysis of Oral Reading Errors of Reflective and Impulsive Second Graders: A Follow-Up Study

1975 ◽  
Vol 7 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Joyce Hood ◽  
Janet Ross Kendall
Keyword(s):  
Reading Instruction ◽  
Oral Reading ◽  
Second Graders ◽  
Second Grade ◽  
Basal Reader ◽  
Reading Errors ◽  
Extreme Groups ◽  
Matching Familiar Figures Test ◽  
Midwestern City

This study investigates differences between reflective (REF) and impulsive (IMP) second-graders in number and category of oral reading errors and their correction. Kagan's Matching Familiar Figures test (MFF) was employed in selecting extreme groups of 25 REF and 25 IMP Ss from all 166 second-graders in one midwestern city using the same second-grade basal reader for reading instruction. The Ss' oral reading and their answers to questions over two stories (of second- and third-grade readability levels) were audio-tape-recorded. Five scorers were trained to code the oral reading errors. The scores for each error category were based on the combined stories, and were means of the errors coded by the five scorers. Reliabilities of error scores ranged from .84 to .99. Results indicate: (a) more REF than IMP Ss with low error scores but insignificant differences in mean number of errors, (b) proportionately more graphically similar errors for REF than for IMP Ss but no significant differences in any other category, (c) more corrections by REF Ss overall and within the categories of graphically dissimilar errors and errors appropriate to the preceding but not the following context, (d) no significant differences between REF and IMP Ss in number of repetitions, rate of reading, nor in comprehension scores.

scholarly journals The Pulmonary Sequalae in Discharged Patients With COVID-19:A Short-term Observational Study

2020 ◽  
Author(s):  
Dehan Liu ◽  
Wanshu Zhang ◽  
Feng Pan ◽  
Lin Li ◽  
Lian Yang ◽  
...  
Keyword(s):  
Chest Ct ◽  
Ct Scans ◽  
Optimal Time ◽  
Imaging Features ◽  
Short Term ◽  
Lung Lesions ◽  
Cumulative Percentage ◽  
Time Points ◽  
Time Point

Abstract Background: A cluster of patients with coronavirus disease 2019 (COVID-19) pneumonia were discharged from hospitals in Wuhan, China. We aimed to determine the cumulative percentage of complete radiological resolution at each time point, to explore the relevant affecting factors, and to describe the chest CT findings at different time points after hospital discharge.Methods: Patients with COVID-19 pneumonia confirmed by RT-PCR who were discharged consecutively from the hospital between 5 February 2020 and 10 March 2020 and who underwent serial chest CT scans on schedule were enrolled. The radiological characteristics of all patients were collected and analysed. The total CT score was the sum of non-GGO involvement determined at discharge. Afterwards, all patients underwent chest CT scans during the 1st, 2nd, and 3rd weeks after discharge. Imaging features and distributions were analysed across different time points.Results: A total of 149 patients who completed all CT scans were evaluated; there were 67 (45.0%) men and 82 (55.0%) women, with a median age of 43 years old (IQR 36-56). The cumulative percentage of complete radiological resolution was 8.1% (12 patients), 41.6% (62), 50.3% (75), and 53% (79) at discharge and during the 1st, 2nd, and 3rd weeks after discharge, respectively. Patients ≤44 years old showed a significantly higher cumulative percentage of complete radiological resolution than patients >44 years old at the 3-week follow-up. The predominant patterns of abnormalities observed at discharge were ground-glass opacity (GGO) (65 [43.6%]), fibrous stripe (45 [30.2%]), and thickening of the adjacent pleura (16 [10.7%]). Lung lesions showed obvious resolution from 2 to 3 weeks after discharge, especially in terms of GGO and fibrous stripe. “Tinted” sign and bronchovascular bundle distortion as two special features were discovered during the evolution.Conclusion: Lung lesions in COVID-19 pneumonia patients can be absorbed completely during short-term follow-up with no sequelae. Three weeks after discharge might be the optimal time point for early radiological estimation.

α-Fetoprotein Screening

PEDIATRICS ◽  
1987 ◽  
Vol 80 (3) ◽  
pp. 444-445
Author(s):  
Keyword(s):  
Amniotic Fluid ◽  
Professional Education ◽  
Health Care Professionals ◽  
Human Genetics ◽  
Maternal Serum ◽  
Optimal Time ◽  
Serum Specimen ◽  
Level I ◽  
American Society

