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This article synthesizes the roles of morphology in English reading acquisition and reports a meta-analytic structural equation modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on readers' language status (monolingual vs. bilingual), age/grade (lower elementary, upper elementary, vs. middle/high school), and MA task modality (spoken vs. written). MA had significant indirect effects on reading comprehension via both word reading and vocabulary knowledge in the full sample as well as all subgroups. Its direct effect on reading comprehension, controlling for nonverbal reasoning, word reading, and vocabulary knowledge, was also significant in all subgroups except the lower elementary subgroup. Multi-group path analyses showed no significant subgroup difference in the magnitude of the direct effect of MA on reading comprehension for any moderator. However, two notable findings surfaced on the indirect effects of MA on reading comprehension: bilingual readers showed a smaller indirect effect of MA via word reading than did monolinguals; older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading. We conclude by pointing out the robust contribution of morphology to English reading comprehension and suggesting a strong meaning focus in morphological instruction, especially for bilingual and older school-aged readers.

Nonresponse bias is a widely prevalent problem for data on education. We develop a ten-step exemplar to guide nonresponse bias analysis (NRBA) in cross-sectional studies and apply these steps to the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. A key step is the construction of indices of nonresponse bias based on proxy pattern-mixture models for survey variables of interest. A novel feature is to characterize the strength of evidence about nonresponse bias contained in these indices, based on the strength of the relationship between the characteristics in the nonresponse adjustment and the key survey variables. Our NRBA improves the existing methods by incorporating both missing at random and missing not at random mechanisms, and all analyses can be done straightforwardly with standard statistical software.

There is a need for assessment items that assess complex constructs but can also be efficiently scored for evaluation of teacher education programs. In an effort to measure the construct of teacher attentiveness in an efficient and scalable manner, we are using exemplar responses elicited by constructed-response item prompts to develop selected-response assessment items. Through analyses of think-aloud interview data, this study examines the alignment between participant responses to, and scores arising from, the two item types. The interview protocol was administered to 12 mathematics teachers and teacher candidates who were first presented a constructed-response version of an item followed by the selected-response version of the same item stem. Our analyses focus on the alignment between responses and scores for eight item stems across the two item types and the identification of items in need of modification. The results have the potential to influence the way test developers generate and use response process evidence to support or refute the assumptions inherent in a particular score interpretation and use.

With the rapid advancement of the flexible electronics industry, there is an urgent need to enhance the mechanical properties and thermal stability of flexible electronic devices to expand their range of applications. To address this need, flexible conductive composites have been developed using waterborne polyurethane (WPU) as the matrix, carbon nanotubes (CNTs) and graphene (GA) as conductive fillers, and incorporating cellulose nanofibers (CNFs). The carbon fillers create a conductive and thermal conductivity network within the matrix, while the presence of CNFs improves the dispersion of CNTs and GA, thereby enhancing the overall network structure. The resulting WGNF composites exhibit a resistivity of up to 1.05 × 104 Ω·cm, a tensile strength of 26.74 MPa, and a thermal conductivity of 0.494 W/(m·K). This demonstrates that incorporating cellulose offers an effective solution for producing high-performance polymeric conductive and thermally conductive composites, showing promising potential for flexible wearable devices. [ABSTRACT FROM AUTHOR]

Amid environmental pollution and resource depletion, developing and utilizing biomass resources as alternatives to petroleum is a prominent research focus. Driven by environmental protection and sustainable development, the shift from petroleum-based to bio-based polyurethane is a prevailing trend in polyurethane material development. Biomass sources such as vegetable oil, polysaccharides, and lignin offer extensive application prospects in bio-based polyurethane production. Functional modifications of these polyurethanes can further expand their application range. This article explores the preparation of various bio-based polyurethanes, their applications across different fields, and their anticipated future development and uses. [ABSTRACT FROM AUTHOR]

