scholarly journals Examining the Correlates of Adolescent Food and Nutrition Knowledge

Nutrients ◽  
2021 ◽  
Vol 13 (6) ◽  
pp. 2044
Author(s):  
Rachel Brown ◽  
Jamie A. Seabrook ◽  
Saverio Stranges ◽  
Andrew F. Clark ◽  
Jess Haines ◽  
...  
Keyword(s):  
Survey Data ◽  
Parental Education ◽  
Family Income ◽  
Nutrition Knowledge ◽  
Literacy Skills ◽  
Future Research ◽  
Literacy Interventions ◽  
Food Literacy ◽  
Food And Nutrition ◽  
Mobile Health Applications

Food literacy is a set of skills and knowledge that are integral to diet. It is common among teenagers to not have basic food literacy skills needed to consume a healthy diet. This study examined: (1) the current state of food and nutrition knowledge among adolescents 13–19 years of age in the census metropolitan area of London, ON, Canada; and (2) correlates of food knowledge and nutrition knowledge among adolescents. Data for this study were drawn from baseline youth and parent survey data collected from a larger population health intervention study. Statistical analysis of the survey data indicates that higher parental education and higher median neighbourhood family income, the use of mobile health applications, liking to cook, as well as confidence in reading and understanding food labels were all consistently associated with increased food and nutrition knowledge. Findings may help guide future research towards optimal methods for delivering food literacy interventions to effectively educate teenagers. Results of this study may help guide policy makers, researchers, and public health professionals in developing appropriate food and nutrition programs and curriculums to combat the decline in food literacy skills.

scholarly journals Identifying attributes of food literacy: a scoping review

2017 ◽  
Vol 20 (13) ◽  
pp. 2406-2415 ◽  
Author(s):  
Elsie Azevedo Perry ◽  
Heather Thomas ◽  
H Ruby Samra ◽  
Shannon Edmonstone ◽  
Lyndsay Davidson ◽  
...  
Keyword(s):  
Scoping Review ◽  
Grey Literature ◽  
Risk Groups ◽  
Measurement Tool ◽  
Literacy Interventions ◽  
Food Literacy ◽  
Food And Nutrition ◽  
Food Decisions ◽  
The Uk ◽  
The Impact

AbstractObjectiveAn absence of food literacy measurement tools makes it challenging for nutrition practitioners to assess the impact of food literacy on healthy diets and to evaluate the outcomes of food literacy interventions. The objective of the present scoping review was to identify the attributes of food literacy.DesignA scoping review of peer-reviewed and grey literature was conducted and attributes of food literacy identified. Subjects included in the search were high-risk groups. Eligible articles were limited to research from Canada, USA, the UK, Australia and New Zealand.ResultsThe search identified nineteen peer-reviewed and thirty grey literature sources. Fifteen identified food literacy attributes were organized into five categories. Food and Nutrition Knowledge informs decisions about intake and distinguishing between ‘healthy’ and ‘unhealthy’ foods. Food Skills focuses on techniques of food purchasing, preparation, handling and storage. Self-Efficacy and Confidence represent one’s capacity to perform successfully in specific situations. Ecologic refers to beyond self and the interaction of macro- and microsystems with food decisions and behaviours. Food Decisions reflects the application of knowledge, information and skills to make food choices. These interdependent attributes are depicted in a proposed conceptual model.ConclusionsThe lack of evaluated tools inhibits the ability to assess and monitor food literacy; tailor, target and evaluate programmes; identify gaps in programming; engage in advocacy; and allocate resources. The present scoping review provides the foundation for the development of a food literacy measurement tool to address these gaps.

scholarly journals Automatization and Retention of Literacy Skills in Adult Learners

1970 ◽  
Vol 20 (2) ◽  
pp. 17-36
Author(s):  
James M Bebko ◽  
Thomas Rhee ◽  
Carly McMorris ◽  
Magali Segers
Keyword(s):  
Adult Literacy ◽  
Longitudinal Design ◽  
Literacy Skills ◽  
Future Research ◽  
Adult Readers ◽  
Skill Retention ◽  
Literacy Interventions ◽  
Reading Grade Level ◽  
Component Skills ◽  
Prospective Longitudinal

