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The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2 nd -grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.

The phenols hydroxytyrosol and tyrosol made abundantly available through olive oil processing were enzymatically transesterified into effective lipophilic antioxidants with cuphea oil. The hydroxytyrosyl and tyrosyl esters made from cuphea oil were assessed for their ability to partition into, locate within and effect the bilayer behavior of 1,2-dioloeoylphosphatidylcholine liposomes and compared to their counterparts made from decanoic acid. Partitioning into liposomes was on the same scale for both hydroxytyrosyl derivatives and both tyrosyl derivatives. All were found to locate nearly at the same depth within the bilayer. Each was found to affect bilayer behavior in a distinct manner., (Published by Elsevier B.V.)

The alkyl esters of plant-derived phenols may serve as slow-release sources for cutaneous delivery of antioxidants. The ability of skin esterases to hydrolyze phenolic esters was examined. Esters of tyrosol and hydroxytyrosol were prepared from decanoic and lipoic acids. Ferulic acid was esterified with octadecanol, glycerol, and dioleoylglycerol. These phenolic derivatives were treated in taurodeoxycholate microemulsion and unilamellar liposomes with ex vivo porcine skin and an aqueous extract of the skin. Extracted esterases hydrolyzed the microemulsions at rates in the order: tyrosyl lipoate > tyrosyl decanoate > hydroxytyrosyl lipoate > hydroxytyrosyl decanoate. The tyrosyl decanoate was subject to comparatively little hydrolysis (10-30% after 24h) when incorporated into liposomes, while hydroxytyrosyl decanoate in liposomes was not hydrolyzed at all by the skin extract. Ferulate esters were not hydrolyzed by the extract in aqueous buffer, microemulsion, nor liposomes. Tyrosyl decanoate applied topically to skin explants in microemulsion were readily hydrolyzed within 4h, while hydrolysis was minimal when applied in liposomes. These findings indicate that porcine skin displays a general esterase activity toward medium-chain esters of tyrosol and hydroxytyrosol, which can be moderated by the physiochemical properties of the lipid vehicle, but no feruloyl esterase activity., (Published by Elsevier B.V.)

This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of the 2nd grade, children ( n = 206; on average, 7 years, 6 months) were assessed on general language comprehension, working memory, nonlinguistic reasoning, processing speed (a control variable), and foundational skill (arithmetic for WPs; word reading for text comprehension). In spring, they were assessed on WP-specific language comprehension, WPs, and text comprehension. Path analytic mediation analysis indicated that effects of general language comprehension on text comprehension were entirely direct, whereas effects of general language comprehension on WPs were partially mediated by WP-specific language. By contrast, effects of working memory and reasoning operated in parallel ways for both outcomes.

Context: The acylglycerides of lipoic and dihydrolipoic acids may serve as slow-release sources for cutaneous delivery of these antioxidants when formulated in a liposomal vehicle., Objective: Testing was conducted to determine the storage stability of lipoyl glycerides in phospholipid-based liposomes., Materials and Methods: Lipoyl glycerides prepared by transesterification of lipoic acid with high oleic sunflower oil were incorporated into unilamellar liposomes comprised of soy phosphatidylcholine (soyPC) or dioleoylphosphatidylcholine (DOPC)., Results: Lipoyl glycerides were stable in soyPC at 4 °C (90% remaining after five weeks) and decayed with a half-life (t(½)) of 14 d at 40 °C. In contrast, lipoyl glycerides embedded in DOPC were completely stable for four weeks at 40 °C. Dihydrolipoyl glycerides in soyPC converted to lipoyl glycerides at 4 °C (t(½) = 14 d) over four weeks, and much more rapidly so at 40 °C (t(½) = 1 d). A hydroperoxide accumulation analysis indicated that lipoyl glycerides and dihydrolipoyl glycerides were modified or degraded while suppressing autoxidation of the polyunsaturated fatty acids present in soyPC. Dynamic light scattering measurements found that liposomes containing lipoyl glycerides or dihydrolipoyl glycerides did not undergo significant size changes for at least 48 d, indicating that inclusion of the lipoic acid derivatives did not induce vesicle aggregation., Discussion/conclusion: Substitution of the soyPC with DOPC, which is not readily subject to autoxidation, provided a much more stable storage environment for lipoyl glycerides. These findings confirm the expectation that phospholipid liposomes need to be oxidatively stable vehicles for dermal delivery of lipoic acid derivatives.

