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The Old Russian manuscript tradition demonstrates a rich variety of prayers after the kathisms of the Psalter. The article examines 26 Psalteries of the 13–14 centuries in the context of the Old Russian liturgical literature: horologions, liturgical collections, etc., as well as the old-printed Psalter. Prayers for the five initial cathismata have been studied and compared. Usually each cathisma has one prayer, but in some manuscripts there are cathismata with 2 or even 3 prayers. The analysis shows that among the prayers of the initial cathismata of the Psalter, there is comparatively greater stability comparing with further cathismata. Each of the initial cathismata is associated with the most characteristic prayer, which is found in about half of the manuscripts considered. The rest of the prayers for this cathisma are diverse and can occur in three or, as a rule, in one or two manuscripts. The results of the study are clearly presented in a table. The text of some prayers that have not yet been published is given in this article. These are the “prayer of St. Zinon”, containing a request for protection; the “prayer of King Leon”, with a character of enthusiastic praise; the penitential prayer “Hear, Lady Theotokos”; the penitential prayer “In the name of the Father and the Son and the Holy Spirit”; the supplicatory prayer “O, King of Glory”, which has an unusual textual tradition; and the intercession “to the Holy Mother of God for all the Christians”. Many prayers are of Byzantine origin and known from Greek manuscripts; they are attributed to various saints of antiquity: St. Ephraem the Syrian, St. Isaac of Nineveh, St. Antiochus, St. John Chrysostom; two prayers are taken from the “Life of St. Niphont”; and two prayers are biblical. Other prayers may have a Slavic author: for example, four prayers belong to St. Kirill Turovsky. Among these manuscripts, 11 psalters are almost identical in the composition of prayers, another 6 psalters have a fairly similar composition, and the rest are very different from each other. The hypothesis is put forward that in ancient Russia there was a “basic tradition” of arranging prayers after the initial cathismata. Along with it, there were various alternative traditions. Subsequently, the main tradition was transformed in a certain way and used to establish the composition of the old-printed Psalter.

The article analyzes the institutional and legal aspects of the activities of the diocesan guardianship for the poor of the clerical ranks in the Tobolsk diocese in 1823–1914. The prerequisites for creating a pension system for the clergy, as well as the development of legislative acts regulating the ways to support the retired clergy, their widows and orphans in 19th — early 20th century are considered. The author has shown that Russian legislation for a long time practically did not regulate the material care of the retired clergy, their widows and orphans, leaving them to independently provide for themselves by engaging in trade or profession after the retirement or rely on their relatives, which entailed hereditary parish positions and introversion of the estate. The research covers the history of the Tobolsk diocesan patronage for the poor of clerical ranks, which has been performed at the expense of the previously unstudied fund of the patronage from the State Archives in the town of Tobolsk. The author illustrates functional development of activities of the trusteeship, related to the implementation of church charity in the post-reform period: since 1867 — payments to the clergy, victims of fires; since 1887 — functioning of the emeritial fund for lump sum payments to the retired diocesan clergy, as well as the disposal of orphan property; since 1890 — functioning of the funeral fund. The article analyzes replenishment and spending of funds of the trusteeship on the basis of statistical reports of the Chief Procurator of the Holy Synod on the Department of Orthodoxy and reports of the trusteeship for the poor of clerical ranks published in Tobolsk Diocesan Gazette. The author has concluded that the attempts of diocesan leaders to solve the problem of providing care for the poor clergy and replenishing the budget of the trusteeship in the Tobolsk diocese were unsuccessful, targeted assistance from the trusteeship, provided to the socially vulnerable clergy, their widows and orphans did not play a crucial role in providing the minimum needs of the clergy, although it could somewhat alleviate their plight. Relevance of the article is determined by the need to assess the place and role of the diocesan patronage of the poor of the Tobolsk diocese in the functioning of the synodal system as an element of church-state relations in the Russian Empire in the 19th century.