Findings from recent efficacy studies comparing literacy program types suggest that struggling adult readers often make limited to moderate gains across varied types of literacy interventions, with no specific approach consistently surpassing others to date. An alternative to comparing program types is to investigate whether there are specific characteristics or skills that vary by individual that can predict higher gains and skill retention across program type. Using an experimental, prospective, longitudinal design, the present study examined the role of automatization (over-learning) of component skills involved in reading during participation in general literacy programs. On average, participants in the study gained the equivalent of one full reading grade-level after participation in programs for six months. The degree of automatization of reading skills was found to be the strongest predictor of gains made during programs; a measure of automatization was also the strongest predictor of subsequent retention of skills, months later at follow-up testing. Implications for adult literacy practitioners and directions for future research related to skill retention are discussed.

scholarly journals Socioeconomic status inequalities in low-grade inflammation during childhood

2016 ◽  
Vol 101 (11) ◽  
pp. 1043-1047 ◽  
Author(s):  
Kammi K Schmeer ◽  
Aimee Yoon
Keyword(s):  
Socioeconomic Status ◽  
Chronic Stress ◽  
Parental Education ◽  
Family Income ◽  
Future Research ◽  
Low Grade ◽  
Tobit Regression ◽  
Low Grade Inflammation ◽  
Child Age ◽  
Family Ses

BackgroundFamily socioeconomic status (SES) is an important source of child health disparities in the USA. Chronic stress is one way SES may impact children's physiology with implications for later health inequalities. These processes may work differently across childhood due to differences in exposure and susceptibility to stressors at different ages. We assess associations between family SES and one biomarker of chronic stress exposure—low-grade inflammation detected by elevated C reactive protein (CRP)—and evaluate differences in the associations by child age.MethodsWe used nationally representative data from the National Health and Nutrition Examination Survey and Tobit regression models to estimate SES associations with CRP and the moderating effects of age for children age 2–18 years. Our sample was limited to CRP ≤10 mg/l to focus on low-grade inflammation (N=13 165).ResultsChildren whose parent had less than a high school degree had 35% higher CRP than those with a college graduate parent; and, poor children had 24% higher CRP than those with high family income, net of controls. When children's body mass index was accounted for, low education and poverty associations were reduced to 19% and 15%, respectively. Child age interactions were negative and significant for both parental education and family income.ConclusionsThis study provides new evidence that SES is associated with low-grade inflammation in children, and that these associations may be particularly strong during early and mid-childhood. Future research should further our understanding of stressors related to low family SES that may lead to immune system dysregulation during childhood.

scholarly journals Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

2020 ◽  
Vol 40 (1) ◽  
pp. 6-23
Author(s):  
Jin Hee Hur ◽  
Patricia Snyder ◽  
Brian Reichow
Keyword(s):  
Systematic Review ◽  
Early Literacy ◽  
Language Learners ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Future Research ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Electronic Database Search

Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed.

scholarly journals American Indian, Alaska Native, Native Hawaiian, and Pacific Islander Children’s Body Mass Index: Diminished Returns of Parental Education and Family Income

2020 ◽  
Vol 5 (1) ◽  
pp. p64
Author(s):  
Shervin Assari
Keyword(s):  
Body Mass Index ◽  
American Indian ◽  
Body Mass ◽  
Alaska Native ◽  
Parental Education ◽  
Family Income ◽  
Native Hawaiian ◽  
Pacific Islander ◽  
The United States ◽  
Future Research

Background: High socioeconomic status (SES) is associated with several health-related outcomes, such as obesity and body mass index (BMI). However, we do not know whether SES is associated differently with children’s BMI from American Indian and Alaska Native and Native Hawaiian and Pacific Islander (AIAN/NHPI) families when compared to non-Hispanic White (NHW) families. Aim: To compare AIAN/NHPI and NHW families for associations between parental education, family income, and children’s BMI in the United States (U.S). Methods: This cross-sectional study used the Adolescent Brain Cognitive Development (ABCD) study. Participants (n = 8580) included 63 AIAN/NHPI and 8517 NHW children between ages 9 and 10. The independent variables were parental education and family income. The primary outcome was BMI. Race was the moderator. Age, sex, and family structure were covariates. Mixed-effects regression models were used for data analysis. Results: In the pooled sample, higher parental education and family income were associated with lower children’s BMI. We found interactions between race and parental education and family income indicating weaker associations between parental education and family income and children’s BMI in AIAN/NHPI families than in NHW families. Conclusion: The salience of parental education and family income as social determinants of children’s BMI is diminished for AIAN/NHPI families than NHW families. As a result, AIAN/NHPIs children with high SES remain at risk for high BMI, while high-SES NHW children show the lowest BMI. Future research should test if obesogenic environments, food options, and physical activity-friendly neighborhoods can explain higher-than-expected BMI in high-SES AIAN/NHPI children. In other terms, more research is needed to understand if residential segregation, discrimination, and historical trauma explain the observed differences in the social patterning of childhood BMI in AIAN/NHPI and NHW communities.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

