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This study examines three questions: What kinds of think-aloud statements, in particular what kinds of inferences, are made by middle school students while reading expository text? Does thinking aloud affect comprehension as measured by recall and answers to questions? Does thinking aloud add value to the assessment of comprehension beyond what is learned through recall and question answering? Sixty-eight middle-school students read expository texts and thought aloud on one segment and did not think aloud on another segment. After completing each segment, the students recalled the texts and answered comprehension questions. The content of think-alouds and recall was examined using Trabasso and Magliano's (1996a) clausal coding scheme and inferences were differentiated as explanatory, predictive or associative. Students primarily paraphrased the text as they thought aloud and made associative inferences using text information. Thinking aloud was associated with more associative inferences in recall, which correlated negatively with the ability to answer comprehension questions. The content of think-alouds may provide a more sensitive picture of readers' processing than unaided recall or answers to questions. (Contains 5 tables.)

When proficient middle school readers enter high school, it is generally expected that they can successfully comprehend high school text. If any literacy instruction is provided in high school, it is generally limited to students with a history of struggling with reading. Is it a reasonable expectation that successful middle school readers will be equally successful when dealing with high school text? If proficient middle school readers do encounter difficulties, what strategies might be helpful? What support might they need? Thinking aloud during the process of reading has been recommended as a strategy for improving comprehension (Harvey & Goudas, 2000; Wilhelm, 2002). Would such a strategy help proficient readers with a difficult reading assignment? Would thinking aloud have a positive impact on their ability to retell difficult text or answer questions about its content? The results of this study suggest that proficient middle school readers may not succeed equally in all high school texts, and thinking aloud is not equally facilitative to their success. (Contains 2 figures.)

Finds in year 1, children showed effects of neighborhood size in high frequency words read in stories and in low frequency words read in lists and stories; in year 2, rimes from large neighborhoods were read more accurately than rimes from other neighborhoods; and by year 3, effects on low-frequency words continued, but not for high-frequency words. (RS)

Intimate partner violence (IPV) and HIV are correlated and endemic in South Africa. However, safety strategy use to prevent IPV among HIV-positive women is understudied. This study assesses correlates of specific safety strategy use among 166 Black South African women recently experiencing IPV and testing positive for HIV. Associations were observed between consultation with formal (i.e., counselors, clergy, IPV specialists) and informal networks (i.e., friends/family) and participant language (isi Zulu, isi Xhosa, Sesotho, and English), past year IPV, and engaging in HIV care. Future HIV-IPV programs should consider how characteristics of different IPV safety strategies may influence strategy uptake and ultimately HIV care. [ABSTRACT FROM AUTHOR]

Beginning readers were studied in 2 experiments to examine the influence of reading ability, word frequency, and time-neighborhood size (the number of single-syllable words with the same time) on word and nonword recognition. Forty 1st and 2nd graders read 53 words and 27 nonwords containing times from different-size neighborhoods. Children reading at or below a 2nd-grade level were less affected by time-neighborhood size than children reading at or above a 3rd-grade level. Rimes from large neighborhoods were read correctly more often in lists and stories than times from moderate or small neighborhoods, particularly in low-frequency words. As children learn to read, they become increasingly sensitive to rime-neighborhood size.

How prior knowledge influences short-term non-verbal and verbal memory and long-term retention was studied in 32 seventh and 32 eighth graders of high and low reading ability. Greater knowledge of the text's subject resulted in improved recall and retention. No interactions were found between prior knowledge and reading ability. (SLD)

Examines the effects of prior knowledge and oral reading accuracy on miscues and comprehension of third-grade average readers who read expository passages orally. Finds that children with high prior knowledge made fewer miscues which resulted in meaning loss, and that their miscues were graphically less similar to the text word. (MM)

Examines the relationship between word recognition ability, knowledge of orthographic structures, and use of orthographic knowledge in word recognition. Finds that children with a second grade reading vocabulary demonstrate a generalized effect of orthographic structure when searching for multiple word targets and when searching for members of a category. (RS)

Changes in oral reading miscues as a function of quantity of miscues were studied by evaluating the oral reading of eighth-grade children reading passages of sixth-, eighth-, eleventh-, and thirteenth-grade readability. (HOD)

Investigates the use of graphic and contextual information by average and below-average readers when reading with equal rates of miscues. (HOD)

Examines the development of knowledge of orthographic structure among beginning readers by testing their ability to discern which word in a pair looked most like a word. (HOD)