Background: This study examined how children's ability to understand what they read on screens is impacted by two specific digital features: hovering hyperlinks and scrolling. Methods: The participants were 75 English-speaking children (M = 9.90 years, SD = 0.90 years) in Grades 3 to 5 who participated in an online research study. Using a within-participants design, children read standardised passages from the Gates-MacGinitie Reading Tests (MacGinitie et al., 2000) and answered multiple-choice comprehension questions. In one condition, passages were presented without digital features referred to as the clicking condition; in another, children had to scroll to navigate through the passages, in a third, there were hyperlinks that provided a word definition when a participant hovered their cursor over a blue and underlined word, and a final condition included both scrolling and hyperlinks. Results: As expected, there was a significant main effect of grade on children's ability to understand what they read, with better performance for children in Grade 5 than 3. Critically, there was a significant main effect of condition on children's performance on the reading comprehension questions, with higher scores for the condition with no digital features compared with the conditions with hovering hyperlinks and both scrolling and hovering hyperlinks. Performance was similar between the clicking and scrolling conditions. There was no significant interaction between grade and condition, showing consistency in effects across the upper elementary school years. Conclusions: These findings could inform the optimal design of digital texts by identifying digital features that do and do not interfere with reading comprehension, with hyperlinks providing word level information interfering and scrolling having no negative impacts.

It is well established that children's reading comprehension is driven, at least in part, by their awareness of morphemes, or the smallest units of meaning in language. The question of how it does so is largely open; this mechanistic knowledge would specify theories of reading comprehension and guide effective classroom instruction. We report here on a longitudinal study designed to test two candidate mechanisms by which morphological awareness might support the development of reading comprehension: use of morphemes to read words and to understand words, known as morphological decoding and analysis, respectively. We tracked the development of 221 children on key measures from Grades 3 to 5. These three-wave longitudinal data enabled us to test morphological decoding and analysis as mediators connecting morphological awareness to gains in reading comprehension over time. Structural equation modeling showed that morphological awareness contributed to gains in both morphological decoding and analysis. Critically, only morphological analysis mediated the contribution of morphological awareness to gains in reading comprehension between Grades 3 and 5. These findings elaborate predictions of the morphological pathways framework. Specifically, longitudinal modeling shows how morphological awareness supports children's developing reading comprehension: by enabling the use of morphemes to read and understand words, with effects on the understanding of words supporting children's growing skill in understanding texts. Evidence supporting these two specific mechanisms inspires the design of targeted teaching on morphemes toward the development of strong reading comprehension.

Background: Shared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code (i.e., print). Here, we examine the focus of shared reading when parents are reading with their children on paper versus on a digital device and whether this differs across the preschool years. Methods: A total of 253 parents of children aged 0-5 years completed an online self-report questionnaire. Parents reported on the frequency of engaging in meaning- versus code-related activities during shared book reading on paper and on screen with their youngest child. We conducted a linear regression analysis contrasting code- versus meaning-related activities on paper versus screen modality with age as a continuous variable. Results: Key to our objectives, parents reported engaging in meaning-related activities more frequently during shared reading on paper versus on screens and in code-related activities more frequently during shared reading on screens than on paper. These effects did not differ across age, although overall, parents reported engaging slightly more frequently in shared reading activities in general when their child was older. Conclusions: The findings show that parents are engaging with their children differently as they read together on paper versus screens. Consistent with prior research, we found that activities emphasising the meaning of stories dominate shared paper book reading experiences in the preschool years. Critically shared reading on screens tips this balance, with parents reporting more code-related activities. These patterns identify the learning opportunities enabled by the affordances of shared reading on screens.

Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children completed measures of word reading and reading comprehension and again at Grade 5. In Grade 4, children read short stories containing novel words; they were later tested on their memory for the spellings and meanings of these new words, capturing orthographic and semantic learning, respectively. Using multiple-mediation path analysis, we tested whether children's skill in learning orthographic and semantic dimensions of new words was a mediator of individual differences in each of word reading and reading comprehension. In models controlling for nonverbal ability, working memory, vocabulary, and phonological awareness, we found two clear effects: individual differences in orthographic learning at Grade 4 mediated the gains that children made in word reading between Grades 3 and 5 and individual differences in semantic learning at Grade 4 mediated gains in reading comprehension over the same time period. These findings suggest that children's ability to learn lexical representations is a mechanism in reading development, with orthographic effects on word reading and semantic effects on reading comprehension. These findings show the power and the specificity of children's capacity to learn in determining their progress in learning to read.