The focus of this study was connections among 3 aspects of mathematical cognition at 2 nd grade: calculations, word problems, and pre-algebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other domain and whether intervention in either or both domains contributes to pre-algebraic knowledge. Participants were 1102 children in 127 2 nd -grade classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation intervention, word-problem intervention, and business-as-usual control. Intervention, which lasted 17 weeks, was designed to provide research-based linkages between arithmetic calculations or arithmetic word problems (depending on condition) to pre-algebraic knowledge. Multilevel modeling suggested calculation intervention improved calculation but not word-problem outcomes; word-problem intervention enhanced word-problem but not calculation outcomes; and word-problem intervention provided a stronger route than calculation intervention to pre-algebraic knowledge.

The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in reading for 14 weeks. Student responsiveness to Tier 2 was assessed weekly with word identification fluency (WIF). A series of conditional individual growth curve analyses were completed that modeled the correlates of WIF growth (final level of performance and growth). Its purpose was to examine the predictive validity of DA in the presence of three sets of variables: static decoding measures, Tier 1 responsiveness indicators, and prereading variables (phonemic awareness, rapid letter naming, oral vocabulary, and IQ). DA was a significant predictor of final level and growth, uniquely explaining 3% to 13% of the variance in Tier 2 responsiveness depending on the competing predictors in the model and WIF outcome (final level of performance or growth). Although the additional variances explained uniquely by DA were relatively small, results indicate the potential of DA in identifying Tier 2 nonresponders., (© Hammill Institute on Disabilities 2012.)

Manure-derived biochar is the solid product resulting from pyrolysis of animal manures. It has considerable potential both to improve soil quality with high levels of nutrients and to reduce contaminants in water and soil. However, the combustible gas produced from manure pyrolysis generally does not provide enough energy to sustain the pyrolysis process. Supplementing this process may be achieved with spent agricultural plastic films; these feedstocks have large amounts of available energy. Plastic films are often used in soil fumigation. They are usually disposed in landfills, which is wasteful, expensive, and environmentally unsustainable. The objective of this work was to investigate both the energetics of co-pyrolyzing swine solids with spent plastic mulch films (SPM) and the characteristics of its gas, liquid, and solid byproducts. The heating value of the product gas from co-pyrolysis was found to be much higher than that of natural gas; furthermore, the gas had no detectable toxic fumigants. Energetically, sustaining pyrolysis of the swine solids through the energy of the product gas could be achieved by co-pyrolyzing dewatered swine solids (25%m/m) with just 10% SPM. If more than 10% SPM is used, the co-pyrolysis would generate surplus energy which could be used for power generation. Biochars produced from co-pyrolyzing SPM and swine solid were similar to swine solid alone based on the surface area and the (1)H NMR spectra. The results of this study demonstrated the potential of using pyrolysis technology to manage two prominent agricultural waste streams (SPM and swine solids) while producing value-added biochar and a power source that could be used for local farm operations., (Published by Elsevier Ltd.)

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students' word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers' responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students' attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.

Lipoyl glycerides were synthesized by enzymatic transesterification of lipoic acid with high-oleic sunflower oil in 2-methyl-2-butanol solvent. The synthesis gave a crude product mixture comprising unreacted lipoic acid, free fatty acids, and several lipoyl glyceride structures of varying lipoic acid substitution. A more purified product mixture, devoid of unreacted lipoic acid and free fatty acids, was obtained in 61% yield. The crude and purified product mixtures were thoroughly characterized and their components positively identified. The tribological properties of the product mixtures were further investigated using a variety of methods. The product mixtures displayed significantly improved oxidation stability, cold-flow, and extreme pressure properties over those of the parent high-oleic sunflower oil. The extreme pressure results for the neat products showed a higher weld point for the crude than for the purified mixture. This was attributed to differences in the chemical properties of the components in the two product mixtures.

