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This paper looks at students' motivation and engagement in the context of the "Read Like a Demon (RLAD)" project across a two-year period, in Melbourne, Victoria. This "RLAD" project was shaped over several years and targeted to students aged between 8 and 11 years. It utilized innovative reading experiences, including the influence of Australian Rules Football players as reading role models for students. The project aimed to promote wider reading among these students, many of whom are statistically likely to disengage from reading practices. The authors introduced new aspects to the project to broaden the avenues of influence for reading. Data from students and teachers were analyzed using the Engagement Model of Reading Development to explore the question "How did attention to classroom instruction affect students' motivation and engagement during the 'RLAD' project experiences?" The project found that an interplay of role models, authentic audience and choice positively affects students' motivation and engagement. Findings from this article will provide classroom teachers with insights into how project design can bring increased attention to the affective aspects of becoming a reader.

The aim of this scoping review was to systematically map and summarise recent peer-reviewed research on children with dysgraphia between 2015 and May 2021. The research included the perspectives of children, carers, and educators. Dysgraphia is a largely unrecognised specific learning disorder (SLD) in writing that manifests as a disability in handwriting, spelling, and/or composition skills during child development. Data from 77 studies from across five databases were charted to address four key questions and to direct future research. The findings included: (1) limited representations of participants using mostly quantitative methods; (2) children aged 9-14 as suitable for research recruitment; (3) thematic prevalence such as handwriting, spelling, and technology; and (4) low rates of international research output. Thus, future research may focus on compositional difficulties or research participants (children with dysgraphia, carers, and educators) sharing their lived experiences of dysgraphia. This may lead to improved awareness, professional development, and enhanced teacher resources.

Children have the right to voice views on matters that impact their lives, including writing disability. In this study, five children diagnosed with dysgraphia used art‐based research to depict their experiences of dysgraphia. The children described the impossibility of transferring ideas from head to paper and the difficult emotions associated with writing. The results highlighted a symbiosis between writing and identity, with dysgraphia adversely impacting the children's identity development. The study highlights the value of using art to communicate children's perceptions, aligned with inclusive practices. The insights shared offers caregivers, educators, and others scope to develop affirmative writing practices. [ABSTRACT FROM AUTHOR]

Background: Primary adrenal insufficiency (PAI) mortality and morbidity remain unacceptably high, possibly arising as glucocorticoid replacement does not replicate natural physiology. A pulsatile subcutaneous pump can closely replicate cortisol's circadian and ultradian rhythm. Objectives: To assess the effect of pump therapy on quality of life, mood, functional neuroimaging, behavioural/cognitive responses, sleep and metabolism. Methods: A 6‐week randomised, crossover, double‐blinded and placebo‐controlled feasibility study of usual dose hydrocortisone in PAI administered as either pulsed subcutaneous or standard care in Bristol, United Kingdom (ISRCTN67193733). Participants were stratified by adrenal insufficiency type. All participants who received study drugs are included in the analysis. The primary outcome, the facial expression recognition task (FERT), occurred at week 6. Results: Between December 2014 and 2017, 22 participants were recruited – 20 completed both arms, and 21 were analysed. The pump was well‐tolerated. No change was seen in the FERT primary outcome; however, there were subjective improvements in fatigue and mood. Additionally, functional magnetic resonance imaging revealed differential neural processing to emotional cues and visual stimulation. Region of interest analysis identified the left amygdala and insula, key glucocorticoid‐sensitive regions involved in emotional ambiguity. FERT post hoc analysis confirmed this response. There were four serious adverse events (AE): three intercurrent illnesses requiring hospitalisation (1/3, 33.3% pump) and a planned procedure (1/1, 100% pump). There was a small number of expected AEs: infusion site bruising/itching (3/5, 60% pump), intercurrent illness requiring extra (3/7, 42% pump) and no extra (4/6, 66% pump) steroid. Conclusions: These findings support the administration of hormone therapy that mimics physiology. [ABSTRACT FROM AUTHOR]

This paper looks at students' motivation and engagement in the context of the Read Like a Demon (RLAD) project across a two-year period, in Melbourne, Victoria. This RLAD project was shaped over several years and targeted to students aged between 8 and 11 years. It utilized innovative reading experiences, including the influence of Australian Rules Football players as reading role models for students. The project aimed to promote wider reading among these students, many of whom are statistically likely to disengage from reading practices. The authors introduced new aspects to the project to broaden the avenues of influence for reading. Data from students and teachers were analyzed using the Engagement Model of Reading Development to explore the question "How did attention to classroom instruction affect students' motivation and engagement during the RLAD project experiences?" The project found that an interplay of role models, authentic audience and choice positively affects students' motivation and engagement. Findings from this article will provide classroom teachers with insights into how project design can bring increased attention to the affective aspects of becoming a reader. [ABSTRACT FROM AUTHOR]