The Committee on Genetics of the American Academy of Pediatrics endorses the following guidelines for maternal α-fetoprotein screening, developed by the American Society of Human Genetics.1 Before maternal serum α-fetoprotein (MSAFP) screening is started, the following minimal criteria should be met. 1. Adequate physician/health professional education: The objective of this education is to assure that physicians and other health care professionals understand the nature and range of severity of each of the detectable conditions and anomalies, the objectives of screening and testing, the importance of timing and reporting the low predictive value of test results, and the follow-up procedures and counseling. 2. Access to a qualified MSAFP and amniotic fluid α-fetoprotein laboratory: Criteria for quality control in these laboratories are detailed in the full statement. 3. Adequate facilities and personnel for follow-up of abnormally high or low MSAFP values: Counseling, level I and level II sonography, amniocentesis, and qualitative amniotic fluid acetylcholin-esterase assay should be available. 4. Adequate patient education: Information should be provided on the nature of the defects detectable by MSAFP screening, on confirmatory procedures, and on the options available should an abnormal result be confirmed. The optimal time for MSAFP screening is between 16 and 18 weeks of gestation. The common MSAFP screening protocol would include: first serum specimen evaluation, second serum specimen evaluation (if indicated), counseling, ultrasonography, amniocentesis, amniotic fluid α-fetoprotein testing (acetylcholinesterase and fetal blood evaluation), karotyping. Once the program is underway, physician's offices, laboratories, and referral centers should have staff available who can answer questions concerning procedures related to MSAFP screening.

Evaluation of iatrogenic lesions in 722 surgically treated cases of peripheral nerve trauma

2001 ◽  
Vol 94 (6) ◽  
pp. 905-912 ◽  
Author(s):  
Thomas Kretschmer ◽  
Gregor Antoniadis ◽  
Veit Braun ◽  
Stefan A. Rath ◽  
Hans-Peter Richter
Keyword(s):  
Traumatic Injury ◽  
Common Peroneal Nerve ◽  
Iatrogenic Injury ◽  
Optimal Time ◽  
Motor Deficits ◽  
Time Interval ◽  
Content Type ◽  
Iatrogenic Injuries ◽  
Fine Print

Object. The purpose of this study was to discover the number and types of iatrogenic nerve injuries that were surgically treated during a 9-year period at a relatively busy nerve center. The specific nerves involved, their sites of injury, and the mechanisms of injury were also documented. Methods. The authors retrospectively evaluated the surgically treated iatrogenic lesions by reviewing case histories, operative reports, and follow-up notes in 722 cases of trauma. These cases were treated between January 1990 and December 1998 because of pain, dysesthesias, and sensory and/or motor deficits. Iatrogenic injury was a much larger category of trauma than predicted. One hundred twenty-six (17.4%) of the 722 surgically treated cases were iatrogenic in origin. Most of these injuries occurred during a previous operation. To a major extent, nerves of the extremities were affected, and a relatively large number of injuries occurred in the neck and groin. Incidence was highest in the spinal accessory nerve (14 cases), the common peroneal nerve (11 cases), the superficial radial nerve (10 cases), the genitofemoral nerve branches (10 cases), and the median nerve (nine cases). At least two thirds of the patients did not undergo surgery for the iatrogenic injury within an optimal time interval due to delayed referral. Follow-up data were available in 97 of the 126 patients. Surgical outcomes demonstrated improvement in 70% of patients. Operative results were especially favorable in patients suffering from iatrogenic injuries to the accessory and superficial sensory radial nerves. Conclusions. Iatrogenic injuries should be corrected in a timely fashion just like any other traumatic injury to nerve.

The Musical Notes Method for Initial Reading Acquisition

2008 ◽  
Vol 7 (1) ◽  
pp. 81-100
Author(s):  
Yehudith Carmon ◽  
Aryeh Wohl ◽  
Shmuel Even-Zohar
Keyword(s):  
Reading Instruction ◽  
Reading Time ◽  
Intervention Program ◽  
Reading Acquisition ◽  
First Grade ◽  
Intervention Programs ◽  
Control Group ◽  
Experimental Approaches ◽  
Initial Reading

A century of experimental approaches to reading instruction has not significantly reduced initial reading acquisition problems. Though researchers continue to identify more and more symptoms of deficiencies, they have, to date, come up with but few solutions. Reading instruction traditionally begins with the particular components of a specific language. In this study, we investigate a method that begins with general, basic reading components common to all written alphabetical languages, including musical notation. We propose to introduce reading by using an original and simple musical vehicle, the Toy Musical Notes (TMN) method. After creating a primary reading scheme through music, verbal reading becomes much easier. Our method was tested on 150 preschool children, who participated in three intervention programs: TMN, conventional music, and a control group, which had a non-musical intervention program. Pre- and posttests were administered with follow-up assessments in reading development conducted in the first grade. The results reflected significant achievements for the TMN group on all reading parameters: number of mistakes, vocal reading time, velocity, and comprehension. Applying this method allowed us to use children’s natural musical interest to help them learn to read and comprehend better.

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