Polyanionic polymers and liposomes have a great potential use as individual drug delivery systems and greater potential as a combined drug delivery system. Thus, it is important to better understand the interactions of polymers with phospholipid bilayers. A mechanistic study of the interaction between carboxyl-terminated poly(amidoamine) (PAMAM) dendrimers with 1-palmitoyl-2-oleoyl-phosphatidylcholine (POPC) bilayer using fluorescence leakage and quartz crystal microbalance with dissipation monitoring (QCMD) was conducted. Fluorescence leakage experiments demonstrated that carboxyl-terminated generation 2 (G2-COOH) dendrimers caused increased liposome leakage with increasing dendrimer concentration over a 0 to 20μM range. Generation 5 (G5-COOH), on the other hand, reduced leakage over the same concentration range, presumably by increasing lipid packing. QCMD and atomic force microscopy (AFM) measurements demonstrated that G2-COOH interacting with supported bilayers resulted in small defects with some mass loss and no adsorption. In contrast, G5-COOH interaction with a bilayer resulted in adsorption and local bilayer swelling., (© 2013.)

The purpose of this study was to investigate whether the relation between morphological awareness on reading comprehension is moderated by multisyllabic word reading ability in fifth-grade students (N = 169, 53.7% female, 65.2% minority status, 69.2% free/reduced lunch status), oversampled for poor reading skill, when controlling for general knowledge and vocabulary. Based on the lexical quality hypothesis, it was expected that morphological awareness would have a stronger effect on comprehension for children with poor word reading skills, suggesting possible use of morphological awareness for word identification support. Results indicated that neither morphological awareness nor word reading was uniquely associated with reading comprehension when both were included in the model along with vocabulary and general knowledge. Instead, the interaction between word reading and morphological awareness explained significant additional variance in reading comprehension. By probing this interaction, it was determined that the effect of morphological awareness on reading comprehension was significant for the 39% of the sample that had more difficulty reading multisyllabic words but not for students at the higher end of the multisyllabic word reading continuum. We conclude from these results that the relation between morphological awareness and reading comprehension is moderated by multisyllabic word reading ability, providing support for the lexical quality hypothesis. Although we have only correlational data, we suggest tentative instructional practices for improving the reading skill of upper elementary struggling readers.

This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children ( n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on the same numerical competencies, multidigit calculation skill, and numeration understanding at end of 2nd grade; and on multidigit calculation skill and numeration understanding at end of 3rd grade. Path-analytic mediation analysis revealed that general cognitive predictors exerted more direct and more substantial effects on numeration understanding than on multidigit calculations. Foundational mathematics competencies contributed to both outcomes, but largely via 2nd-grade mathematics achievement, and results suggest a mutually supportive role between numeration understanding and multidigit calculations.

In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether comorbid disorder represents an LD subtype distinct from RD or from MD, which requires differentiated forms of intervention. Our analysis suggested that students with comorbid LD respond differently than those with MD, depending on the nature of mathematics intervention, and may therefore represent a distinctive subtype. By contrast, students with RD appear to respond to intervention in similar ways, regardless of whether they experience RD alone or in combination with MD. Results also suggest that distinctions between comorbid and single-order LD may depend on whether LD is defined in terms of lower- versus higher-order academic skill. Recommendations for future study are provided.

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations and principles addressed in number knowledge tutoring. Speeded practice promoted quick responding and use of efficient counting procedures to generate many correct responses. At-risk students were randomly assigned to number knowledge tutoring with speeded practice ( n = 195), number knowledge tutoring with nonspeeded practice ( n = 190), and control (no tutoring, n = 206). Each tutoring condition produced stronger learning than control on all 4 mathematics outcomes. Speeded practice produced stronger learning than nonspeeded practice on arithmetic and 2-digit calculations, but effects were comparable on number knowledge and word problems. Effects of both practice conditions on arithmetic were partially mediated by increased reliance on retrieval, but only speeded practice helped at-risk children compensate for weak reasoning ability.

Response-to-intervention (RTI) models incorporate a screening process to identify students who appear to be at risk for learning disabilities (LDs). The purpose of this position article is to incorporate what is known about screening into a flexible, yet comprehensive screening system to help school psychologists and other school administrators in establishing school-specific screening procedures. The authors begin by discussing past. research on screening for reading disabilities (RDs) within the RTI framework. Then, they propose a four-step screening system advocating a short screener (Step I), progress monitoring (Step 2), follow-up testing (Step 3), and ongoing revision of procedures and cut scores (Step 4). Their goal is to improve screening within RTI systems with practical procedures to permit schools to implement state-of-the-art screening batteries that accurately and efficiently distinguish students who are at high risk for RD.

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2-3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems., (PsycINFO Database Record (c) 2012 APA, all rights reserved.)

