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Researchers agree that early literacy activities, like book sharing and parent-child play, are important for stimulating language development. We hypothesize that book sharing is most powerful because it elicits more interactive talk in young children than other activities. Parents of 43 infants (9-18 months) made two daylong audio recordings using the LENA system. We compared a typical day, with spontaneous occurring activities, with an instructed day when caregivers were prompted to do book reading and toy play. Book sharing resulted in a combination of more parent talk, child talk, and interactions than other language activities. Research context did not influence outcomes: no differences were found in language use between the spontaneous and the instructed activities. Overall it seems clear that even with infants shared reading is a strong unique stimulator of language use from parent and child.

Children showing poor executive functioning may not fully benefit from learning experiences at home and school and may lag behind in literacy skills. This hypothesis was tested in a sample of 276 kindergarten children. Executive functions and literacy skills were tested at about 61?months and again a year later. In line with earlier studies, correlations between both skills were significant at age 5?years, but the predictive value of executive functions on alphabetic skills weakened or disappeared 1?year later. Assuming that executive functions are in development at this age and change has to be taken into account, we applied fixed effects analyses (FEAs) to repeated measures of alphabetic skills and executive functions. FEAs demonstrated that changes in children's alphabetic skills concur with changes in executive functions, thus strengthening inferences about a causal relationship. Executive functions are unstable in the early stages of cognitive development and one-time measures cannot predict their impact on reading 1?year later. Consequences of this new insight are discussed.

Background: The dopamine D4 receptor gene (DRD4) has been linked to attention deficit hyperactivity disorder (ADHD) and reading disorders. In this study, we examined whether diminished anticipatory dopamine cell firing--typical of the long variant of the DRD4 allele--is related to emergent and advanced alphabetic skills, and whether executive attention is a mediator between this allele and alphabetic skills. Method: We tested alphabetic skills in a normative sample of 159 children in both kindergarten and Grade 1, and executive attention 1 year earlier. Cheek cells were collected and genomic DNA was isolated from the samples using the Chemagic buccal swab kit on a chemagen Module I workstation. Results: Thirty-seven percent of the children were carriers of at least one DRD4 7-repeat allele. Carriers of the long variant scored lower on alphabetic skills, and executive attention appeared to be a mediator of the relation between characteristics of DRD4 and alphabetic skills in kindergarten and first grade. Conclusion: This study shows how a genetic factor which has been shown to relate to variation in attention and regulatory behavior can explain delays in alphabetic skills. A practical implication is that in many cases early interventions should not only target reading skills, but also support children's engagement in tasks. (Contains 3 tables and 1 figure.)

Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first randomized controlled trial to apply the differential susceptibility paradigm to education in relation to children's genotype and early literacy skills. A randomized pretest-posttest control group design was used to examine the effects of the Intelligent Tutoring System "Living Letters." Two intervention groups were created, 1 receiving feedback and 1 completing the program without feedback, and 1 control group. Carriers of the long variant of the dopamine D4 receptor gene (DRD4 7-repeat) profited most from the computer program with positive feedback, whereas they performed at the lowest level of early literacy skills in the absence of such feedback. Our findings suggest that behind modest overall educational intervention effects a strong effect on a subgroup of susceptible children may be hidden.

In this randomized controlled trial, 508 5-year-old kindergarten children participated, of whom 257 were delayed in literacy skills because they belonged to the lowest quartile of a national standard literacy test. We tested the hypothesis that some children are more susceptible to school-entry educational interventions than their peers due to their genetic makeup, and thus whether the dopamine receptor D4 gene moderated intervention effects. Children were randomly assigned to a control condition or one of two interventions involving computer programs tailored to the literacy needs of delayed pupils: Living Letters for alphabetic knowledge and Living Books for text comprehension. Effects of Living Books met the criteria of differential susceptibility. For carriers of the dopamine receptor D4 gene seven-repeat allele (about one-third of the delayed group), the Living Books program was an important addition to the common core curriculum in kindergarten (effect size d = 0.56), whereas the program did not affect the other children (d = –0.09). The same seven-repeat carriers benefited more from Living Letters than did the noncarriers, as reflected in effect sizes of 0.63 and 0.34, respectively, although such differences did not fulfill the statistical criteria for differential susceptibility. The implications of differential susceptibility for education and regarding the crucial question “what works for whom?” are discussed. [ABSTRACT FROM AUTHOR]