Many students do not meet expected standards of writing performance, despite the need for writing competence in and out of school. As policy instruments, writing content standards have an impact on what is taught and how students perform. This study reports findings from an evaluation of the content of a sample of seven diverse states' current writing standards compared to content of the Common Core State Standards for writing and language (CCSS-WL). Standards were evaluated for breadth of content coverage (range), how often content was referenced (frequency), the degree of emphasis placed on varied content elements (balance), and the degree of overlap between one set of standards and another (alignment). The study addressed two research questions: (1) What is the nature of the CCSS-WL and the sample states' standards for writing with respect to content breadth, frequency, and balance? (2) To what degree do the states' writing standards align with the CCSS-WL? Results indicated that CCSS-WL are succinct and balanced, with breadth of coverage in some aspects of writing but not others. The seven states' standards represented varying degrees of breadth, frequency, and balance with few patterns across states. None of the states' standards had strong alignment with CCSS-WL, indicating a potential mismatch between prior curricular materials and instructional methods developed with former standards as guides to help students meet grade-level writing expectations in the new CCSS. [This article was published in "Reading Horizons," v55 n3 Article 4 p98-141 Oct 2016, see EJ1117076.]

Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core State Standards (CCSS) for writing and language to determine to what degree EBPs were signposted, variability of this signposting, and the overlap of practices signposted in states' standards and the CCSS. We found a few practices signposted fairly consistently (e.g., isolated components of writing process instruction) and others rarely so (e.g., use of text models), as well as great variability across standards, with some covering almost half of the EBPs and others far fewer. Only a few states' writing standards overlapped considerably with the CCSS. We discuss the implications of these findings for teacher professional development and for evaluating standards. [This article was published in "Elementary School Journal," v116 n2 p291-321 Dec 2015 (EJ1084264).]

Advanced glycosylation end products (AGEs) are harmful factors that can damage the inner blood–retinal barrier (iBRB). Rat retinal microvascular endothelial cells (RMECs) were isolated and cultured, and identified by anti-CD31 and von Willebrand factor polyclonal antibodies. Similarly, rat retinal Müller glial cells (RMGCs) were identified by H&E staining and with antibodies of glial fibrillary acidic protein and glutamine synthetase. The transepithelial electrical resistance (TEER) value was measured with a Millicell electrical resistance system to observe the leakage of the barrier. Transwell cell plates for co-culturing RMECs with RMGCs were used to construct an iBRB model, which was then tested with the addition of AGEs at final concentrations of 50 and 100 mg/L for 24, 48, and 72 h. AGEs in the in vitro iBRB model constructed by RMEC and RMGC co-culture led to the imbalance of the vascular endothelial growth factor (VEGF) and pigment epithelial derivative factor (PEDF), and the permeability of the RMEC layer increased because the TEER decreased in a dose- and time-dependent manner. AGEs increased VEGF but lowered PEDF in a dose- and time-dependent manner. The intervention with AGEs led to the change of the transendothelial resistance of the RMEC layer likely caused by the increased ratio of VEGF/PEDF.

We examined the degree to which content of states' writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state characteristics. We found student demographic characteristics had the largest effect on between-state differences in writing performance, followed by state policy-related variables, then state and school covariates. States with writing tests that exhibited greater alignment with the NAEP writing assessment demonstrated significantly higher writing scores. We discuss plausible implications of these findings.

This study examines the relationship between students' demographic background and their experiences with writing at school, the alignment between state and National Assessment of Educational Progress (NAEP) direct writing assessments, and students' NAEP writing performance. The study utilizes primary data collection via content analysis of writing assessment prompts and rubrics and secondary analysis with NAEP data through hierarchical linear modeling. Results indicate students from states with writing tests more similar to the NAEP do not perform significantly better than students from states with writing tests less similar to the NAEP. Rather, student demographic characteristics, including gender, ethnicity, SES, disability status, and English learner status significantly predict NAEP writing performance, as do factors related to frequency of writing across subject areas, frequency of writing for varied purposes, frequency of writing process use, and computer use in writing. The implications of the findings for writing instruction are discussed.

Despite the need for writing competence in and out of school, writing has been deemed the neglected "R" in educational practice. Moreover, many students do not meet expected standards of writing performance. The Common Core State Standards (CCSS), adopted by 45 states, provides an opportunity to change the state of writing instruction on a national scale. This study evaluated the content coverage of the CCSS for writing and language (CCSS-WL). Results indicated that CCSS-WL cover some aspects of writing well, but others deemed important in research not well or not at all. Evidenced-based practices for improving student writing performance to supplement the CCSS-WL are provided. It is hoped that the appropriate curricular and instructional changes targeted toward the content of the CCSS-WL and effective evidence-based instructional practices can elevate writing from the neglected "R" in this time of Common Core.