Ferulic acid and its esters are known to be effective antioxidants. Feruloyl di-γ-linolenoylglycerol was assessed for its ability to serve as an antioxidant for preventing the oxidation of its γ-linolenoyl polyunsaturated fatty acyl groups in model membrane phospholipid vesicles. The molecule was incorporated into single-lamellar vesicles comprised of 1,2-dioleoyl-sn-glycero-3-phosphocholine. Feruloyl di-γ-linolenoylglycerol was found to be highly resistant to 2,2'-azobis(2-amidinopropane) dihydrochloride-initiated oxidation in comparison to di-γ-linolenoylglycerol. Analysis of the individual fatty acyl chains indicated that degradation of γ-linolenoyl groups from feruloyl di-γ-linolenoylglycerol proceeded much more slowly than loss of the entire molecule, indicating that the feruloyl moiety was preferentially oxidized. In vesicles incorporating di-γ-linolenoylglycerol and an equal amount (5 mol% each) feruloyl dioleoylglycerol, the extent of γ-linolenoyl protection was not as great as when the γ-linolenoyl groups were molecularly combined with a ferulate group. These findings indicate that the ferulate group of feruloyl di-γ-linolenoylglycerol expresses intramolecular antioxidant activity. Direct coupling of polyunsaturated fatty acids with phenolic antioxidants may improve the oxidative stability of sensitive fatty acids in food or topical uses., (Published by Elsevier Ireland Ltd.)

In a sample of 195 first graders selected for poor reading performance, the authors explored four cognitive predictors of later reading comprehension and reading disability (RD) status. In fall of first grade, the authors measured the children's phonological processing, rapid automatized naming (RAN), oral language comprehension, and nonverbal reasoning. Throughout first grade, they also modeled the students' reading progress by means of weekly Word Identification Fluency (WIF) tests to derive December and May intercepts. The authors assessed their reading comprehension in the spring of Grades 1-5. With the four cognitive variables and the WIF December intercept as predictors, 50.3% of the variance in fifth-grade reading comprehension was explained: 52.1% of this 50.3% was unique to the cognitive variables, 13.1% to the WIF December intercept, and 34.8% was shared. All five predictors were statistically significant. The same four cognitive variables with the May (rather than December) WIF intercept produced a model that explained 62.1% of the variance. Of this amount, the cognitive variables and May WIF intercept accounted for 34.5% and 27.7%, respectively; they shared 37.8%. All predictors in this model were statistically significant except RAN. Logistic regression analyses indicated that the accuracy with which the cognitive variables predicted end-of-fifth-grade RD status was 73.9%. The May WIF intercept contributed reliably to this prediction; the December WIF intercept did not. Results are discussed in terms of a role for cognitive abilities in identifying, classifying, and instructing students with severe reading problems.

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction.

In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with strong demonstrations of efficacy, as they considered the percentage of students who failed to respond, the post-tutoring achievement gap between tutored and not-at-risk students, and the extent of transfer across components of the mathematics curriculum. The authors then discuss implications and additional research questions pertaining to mathematics intervention generally and within the context of RTI. They conclude with a proposal for an expanded conceptualization of RTI.

During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on building-based personnel with specialized expertise at all levels of the prevention system. Most agree on both its potential for strengthening schooling and its heavy demand on practitioners. In this article, we describe Smart RTI, which we define as making efficient use of school resources while maximizing students' opportunities for success. In light of findings from recent research, we discuss three important features of Smart RTI: (a) multistage screening to identify risk, (b) multistage assessment to determine appropriate levels of instruction, and (c) a role for special education that supports prevention.

The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1(st)-grade calculations (CA) and word problems (WP) development, while controlling for the role of traditional assessments. Among 184 1(st) graders, predictors (DA, Quantity Discrimination, Test of Mathematics Ability, language, and reasoning) were assessed near the start of 1(st) grade. CA and WP were assessed near the end of 1(st) grade. Planned regression and commonality analyses indicated that for forecasting CA development, Quantity Discrimination, which accounted for 8.84% of explained variance, was the single most powerful predictor, followed by Test of Mathematics Ability and DA; language and reasoning were not uniquely predictive. By contrast, for predicting WP development, DA was the single most powerful predictor, which accounted for 12.01% of explained variance, with Test of Mathematics Ability, Quantity Discrimination, and language also uniquely predictive. Results suggest that different constellations of cognitive resources are required for CA versus WP development and that DA may be useful in predicting 1(st)-grade mathematics development, especially WP.