The University of Edinburgh holds a substantial collection of manuscripts in Persian, Arabic, Turkish, and South Asian languages, formerly known as the “Oriental Manuscript Collection”. This article reports recent steps taken to make this collection, which consists largely of manuscripts collected by Scottish East India Company officials between the late 18th and mid 19th centuries C.E, relevant to the present day global audience, and to widen access to it. This includes its renaming as "Manuscripts of the Islamicate World and South Asia", and the creation of a digitally searchable catalogue on the ArchivesSpace platform, largely through the use of “legacy data” from a 1925 printed catalogue, yet with a focus on making provenance information readily available. We discuss the challenges involved in renaming, and indeed reinterpreting, a historical collection whilst adhering to the principles of archival and library science. We share the methodology used to create our digitally searchable catalogue, a relatively simple model that may well prove useful for those curating similar collections.

Purpose: Shared reading provides preschool-age children with the opportunity to learn novel, low-frequency words. Abundant empirical evidence demonstrates that children can learn the meanings of such words during shared reading, referred to as "semantic learning." However, less is known about whether children learn the spellings of words during shared reading, referred to as "orthographic learning," and whether this learning is related to early word reading. The present study tested relations between individual differences in 4- to 6-year-old children's semantic and, critically, orthographic learning during shared reading and their early word reading skill. Method: In an adaptation of the self-teaching paradigm, children listened to a storybook about novel inventions referred to with nonword names. Children then completed orthographic and semantic choice tests, as well as standardized measures of early word reading and phonological awareness. Results: Individual differences in orthographic, but not semantic, learning during shared reading were related to early word reading, after controls for age and phonological awareness. Conclusions: This study provides a novel test of learning during shared reading, helping to specify the relation between orthographic and semantic learning and early word reading skill. These findings hold implications for theoretical perspectives on relations between learning during shared reading and early word reading, as well as implications for educational practice.

Background: Young children clearly know quite a bit about the conventions of written language; for instance, 5-year-old children are sensitive to the fact that words tend to include both consonants and vowels, rather than just one or the other. The core theoretical debate lies in whether this understanding of sub-lexical orthographic regularities predicts children's reading development. To provide empirical data on this question, we examined whether individual differences in sub-lexical orthographic knowledge were related to gains in word reading over a year. Methods: We measured sub-lexical orthographic knowledge in Grade 1 by asking children to choose which of two letter-strings looked most word-like--one containing vowels and consonants and one containing all consonants or all vowels (e.g., "vack" vs "vgck" or "uaie," respectively). Children completed control measures of phonological awareness, vocabulary and nonverbal ability in Grade 1. Word reading was measured in both Grades 1 and 2. Results: Linear regression analyses identified a small but significant and unique contribution of sub-lexical orthographic knowledge in Grade 1 to word reading in Grade 2, after controls for the above measures as well as age, parental education and the auto-regressor of Grade 1 word reading. Conclusions: This finding suggests a role for knowledge of sub-lexical orthographic regularities in children's gains in word reading.

Abstract Background Acral melanoma (AM) is an aggressive melanoma variant that arises from palmar, plantar, and nail unit melanocytes. Compared to non-acral cutaneous melanoma (CM), AM is biologically distinct, has an equal incidence across genetic ancestries, typically presents in advanced stage disease, is less responsive to therapy, and has an overall worse prognosis. Methods An independent analysis of published sequencing data was performed to evaluate the frequency of receptor tyrosine kinase (RTK) ligands and adapter protein gene variants and expression. To target these genetic variants, a zebrafish acral melanoma model and preclinical patient-derived xenograft (PDX) mouse models were treated with a panel of RTK inhibitors. Residual PDX tumors were evaluated for changes in proliferation, vasculature, necrosis, and ferroptosis by histology and immunohistochemistry. Results RTK ligands and adapter proteins are frequently amplified, translocated, and/or overexpressed in AM. Dual FGFR/VEGFR inhibitors decrease acral-analogous melanocyte proliferation and migration in zebrafish, and the potent pan-FGFR/VEGFR inhibitor, Lenvatinib, uniformly induces tumor regression in AM PDX tumors but only slows tumor growth in CM models. Unlike other multi-RTK inhibitors, Lenvatinib is not directly cytotoxic to dissociated AM PDX tumor cells and instead disrupts tumor architecture and vascular networks. Conclusion Considering the great difficulty in establishing AM cell culture lines, these findings suggest that AM may be more sensitive to microenvironment perturbations than CM. In conclusion, dual FGFR/VEGFR inhibition may be a viable therapeutic strategy that targets the unique biology of AM.

