A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.     

Learning to Learn From Data: Benchmarks and Instructional Communities

This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from intensive fieldwork in 10 elementary schools and interviews with district staff and others who worked with the schools, as well as further in-depth case study analysis of 5 schools. This article examines how school leaders and grade groups made sense of data provided through interim assessments and how they were able to use these data to rethink instructional practice. We found substantial evidence that interim assessments have the potential to contribute to instructional coherence and instructional improvement if they are embedded in a robust feedback system. Such feedback systems were not the norm in the schools in our study, and their development requires skill, knowledge, and concerted attention on the part of school leaders.     

Building With Benchmarks: The Role of the District in Philadelphia's Benchmark Assessment System

In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, the supports put in place to assist those in schools in meeting those expectations, and the challenges encountered in that implementation.     

Validity and Reliability of Proximity Detection with Bluetooth-Enabled Accelerometers among Adults

ABSTRACT

Introduction: This study examined the concurrent validity and inter-pair reliability of the proximity detection function on Bluetooth-enabled accelerometers across manufacturer-specified ranges. If valid, this method could be used for objectively measuring shared physical activity participation. Method: Thirty-six dyads aged 21.6 (2.1) years wore two sets of Bluetooth-enabled accelerometers initialized as beacons and receivers to compare accelerometer-measured proximity detection to direct observation under 11 different controlled and free-living conditions. Results: The proportion of minutes in which proximity was detected differed across conditions (p < .001), with the highest proportions in the controlled conditions (.77–1.0). Among the free-living conditions, the different room (.73 ± .20) condition had the highest proximity detection proportions. There were no differences in the proximity detection across accelerometer pairs (p = .265). Conclusion: Proximity detection with Bluetooth-enabled accelerometers was reliable and had the highest detection rates under the controlled treadmill walking conditions. Despite limitations, using Bluetooth-enabled accelerometers is a promising approach for measuring shared physical activity.     

Tibial shock measured during the fencing lunge: the influence of footwear

Fencing is a high-intensity sport involving dynamic movements such as the lunge exposing the musculoskeletal system to high impact forces, which emphasises the importance of the shock attenuating properties of footwear as a factor in the prevention of injury. The aim of this study was to investigate the magnitudes of the transient axial impact shock experienced at the tibia between traditional fencing shoes and standard athletic footwear during the impact phase of the fencing lunge. Peak tibial shock was measured in 19 male fencers in 4 different footwear conditions using an accelerometer placed on the distal aspect of the tibia. The standard footwear (11.08 g and 8.75 g for squash and running shoe, respectively) resulted in significant (p < 0.01) reductions in peak impact shock in comparison to the traditional fencing shoes (15.93 g and 13.97 g for the Adidas and Hi-Tec shoe, respectively). No significant differences were found between the running and squash shoes (p = 0.09) or between the fencing shoes (p = 0.48). The documented reduction in impact shock found suggests that running or squash specific footwear may reduce overuse injury occurrence, indicating that there is justification for a re-design of fencing shoes.     

Physical Therapists’ Perceptions of Knowledge and Clinical Behavior Regarding Cardiovascular Disease Prevention

Purpose

The study purpose was to assess perceptions of physical therapists (PTs) regarding the role of physical therapy in cardiovascular disease (CVD) prevention.

Methods

A 25-item survey, validated by expert cardiovascular/pulmonary (CVP) PTs, was sent electronically to 2,673 PTs. Each item represented an element of clinical practice behavior: education of CVD/risk factors (EDCVD), administration of primary CVD prevention (PRECVD), identifying underlying CVD/risk factors (IDCVD), monitoring CV status in patients with CVD (MONCVD). Responses were assigned numeric values (strongly agree = 5 to strongly disagree = 1), and mean element scores were analyzed.

Results

Most of the 516 respondents were APTA Section members (34% CVP Section, 42% other Section membership) and worked in academia (53%). Items showing a high (> 95%) level of agreement included patient education of smoking (97%) and monitoring exercise intensity (99%), assessing exercise benefits (99%), clinically identifying obesity (97%) and hypertension (97%), and monitoring CV response to exercise (99%). Items failing to reach 80% overall agreement were patient education of CVD medications (79%) and blood chemistry (72%), and assessing CVD family history (75%), patient BMI (60%), and body composition (33%). Identifying underlying CVD (77.2%) was the only practice behavior failing to reach 80% agreement. Outpatient PTs agreed significantly less to all elements vs. academics, and to IDCVD vs. all PTs except home health.

Conclusions

Physical therapists support most CVD prevention behaviors, but not given elements of patient education and identifying underlying CVD/risk factors.Key Words: cardiovascular disease, primary disease prevention, secondary disease prevention     

The impact of being part of an action learning set for new lecturers: a reflective analysis

What is an action learning set (ALS)? An ALS is a regular, action focused peer discussion group, generally facilitated, to address work place issues. Methods of undertaking ALS: methods are flexible within a range of approaches according to the group's developing needs. Benefits of ALS: builds trust, professional development, enables action, increases self-awareness and organisational thinking. Conclusion: ALS represents a workable peer group supervision format worth considering in nursing education and practice.