Antioxidants have critical roles in maintaining cellular homeostasis and disease-state prevention. The multi-functional agent α-lipoic acid offers numerous beneficial effects to oxidatively stressed tissues. α-Lipoic acid was enzymatically incorporated into a triglyceride in conjunction with oleic acid, creating lipoyl dioleoylglycerol, and chemically reduced to form dihydrolipoyl dioleoylglycerol. The triglyceride forms of lipoic acid stabilized dioleoylphosphatidylcholine unilamellar liposomal vesicles, as judged by calcein-cobalt leakage. Stabilization resulted from increased packing density of phospholipid acyl chains. Scavenging activity against the 2,2'-azobis(2-amidinopropane) dihydrochloride (AAPH) radical was monitored by oxidation of 4,4-difluoro-5-(4-phenyl-1,3-butadienyl)-4-bora-3a,4a-diaza-s-indacene-3-undecanoic acid (C(11)-Bodipy). Dihydrolipoyl dioleoylglycerol in vesicles demonstrated strong antioxidant capacity in comparison to the conventional Trolox standard. Fluorescence quenching measurements indicated the lipoyl moiety of dihydrolipoyl dioleoylglycerol is positioned near the vesicle aqueous/lipid boundary. Treatment of intact vesicles with a nonpenetrating sulfhydryl reagent indicated that 80% of the dihydrolipoyl dioleoylglycerol was available for reaction. Molecular modeling of lipoyl dioleoylglycerol and dihydrolipoyl dioleoylglycerol in a phospholipid layer confirmed the existence of an extended configuration for the molecules that accounts for the interfacial location of the lipoyl moiety, which may allow the antioxidant to readily react with radical species approaching membranes from the aqueous phase., (Published by Elsevier Ireland Ltd.)

This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured both a representative sample (n = 284) and 2 other subgroups: those with low reading achievement (n = 202) and those with high/average achievement (n = 213). Data were collected weekly on broadly and narrowly sampled WIF lists for 15 weeks and on criterion measures in the fall and spring. Broad lists were developed by sampling words from 500 high-frequency words, whereas narrow lists were created by sampling from the 133 words from Dolch preprimer, primer, and first-grade word lists. Overall, predictive validity for performance level, predictive validity for growth, and commonality analysis showed narrow sampling was better for screening the representative group and the high/average subgroup. Broad sampling was superior for screening the low-achieving subgroup and for progress monitoring across groups.

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD.

In this study, the authors explore a newly constructed dynamic assessment (DA) intended to tap inference-making skills that they hypothesize will be predictive of future comprehension performance. The authors administered the test to 100 second-grade children using a dynamic format to consider the concurrent validity of the measure. The dynamic portion of the assessment comprised teaching children to be "reading detectives" by using textual clues to solve what was happening in the story. During the DA children listened to short passages and answered three inferential questions (i.e., one setting, two causal). If children were unable to answer a question, they were reminded what a reading detective would do and given a set of increasingly concrete prompts and clues to orient them to the relevant portion of text until they could answer the question correctly. Results showed that the DA correlated significantly with a standardized measure of reading comprehension and explained a small but significant amount of unique variance in reading comprehension above and beyond vocabulary and word identification skills. In addition, results suggest that DA may be better than the standardized measure of reading comprehension at identifying intraindividual differences in young children's reading abilities.

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the "language, IQ, and DA" factor. It was relatively distinct from two additional factors: (a) "speeded alphabetic knowledge and RAN" and (b) "task-oriented behavior." A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model.

The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research.

Functional imaging research has yielded evidence of changes in poor readers after instructional intervention. Although it is well established that within the group of children with poor reading there are differences in behavioral response to intervention, little is know about the functional correlates of responsiveness. Therefore, we acquired functional magnetic resonance imaging (MRI) data from children identified as "at risk for reading disability" who responded differently to a reading intervention (5 responders; 5 nonresponders; 4 controls). Groups differed in activation level of the left hemisphere posterior superior temporal and the middle temporal gyri, suggesting that future imaging studies should consider responders and nonresponders separately.

The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive.