Abstract Background Costing and financing systematic implementation are recognized barriers to human immunodeficiency virus (HIV) prevention. In the absence of empiric implementation and economic data, perspectives from international stakeholders involved in developing and supporting daily oral pre-exposure prophylaxis (PrEP) policy, and programs can provide critical insights for developing costed plans to support and accelerate the rollout of novel long-acting PrEP (LA-PrEP) methods, such as the monthly dapivirine vaginal ring (PrEP ring). Methods We interviewed stakeholders from purposively selected international organizations about anticipated PrEP-ring implementation costs, evidence gaps and key process steps for developing a costed rollout plan template (CRPT). We deductively analysed interviews. Results The 27 stakeholders (11 donors, 10 nongovernmental, 4 academic/research, 2 multilateral) identified 10 cost-related themes: 7 for planning and implementation and 3 for financing, costing and budgeting. Planning and implementation cost considerations included: (1) actionable target setting; (2) multilevel communication strategies for awareness-raising, demand creation, client-level adherence and choice counselling; (3) human resources, encompassing task shifting and integration into non-HIV services; (4) supply chain costs, including commodities, manufacturing diversification, packaging and forecasting; (5) laboratory infrastructure and monitoring; (6) updated health information systems and metrics to monitor and evaluate multiple methods integrated into HIV, non-HIV and de-medicalized delivery settings; and (7) technical assistance and knowledge management. Themes for financing, costing and budgeting comprised: (8) cost and budget analyses, such as cost–effectiveness; (9) economic evidence gaps on service integration; and (10) innovative or co-financing for sustainable and equitable allocation of limited financial resources to support accelerated PrEP-ring delivery. We organized these themes within the CRPT. Conclusions The CRPT could expedite planning and enhance the pace and scale of optimized, systematic and sustainable delivery of PrEP methods. Further research is needed to evaluate use cases of the CRPT.

Background: Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language - phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology - phonemic and prosodic - of morphological awareness on children's reading development. Methods: In a longitudinal study, we track the word reading and reading comprehension development of 175 children in Grades 3 and 4 (Time 1) over the course of 11 months into Grades 4 and 5 (Time 2), respectively. At Time 1, children also completed a measure of morphological awareness with items varying across the two intersecting phonological dimensions: phonemic and prosodic changes. Results: We found two unique effects accounting for gains in reading skill over 1 year after controlling for vocabulary, phonological awareness and nonverbal ability, and the appropriate auto-regressor. Gains in word reading skill were predicted by performance on morphological awareness items with phonemic changes. Gains in reading comprehension skill were predicted by performance on morphological awareness items with both phonemic and prosodic changes. Conclusions: These findings point to key differences in the oral language skills that drive the development of word reading versus reading comprehension and encourage us to consider the rich intersection between features of oral language in understanding children's reading development.

We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63 Grade 3 children with below-average morphological awareness following screening (from N = 163). This sub-sample showed average pseudoword decoding but poor language and word reading abilities. Following a 13-week supplemental intervention randomized within the 63 children, results showed a statistically significant main effect of intervention on standardized reading vocabulary measures at immediate post-test in the direct decoding condition. Pre-test morphological awareness moderated reading vocabulary effects for the untaught control group. Statistically significant moderation of growth in sentence comprehension at post- by pre-test morphological awareness was also evident in the inquiry-analysis condition. Universal screening for below-average morphological awareness followed by inquiry-based or direct instruction interventions focusing on the meaning dimensions of morphemes may be modestly efficacious for supporting reading vocabulary and sentence comprehension in such at risk learners, potentially aiding school-wide literacy improvement.

Given the increase in students with learning disabilities entering university, we investigated a broader group--students with a history of reading difficulties (HRD)--who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.

We examined whether and how the degree of meaning overlap between morphologically related words influences sentence plausibility judgment in children. In two separate studies with kindergarten and second-graders, English-speaking and French-speaking children judged the plausibility of sentences that included two paired target words. Some of these word pairs were morphologically related, across three conditions with differing levels of meaning overlap: low (wait-waiter), moderate (fold-folder) and high (farm-farmer). In another two conditions, word pairs were related only by phonology (rock-rocket) or semantics (car-automobile). Children in both ages and languages demonstrated higher plausibility scores as meaning overlap increased between morphologically related words. Further, kindergarten children rated sentences that included word pairs with phonological overlap as more plausible than second-grade children, while second-grade children rated those with high meaning overlap as more plausible than kindergarten children. We interpret these findings in light of current models of morphological development.