Measuring the activity and temperature of rats is commonly required in biomedical research. Conventional approaches necessitate single housing, which affects their behavior and wellbeing. We have used a subcutaneous radiofrequency identification (RFID) transponder to measure ambulatory activity and temperature of individual rats when group-housed in conventional, rack-mounted home cages. The transponder location and temperature is detected by a matrix of antennae in a baseplate under the cage. An infrared high-definition camera acquires side-view video of the cage and also enables automated detection of vertical activity. Validation studies showed that baseplate-derived ambulatory activity correlated well with manual tracking and with side-view whole-cage video pixel movement. This technology enables individual behavioral and temperature data to be acquired continuously from group-housed rats in their familiar, home cage environment. We demonstrate its ability to reliably detect naturally occurring behavioral effects, extending beyond the capabilities of routine observational tests and conventional monitoring equipment. It has numerous potential applications including safety pharmacology, toxicology, circadian biology, disease models and drug discovery. [ABSTRACT FROM AUTHOR]

Engaging newly diagnosed HIV+ individuals in treatment is a significant global challenge. As South Africa expands HIV counseling and testing (HCT) services, the growing numbers of people diagnosed with HIV will need innovative links to care approaches in order for treatment to be most effective. While definitions vary, we have defined “linkage to care” as connecting an HIV+ individual to medical care, so that CD4 cell test results are obtained and antiretroviral therapy (ART) eligibility assessed. The study is of HIV+ participants (n= 1096), from either Limpopo or Gauteng provinces from a “Links to Care” program. A two-pronged expanded HCT service was used, which included a community outreach approach to address HIV testing and a call center to encourage and track each patient's linkage to care post-HIV diagnosis. The majority of individuals (51%) were linked to care with a mean time to linkage of 31 days (with most individuals linked in less than 14 days). More females (54%) were linked to care than males (47%) and had higher CD4 cell counts than males; females had a mean CD4 cell count of 440, while males took longer to link to care and had a lower mean CD4 cell count of 331. Females of 23 years or younger had the lowest linkage rate of all females. Findings suggest that expanding HCT services to include innovative links to care approaches can improve linkage to care and subsequently impact HIV prevention. [ABSTRACT FROM AUTHOR]

A developmental approach to reading assessment that follow from an interactive model of reading is described and illustrated. Four developmental levels of learning to read are presented: emergent reading, beginning reading, consolidation, and reading to learn new concepts. Each level is described, and procedures for assessing salient aspects of the level are explained. Examples illustrate how oral reading miscues, reading rate, and comprehension in a variety of contexts can provide clues to how children construct meaning from text. [ABSTRACT FROM PUBLISHER]

Objective: Despite many strengths of trauma-informed care (TIC), critics argue TIC is necessary but alone insufficient, can be deficit focused, lacks construct operationalization, and requires greater inclusion of resilience theory. We sought to address these critiques by creating an assessment tool through an iterative and community-engaged process., Method: We collected cross-sectional data between May and June 2019 with a convenience sample from 12 sites across the United States ( N = 861). Data were analyzed through application of classical test theory and item response theory, using principal components analysis., Results: The final 40-item Organizational Trauma Resilience Assessment (OTRA) is sufficiently unidimensional and has a five-factor solution with strong validity and reliability., Conclusion: We believe this instrument marks the first of its kind to synthesize tenets of organizational resilience with TIC principles. Creation of the OTRA progresses the TIC knowledge base and is a cost-effective and valid method for evaluating organizational culture of trauma resilience. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Background: Trauma-Informed Care (TIC) is an evidence-based approach for improving health outcomes by providing systematic, trauma- sensitive and -responsive care. Because TIC adoption varies by setting and population, Implementation Science (IS) is particularly well-suited to guide roll-out efforts. Process Mapping (PM) is an IS model for creating shared visual depictions of systems as they are to identify rate-limiting steps of intervention adoption, but guidance on how to apply PM to guide TIC adoption is lacking. Authors of this study aimed to develop a novel method for conducting TIC-focused PM., Methods: A real-life TIC implementation study is presented to show how TIC-focused PM was conducted in the case example of a pediatric HIV clinic in a Southern urban area with a high burden of psychological trauma among youth with HIV. A five-phase PM model was applied to evince clinic standards of care, including Preparation, planning and process identification; Data and information gathering; Map generation; Analysis; and Taking it forward. Practices and conditions from four TIC domains were assessed, including Trauma responsive services; Practices of inclusivity, safety, and wellness; Training and sustaining trauma responsiveness; and Cultural responsiveness., Results: The TIC-focused PM method indicated the case clinic provided limited and non-systematic patient trauma screening, assessment, and interventions; limited efforts to promote professional quality of life and elicit and integrate patient experiences and preferences for care; no ongoing efforts to train and prepare workforce for trauma- sensitive or -responsive care; and no clinic-specific efforts to promote diversity, equity, and inclusion for patients and personnel., Conclusion: Principles and constructs of resilience-focused TIC were synthesized with a five-phase PM model to generate a baseline depiction of TIC in a pediatric HIV clinic. Results will inform the implementation of TIC in the clinic. Future champions may follow the TIC-focused PM model to guide context-tailored TIC adoption., Competing Interests: Competing interests There are no competing interests.