As the education field moves toward using responsiveness to intervention to identify students with disabilities, an important question is the degree to which this classification can be connected to a student's neurobiological characteristics. A few functional neuroimaging studies have reported a relationship between activation and response to instruction; however, whether a similar correlation exists with white matter (WM) is not clear. To investigate this issue, we acquired high angular resolution diffusion images from a group of first grade children who differed in their levels of responsiveness to a year-long reading intervention. Using probabilistic tractography, we calculated the strength of WM connections among nine cortical regions of interest and correlated these estimates with participants' scores on four standardized reading measures. We found eight significant correlations, four of which were connections between the insular cortex and angular gyrus. In each of the correlations, a relationship with children's response to intervention was evident.

Contributions of domain-general and domain-specific numerical competencies were assessed on first graders' number combination skill (NC) and word-problem skill (WP). Students (n=205) between 5 and 7 years of age were assessed on 2 aspects of numerosity, 8 domain-general abilities, NC, and WP. Both aspects of numerosity predicted NC when controlling for domain-general abilities, but domain-general abilities did not account for significant additional variance. By contrast, when controlling for domain-general abilities in predicting WP, only precise representation of small quantities was uniquely predictive, and domain-general measures accounted for significant additional variance; central executive component of working memory and concept formation were uniquely predictive. Results suggest that development of NC and WP depends on different constellations of numerical versus more general cognitive abilities., (© 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.)

The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade children. Results indicate that ERP responses to the Letter Sound Matching task were predictive of reading change and remained so after controlling for two previously validated behavioral predictors of reading, Rapid Letter Naming and Segmenting. ERP data for the other tasks were not correlated with reading change. The potential for cognitive neuroscience to enhance current methods of indexing responsiveness in a response-to-intervention (RTI) model is discussed.

The purposes of this study were (a) to identify measures that when added to a base 1(st)-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested 355 children in the fall of 1(st) grade, and assessed for reading difficulty at the end of 2(nd) grade. The base screening model, included measures of phonemic awareness, rapid naming skill, oral vocabulary, and initial word identification fluency (WIF). Short-term WIF progress monitoring (intercept and slope), dynamic assessment, running records, and oral reading fluency were each considered as an additional screening measure in contrasting models. Results indicated that the addition of WIF progress monitoring and dynamic assessment, but not running records or oral reading fluency, significantly decreased false positives. The 2-stage gated screening process using phonemic decoding efficiency in the first stage significantly reduced the number of children requiring the full screening battery.

This paper presents application of machine learning methods on a 356 sample dataset for early prediction of reading disability among first graders. A wide array of classifiers consisting of Support Vector Machines, Decision Trees (CART and C4.5), Linear Discriminant Analysis, k Nearest Neighbor and Naïve Bayes Classifiers were used in this study. Markov Blanket based feature selection algorithms (HITON-PC and HITON-MB) and wrapper based feature selection algorithms (forward, backward, forward and backward wrapping algorithm and support vector machine recursive feature elimination) were used to select the most relevant features for classification. The results indicate that an AUC score greater than 0.9 can be achieved using SVM classifiers even with a small set of demographics and screening variables. Moreover, a method for generating expert interpretable decision tree models from the high accuracy SVM models is also presented.

Soyscreen oil was studied as a formulation ingredient to protect Beauveria bassiana (Balsamo) Vuillemin conidia from UV degradation. Feruloylated soy glycerides, referred to as Soyscreen oil, are biobased UV-absorbing molecules made by combining molecules of soybean oil with ferulic acid. Conidia stored in Soyscreen oil for 28 wk at 25, 30, and 35 degrees C retained viability as well as conidia stored in sunflower oil, demonstrating that Soyscreen did not adversely affect viability with prolonged storage. For samples applied to glass and exposed to simulated sunlight (xenon light), conidia in sunflower oil with or without sunscreens (Soyscreen or oxyl methoxycinnimate) had similar conidia viability after exposure. These oil formulations retained conidia viability better than conidia applied as an aqueous treatment. However, the 10% Soyscreen oil formulation applied to field grown cabbage (Brassica oleracea L.) and bean (Phaseolus vulgaris L.) plants, did not improve residual insecticidal activity compared with aqueous applications of unformulated conidia or two commercial formulations when assayed against Trichoplusia ni (Hübner) larvae. Our results suggest that the oil applications lose UV protection because the oil was absorbed by the leaf. This conclusion was supported in subsequent laboratory exposures of conidia in oil-based formulations with UV screens applied to cabbage leaves or balsa wood, which lost protection as measured by decreased viability of conidia when exposed to simulated sunlight. As a result, additional formulation techniques such as encapsulation to prevent separation of the protective oil from the conidia may be required to extend protection when oil formulations are applied in the field.