Community Access and Satisfaction: Racial Differences in Later Life

1983 ◽  
Vol 16 (3) ◽  
pp. 209-219 ◽  
Author(s):  
Russell A. Ward ◽  
Harold Kilburn
Keyword(s):  
Life Satisfaction ◽  
Social Interaction ◽  
Survey Data ◽  
Racial Differences ◽  
Indirect Effect ◽  
Social Life ◽  
Later Life ◽  
Future Research ◽  
Community Mobility ◽  
Community Access

Community access can be expected to have an important influence on the life satisfaction of the aged because of age-linked restrictions in social life space. Such access may be less important for older blacks, however, as a consequence of lifelong “ghettoization.” These hypotheses are tested using national survey data. Community mobility is found to have a stronger association with life satisfaction for older whites, while having only an indirect effect through social interaction for older blacks. Directions for future research are suggested.

The Hatnub Quarries Industrial Landscape Survey 2017: Mobile-GIS Ground-truthing of the Satellite Remote-survey

2021 ◽  
pp. 030751332110435
Author(s):  
Hannah Pethen
Keyword(s):  
Survey Data ◽  
Satellite Imagery ◽  
Accurate Method ◽  
Future Research ◽  
Mobile Gis ◽  
Industrial Landscape ◽  
Ground Truthing ◽  
Landscape Survey

This paper presents the results of the 2017 mobile-GIS survey of 1 km2 around the Hatnub Egyptian alabaster quarries and analysis of the accuracy of the remote-survey of the same area, which was completed in 2016 using satellite imagery. The analysis revealed that remote-survey was a very accurate method for recording archaeological features in clear and unobstructed parts of the desert, while targeted mobile-GIS survey of obscure areas and questionable features was an effective method for reducing inaccuracies in remote-survey data. The results will inform future phases of the Hatnub Industrial Landscape Project and the fieldwork also identified several avenues of future research into routes and roads across the desert.

Examining Elementary School Children’s Knowledge about Food and Nutrition in Southwestern Ontario, Canada

2022 ◽  
pp. 1-9
Author(s):  
Paige Colley ◽  
Jamie A. Seabrook ◽  
Sarah J. Woodruff ◽  
Jason Gilliland
Keyword(s):  
Elementary School ◽  
Family Income ◽  
Vegetable Consumption ◽  
Food Selection ◽  
Poor Performance ◽  
Knowledge Score ◽  
Sociodemographic Factors ◽  
Student Survey ◽  
Total Knowledge Score ◽  
Food And Nutrition

Purpose: Knowledge is fundamental to helping children make nutritional choices that support lifelong healthy behaviours. This study (i) investigates elementary school children’s knowledge about food and nutrition and (ii) identifies sociodemographic factors influencing children’s reported knowledge. Methods: In 2017–2019, a survey was administered to 2443 students (grades 5–8) at 60 schools across southwestern Ontario, Canada, and a parent survey was used to validate self-reported sociodemographics. Multiple regression was used to analyse children’s knowledge scores and related sociodemographic factors. A total knowledge score was calculated by summing correct responses derived from 46 individual questions in the student survey. Results: Mean total knowledge score was 29.2 out of a possible 46 points (63.5% correct). Students demonstrated some knowledge and awareness of strategies to encourage fruit and vegetable consumption, healthy food selection, nutrition, and food preparation skills, although knowledge of food guide recommendations and locally sourced produce were limited. Female sex, family income, and rurality were associated with higher knowledge scores. Conclusions: Results provide insight regarding strengths and gaps in elementary-school children’s food and nutrition knowledge. Poor performance of students on specific food guide-related questions suggests that the general guidance of the 2019 Canada’s Food Guide might be better understood by children and adolescents.

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