A Twin and Adoption Study of Reading Achievement: Exploration of Shared-Environmental and Gene-Environment-Interaction Effects

Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and adoptees (N = 4,886, including 266 reading-disabled probands), the present study replicates prior findings of considerable heritability for both reading achievement and reading disability. A simple biometric model adequately described parent and offspring data (combined N = 9,430 parents and offspring) across differing types of families present in the sample Analyses yielded a high heritability estimate (around 0.70) and a negligible shared-environmentality estimate for both reading achievement and reading disability. No evidence of gene × environment interaction was found for parental reading ability and parental educational attainment, the two moderators analyzed.     

School Mapping Restructure in China: What role for the small rural school?

Despite significant progress over the past fifteen years associated with School Mapping Restructure (SMR) in Chinese rural schools, many small schools have been closed or have merged with larger primary schools. This has resulted, among other things, in difficulties for many students in rural areas who now have to travel longer distances to a central (primary) school and whose families generally have to bear greater expenses for schooling. This paper examines the role of small rural schools in the Chinese education system, looks at the context and impacts of SMR on these schools in terms of quality, cost and access indicators, and highlights some of the key difficulties faced by these schools in the restructured education system. We argue that small rural schools have a significant role to play in delivering education services in rural China and should therefore be retained, supported and equipped with the right levels of facilities and quality services for them to fulfill their role. The policy implications of these findings for education officials are discussed in the context of continuing SMR.     

Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1

European Journal of Psychology of Education - The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time...     

Effects of Population Heterogeneity on Accuracy of DIF Detection

Heterogeneity within English language learners (ELLs) groups has been documented. Previous research on differential item functioning (DIF) analyses suggests that accurate DIF detection rates are reduced greatly when groups are heterogeneous. In this simulation study, we investigated the effects of heterogeneity within linguistic (ELL) groups on the accuracy of DIF detection. Heterogeneity within such groups may occur for a myriad of reasons including differential lengths of time residing in English-speaking countries, degrees of exposure to English-speaking environments, and amounts of English instruction. Our findings revealed that at high levels of within-group heterogeneity, DIF detection is at the level of chance, implying that a large proportion of DIF items might remain undetected when assessing heterogeneous populations potentially leading to developing biased tests. Based on our findings, we urge test development organizations to consider heterogeneity within ELL and other heterogeneous focus groups in their routine DIF analyses.     

Test–retest reliability of the 30–15 Intermittent Fitness Test: A systematic review

PurposeThis review aimed to synthesize previous findings on the test–retest reliability of the 30–15 Intermittent Fitness Test (IFT).MethodsThe literature searches were performed in 8 databases. Studies that examined the test–retest reliability of the 30–15 IFT and presented the intraclass correlation coefficient (ICC) and/or the coefficient of variation (CV) for maximal velocity and/or peak heart rate were included. The consensus-based standards for the selection of health measurement instruments (COSMIN) checklist was used for the assessment of the methodological quality of the included studies.ResultsSeven studies, with a total of 10 study groups, explored reliability of maximal velocity assessed by the 30–15 IFT. ICCs ranged from 0.80 to 0.99, where 70% of ICCs were ≥0.90. CVs for maximal velocity ranged from 1.5% to 6.0%. Six studies, with a total of 7 study groups, explored reliability of peak heart rate as assessed by the 30–15 IFT. ICCs ranged from 0.90 to 0.97 (i.e., all ICCs were ≥0.90). CVs ranged from 0.6% to 4.8%. All included studies were of excellent methodological quality.ConclusionFrom the results of this systematic review, it can be concluded that the 30–15 IFT has excellent test–retest reliability for both maximal velocity and peak heart rate. The test may, therefore, be used as a reliable measure of fitness in research and sports practice.     

Do Consonant Sonority and Status Influence Syllable-Based Segmentation Strategies in a Visual Letter Detection Task? Developmental Evidence in French Children

This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal “sonorant coda–obstruent onset” sonority profile within the syllable boundaries as a cue for a syllable-based segmentation. Data showed that children used a syllable-based segmentation that improved with reading skills and age. The results are discussed to support that the visual letter detection within pseudowords primarily and early relies on acoustic-phonetic cues within the syllable boundaries, whereas the syllable effect seems to be developmentally constrained by reading skills and age.     

Designing interaction metaphors for Web3D cultural dissemination

In the last few years the improved performances of graphics hardware and the growing availability of broadband internet connections have eventually led to effectively adding a third dimension to web interfaces, achieving what is commonly referred to as Web3D. Nevertheless, these technologies are not yet widespread, especially in the cultural sector, for at least two factors: technological limitations, mostly in the lack of coherent and effective metaphors to visualize and interact with digital cultural assets using the third-dimension as an added value rather than as a stylish gadget, and communication issues, as, despite the principles stated in the London Charter aimed at ensuring technical and intellectual rigor for the digital visualization of cultural heritage, a proper way to deal with relevant and sustainable 3D information is not yet completely established. For this reason this paper focuses on identifying and analyzing the aspects that may contribute to a more efficient use of Web3D technologies to access cultural content, in order to set up a set of development standards aiming to encourage web-based learning and guaranteeing systems accessible and usable by the widest possible audience.     

Haemodynamic changes after prolonged water immersion

Abstract

Thermoneutral water immersion increases cardiac preload and changes the neuroendocrine settings of blood volume regulation. The resulting marked diuresis may lead to significant haemodynamic changes after the end of a prolonged water immersion. Ten volunteers underwent 6 h of complete thermoneutral water immersion. Changes in cardiovascular status were assessed 1 h and 16 h after water immersion. Haemodynamic changes were assessed by Doppler echocardiography. Arterial wall distensibility was estimated by pulse wave velocity analysis. One hour after water immersion, mean weight loss was 1.78 kg and urine volume amounted to 1.5 litres. Echocardiographic measurements evidenced a significant decrease in dimensions of the left cardiac chambers and inferior vena cava. The decreased cardiac preload was paralleled by a lower stroke volume and cardiac output. A peripheral vasoconstriction associated with a relative decrease in the lower limb blood flow was evidenced by an increase in carotid-pedal pulse wave velocity and by a decrease in ankle brachial index. Sixteen hours after water immersion, cardiac preload and cardiac output remained below baseline values and peripheral vascular tone was still higher than at baseline. Marked haemodynamic changes had not returned to baseline 16 h after water immersion. There is a need to design fluid-replacement protocols to improve this recovery.     

Metacognitive learning strategies: differential development patterns in high school

The main objective of this study is to identify the development of students’ self-reported use of metacognitive learning strategies during high school. Therefore, the study analyses the differential development patterns of 1,432 students, between grade 10 and 12, in a longitudinal sample. The results suggest that, from a global perspective, there is no development of students’ self-reported use of metacognitive learning strategies during high school. The expected gender-specific differences in favour of female students are replicated in this sample. However, the self-reported use of monitoring and evaluation strategies tends to converge between genders during high school, whereas the differences in the self-reported use of planning strategies remain stable. The consequences for the understanding of metacognitive development are discussed.