1,3-Diferuloyl-sn-glycerol is found ubiquitously throughout the plant kingdom, possessing ultraviolet adsorbing and antioxidant properties. Diferuloyl glycerol was synthesized and isolated as a byproduct in up to 5% yield from a pilot plant scale packed-bed, biocatalytic transesterification of ethyl ferulate with soybean oil or mono- and diacylglycerols from soybean oil. The yield of the diferuloyl glycerol byproduct was directly proportional to the overall water concentration of the bioreactor. The isolated diferuloyl glycerol exhibited good ultraviolet adsorbing properties, 280-360 nm with a lambda(max) 322 nm, and compared well to the efficacy of commercial sunscreen active ingredients. The antioxidant capacity of diferuloyl glycerol (0.25-2.5 mM) was determined by its ability to scavenge 2,2-diphenyl-1-picrylhydrazyl radicals and was comparable to that of ferulic acid. At current pilot plant scale production capacity, 120 kg diferuloyl glycerol byproduct could be isolated per year.

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3(rd) graders' development of mathematics problem solving. In the fall, 122 3(rd)-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities.

The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.

Cytochrome c immobilized on alkylthiol self-assembled monolayers exhibits a characteristic Fe(II)/Fe(III) redox signal that is lost when exposed to ionic liquids composed of a butylimidazolium cation combined with either hexafluorophosphate or bis(trifluoromethylsulfonyl)imide anion. In this study it was shown that exposure to the aqueous solubilized ionic liquid components, butyl-, hexyl-, and octyl-imidazolium cations and hexafluorophosphate, tetrafluoroborate, and bis(trifluoromethylsulfonyl)imide anions, resulted in partial electrochemical signal loss. Absorbance and fluorescence measurements showed that signal loss due to the cationic ionic liquid component followed a different mechanism than that of the anionic component. Although a portion of the signal was recoverable, irreversible signal loss also occurred in both cases. The source of the irreversible component is suggested to be the loss of protein secondary structure through complexation between the ionic liquid components and the protein surface residues. The reversible electrochemical signal loss is likely due to interfacial interactions imposed between the electrode and the cytochrome heme group. The influence of the amount of exposed surface residues was explored with a simplified model protein, microperoxidase-11.

Redox inactivation, but not removal, of electrostatically adsorbed cytochrome c(cyt-c) on an alkanethiol modified gold surface was observed after exposure of the electrode to 1.0 M aqueous NaCl, NaClO4, KCl, or KClO4 solutions.

The transesterification reaction of N-acetyl-L-phenylalanine ethyl ester with 1-propanol catalyzed by alpha-chymotrypsin was examined in the ionic liquids 1-butyl-3-methylimidazolium hexafluorophosphate ([bmim][PF(6)]) and 1-octyl-3-methylimidazolium hexafluorophosphate ([omim][PF(6)]), and in combination with supercritical carbon dioxide (SC-CO(2)). The activity of alpha-chymotrypsin was studied to determine whether trends in solvent polarity, water activity, and enzyme support properties, observed with this enzyme in conventional organic solvents, hold for the novel environment provided by ionic liquids. alpha-Chymotrypsin freeze-dried with K(2)HPO(4), KCl, or poly(ethylene glycol) demonstrated no activity in [bmim][PF(6)] or [omim][PF(6)] at very low water concentrations, but moderate transesterification rates were observed with the ionic liquids containing 0.25% water (v/v) and higher. However, the physical complexation of the enzyme with poly(ethylene glycol) or KCl did not substantially stimulate activity in the ionic liquids, unlike that observed in hexane or isooctane. Activities were considerably higher in [omim][PF(6)] than [bmim][PF(6)]. Added water was not necessary for enzyme activity when ionic liquids were combined with SC-CO(2). These results indicate that [bmim][PF(6)] and [omim][PF(6)] provide a relatively polar environment, which can be modified with nonpolar SC-CO(2) to optimize enzyme activity., (Copyright 2001 John Wiley & Sons, Inc.)