STUDY DESIGN: Systematic review with meta- analysis. OBJECTIVES: To review and critically appraise the literature for factors that increase the risk for meniscal tears. BACKGROUND: Meniscal tears are an important cause of disability and time lost from work, and are associated with a 4-fold increase in the long-term risk of knee osteoarthritis. Knowledge of the risk factors that lead to meniscal tears can help to correctly diagnose knee injuries and is important to the development of prevention strategies for knee osteoarthritis. METHODS: A search of the Cochrane Database of Systematic Reviews, MEDLINE, and Embase, from 1950 to January 2012, and a hand search of reference lists of all initially selected studies, without restriction on language or date of publication, were conducted. Prospective, retrospective, and case-control studies that included individuals over 16 years of age, who had no previous meniscal injuries or surgeries, were selected. A meta-analysis for 17 risk factors was performed. Where considerable heterogeneity among studies was present or the data did not provide sufficient information to perform a meta-analysis, a qualitative synthesis was conducted. RESULTS: Eleven studies, with a total of 7358 participants, were selected for systematic review. Data were available for meta-analysis for 10 of the 11 studies. Qualitative analysis was conducted using data from 3 of the 11 studies. Results showed strong evidence that age (older than 60 years), gender (male), work-related kneeling and squatting, and climbing stairs (greater than 30 flights) were risk factors for degenerative meniscal tears. We also found strong evidence that playing soccer and playing rugby were strong risk factors for acute meniscal tears. Waiting longer than 12 months between the anterior cruciate ligament injury and reconstructive surgery was a strong risk factor for a medial meniscal tear but not for a lateral meniscal tear. • CONCLUSION: The literature indicates a number of risk factors leading to either degenerative or acute meniscal tears, with some of these factors being potentially modifiable. [ABSTRACT FROM AUTHOR]

In this randomized controlled trial, 312 low-socioeconomic-status children (Mage = 52.9 months, SD = 3.2) from 15 Dutch schools participated. Children in the intervention condition played early literacy games via the intelligent tutoring system Living Letters. Control children played a nonliteracy computer game. At the beginning of each intervention session, children received instruction from computer characters about how to play the game. While playing the game, half of the children in the intervention group received individualized feedback, which included oral corrections and cues from a computer tutor. The other half of the children received no individualized feedback. On average the intervention comprised 11 sessions (approximately 110 min). A main finding was that children's code-related skills increased as a result of the Living Letters program but only when the program included a computer tutor that gave oral feedback to children's correct responses and errors. Children with underdeveloped inhibitory control scored disproportionately low in a computer environment without tutoring. [ABSTRACT FROM AUTHOR]

In this randomized controlled trial, 508 5-year-old kindergarten children participated, of whom 257 were delayed in literacy skills because they belonged to the lowest quartile of a national standard literacy test. We tested the hypothesis that some children are more susceptible to school-entry educational interventions than their peers due to their genetic makeup, and thus whether the dopamine receptor D4 gene moderated intervention effects. Children were randomly assigned to a control condition or one of two interventions involving computer programs tailored to the literacy needs of delayed pupils: Living Letters for alphabetic knowledge and Living Books for text comprehension. Effects of Living Books met the criteria of differential susceptibility. For carriers of the dopamine receptor D4 gene seven-repeat allele (about one-third of the delayed group), the Living Books program was an important addition to the common core curriculum in kindergarten (effect size d = 0.56), whereas the program did not affect the other children (d = -0.09). The same seven-repeat carriers benefited more from Living Letters than did the noncarriers, as reflected in effect sizes of 0.63 and 0.34, respectively, although such differences did not fulfill the statistical criteria for differential susceptibility. The implications of differential susceptibility for education and regarding the crucial question "what works for whom?" are discussed.