The aim of this scoping review was to systematically map and summarise recent peer-reviewed research on children with dysgraphia between 2015 and May 2021. The research included the perspectives of children, carers, and educators. Dysgraphia is a largely unrecognised specific learning disorder (SLD) in writing that manifests as a disability in handwriting, spelling, and/or composition skills during child development. Data from 77 studies from across five databases were charted to address four key questions and to direct future research. The findings included: (1) limited representations of participants using mostly quantitative methods; (2) children aged 9–14 as suitable for research recruitment; (3) thematic prevalence such as handwriting, spelling, and technology; and (4) low rates of international research output. Thus, future research may focus on compositional difficulties or research participants (children with dysgraphia, carers, and educators) sharing their lived experiences of dysgraphia. This may lead to improved awareness, professional development, and enhanced teacher resources. [ABSTRACT FROM AUTHOR]

Background: Oncology nurse navigators play a crucial role in the cancer patient's care. They provide resources, education, and support to identify and mitigate barriers to care, facilitate shared decision-making, and optimize care transitions throughout the treatment journey. Objective: To describe the impact of an oncology nurse navigator pilot program on conversion and retention rates for new patients at a National Cancer Institute--designated cancer center in Texas. Methods: A prospective, observational cohort study was conducted. Electronic medical health records and institutional retention data were used to measure the primary outcomes. Conversion rate was defined as the percentage of patient referrals who completed a new patient appointment. Retention rate was defined as the percentage of completed new patient appointments and treatment received at our institution within 4 months of their first patient appointment. Conversion and retention rates were compared between patients who participated in the oncology nurse navigation pilot program and all patients overall during the same time period. Results: From October 2022 through April 2023, 7 oncology nurse navigators participated in the pilot program. A total of 355 patients received nurse navigation during intake and treatment from breast, gastrointestinal, head and neck, and thoracic cancer service lines. A total of 1735 patient encounters were conducted. The conversion rate for navigated patients was 77%, compared to 54% for patients overall. The retention rate for navigated patients was 59%, compared to 48% for patients overall. Conclusion: In this study, the oncology nurse navigation pilot program positively impacted patient conversion and retention rates. In addition to providing support to cancer patients and an enhanced patient experience, our results indicate oncology nurse navigation likely positively impacts hospital financial margins through retention of additional patients for cancer therapies. who participated in the oncology nurse navigation pilot program and all patients overall during the same time period. Results: From October 2022 through April 2023, 7 oncology nurse navigators participated in the pilot program. A total of 355 patients received nurse navigation during intake and treatment from breast, gastrointestinal, head and neck, and thoracic cancer service lines. A total of 1735 patient encounters were conducted. The conversion rate for navigated patients was 77%, compared to 54% for patients overall. The retention rate for navigated patients was 59%, compared to 48% for patients overall. Conclusion: In this study, the oncology nurse navigation pilot program positively impacted patient conversion and retention rates. In addition to providing support to cancer patients and an enhanced patient experience, our results indicate oncology nurse navigation likely positively impacts hospital financial margins through retention of additional patients for cancer therapies. [ABSTRACT FROM AUTHOR]

Qualitative research was undertaken to explore the parental experiences of developmental dysgraphia, or specific learning disorder in written expression, through semi-structured interviews to elicit in-depth accounts. Using a phenomenological methodology, five mothers of school-aged children (aged 10–12 diagnosed with dysgraphia) were recruited. The results indicated that children with dysgraphia were enveloped by both protections and vulnerabilities at the individual, family, and community (school) levels. Mothers described their children with a range of writing difficulties, comorbidities, and heightened emotional and behavioural responses at home and school. This placed substantial pressure on parents, particularly mothers, to circumvent challenges. Parents found navigating school communications largely cumbersome with teachers having little or no knowledge of dysgraphia in many instances. The outcomes suggest there may be an ineffective transference of inclusion policies within classrooms. Further research may be warranted to gain an educator’s perspective to better understand the success and challenges of supporting children with writing disabilities. [ABSTRACT FROM AUTHOR]