The double-deficit hypothesis (Wolf, M. and Bowers, P.G. (1999) The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438) proposes that deficits in phonological processing and rapid automatized naming (RAN) are separable sources of reading dysfunction. Further, the double-deficit hypothesis predicts that the presence of deficits in both phonological processing and RAN have an additive negative influence on reading performance above and beyond that of a single deficit. The purpose of this study was to examine the additive nature of phonological awareness (PA)- and RAN-deficits on written language skill in children with reading disabilities (RD). Concurrent relationships between PA, RAN, and written language skills were examined in 476 children with RD, ranging in age from 8 to 18 years of age. Hierarchical regression analysis revealed that PA and RAN skill have an additive effect on a majority of the reading and spelling measures. When participants were classified into three deficit subtypes based on the double-deficit model (i.e. phonological-, rate-, and double-deficit), comparisons across the subtypes confirmed that individuals with double-deficits performed below the single-deficit groups on both subtyping variables (RAN and PA) and all measures of written language. When the double- and single-deficit groups were matched on the subtyping variable (i.e. double- and rate-deficit groups matched on RAN and double- and phonological-deficit groups matched on PA) differences between the double- and rate-deficit groups remained in non-word reading, whereas differences between the double- and phonological-deficit groups remained in timed word recognition and reading comprehension. These results support an additive model in which RAN-deficits primarily affect tasks that require speeded/fluent response, and PA-deficits primarily affect tasks that emphasize phonological processing skill. Results are also presented that illustrate several statistical problems associated with the formation of deficit groups by dichotomizing the RAN and PA variables.

The purpose of this study was to identify important subject characteristics that predicted individual differences in responsiveness to word reading instruction in normally achieving and at-risk first grade children. This was accomplished by modeling individual word and nonword reading growth, and the correlates of change in these skills, in first grade students during two different phases of the school year. In the first phase of the study (October-January), word and nonword reading skill was modeled in normally achieving and at-risk children. Results of growth modeling indicated significant group differences in word and nonword reading growth parameters. A combination of phonemic awareness skill, advanced graphophoneme knowledge, and initial word/nonword reading skill predicted word and nonword reading growth in the control group, whereas, a combination of rapid naming speed, letter sound knowledge, and phonemic awareness skill predicted word and nonword reading growth in the at-risk group. In the second phase of the study (January-April), a subgroup of the at-risk subjects who exhibited limited growth in word reading skills during the first phase of the study was enrolled in 12 weeks of small group reading intervention designed to improve reading skills. Results of growth modeling indicated significant increases in word and nonword reading growth rates in this group during the intervention phase. Only rapid naming speed uniquely predicted word and nonword reading growth in the group of subjects receiving intervention.

Transgenic mice overexpressing brain-derived neurotrophic factor from the beta-actin promoter were tested for behavioral, gross anatomical and physiological abnormalities. Brain-derived neurotrophic factor messenger RNA overexpression was widespread throughout brain. Overexpression declined with age, such that levels of overexpression decreased sharply by nine months. Brain-derived neurotrophic factor transgenic mice had no gross deformities or behavioral abnormalities. However, they showed a significant passive avoidance deficit. This deficit was dependent on continued overexpression, and resolved with age as brain-derived neurotrophic factor transcripts decreased. In addition, the brain-derived neurotrophic factor transgenic mice showed increased seizure severity in response to kainic acid. Hippocampal slices from brain-derived neurotrophic factor transgenic mice showed hyperexcitability in area CA3 and entorhinal cortex, but not in dentate gyrus. Finally, area CA1 long-term potentiation was disrupted, indicating abnormal plasticity. Our data suggest that overexpression of brain-derived neurotrophic factor in the brain can interfere with normal brain function by causing learning impairments and increased excitability. The results also support the hypothesis that excess brain-derived neurotrophic factor could be pro-convulsant in the limbic system.

TIE2 is a receptor-like tyrosine kinase expressed almost exclusively in endothelial cells and early hemopoietic cells and required for the normal development of vascular structures during embryogenesis. We report the identification of a secreted ligand for TIE2, termed Angiopoietin-1, using a novel expression cloning technique that involves intracellular trapping and detection of the ligand in COS cells. The structure of Angiopoietin-1 differs from that of known angiogenic factors or other ligands for receptor tyrosine kinases. Although Angiopoietin-1 binds and induces the tyrosine phosphorylation of TIE2, it does not directly promote the growth of cultured endothelial cells. However, its expression in close proximity with developing blood vessels implicates Angiopoietin-1 in endothelial developmental processes.