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Purpose: For bilingual children with developmental language disorder (DLD), language treatment response is the degree to which an individual child progresses in both of their languages. Understanding what predicts language treatment response for an individual child can help clinicians plan treatment more effectively. Method: This study is a retrospective analysis of data from the study of Ebert et al. (2014). Participants included 32 school-age Spanish-English bilingual children with DLD who completed an intensive language treatment program. Gains in Spanish and English were measured using raw test scores in each language. Predictors of language gains include language, cognitive, and demographic variables. To examine which predictors were significant, we calculated partial correlations between the potential predictors and the posttreatment language test scores, controlling for the effects of pretreatment test scores. Results: In Spanish, several predictors correlated with the outcome measures. After controlling for pretreatment scores, English grammaticality, female sex, processing speed, age, and fluid reasoning were related to Spanish posttreatment scores. In English, correlations with individual predictors were minimal. After controlling for pretreatment scores, only one variable was associated with one English posttreatment score: English grammaticality. Conclusions: The original study reported limited gains in Spanish compared to robust gains in English. Treatment response in Spanish is more variable given the lack of environmental support for Spanish in the United States. As a result, individual factors (including nonverbal cognition, pretreatment language levels, and demographic variables) influence treatment gains in Spanish. In contrast, strong environmental support for English supports a more consistent treatment response, with a smaller role for individual factors.

Purpose: There is a shortage of bilingual speech-language pathologists (SLPs) in the United States. For Vietnamese, less than 1% of SLPs speak the language compared with a Vietnamese American population of > 2.1 million. This study examines the feasibility and social validity of remote child language assessment with the help of a caregiver to address the need for first language assessments among Vietnamese-speaking children. Method: Twenty-one dyads of caregivers and typically developing children (aged 3-6 years) completed two assessment sessions in their first language, Vietnamese, using Zoom videoconferencing. Sessions were counterbalanced between two conditions in which either the clinician or the caregiver was the task administrator. Children's language samples were elicited using narrative tasks. Social validity was also assessed through caregiver and child questionnaires at the end of each session. Results: There were no significant differences between conditions on language sample measures nor the measures of social validity. Both caregivers and their children felt positively about the sessions. The caregivers' feelings were related to their perception of children's feelings about the sessions. Children's feelings were related to their Vietnamese language proficiency, caregiver-reported language ability, and whether they were born outside of the United States. Conclusions: Findings build the evidence base for telepractice as an effective and socially valid service delivery model for bilingual children in the United States. This study supports the potential for caregivers as task administrators in a telepractice setting, making assessment in a child's first language more feasible and accessible. Future investigation is needed to extend results to bilingual populations with disorders.

The minimal genetic requirements for microbes to survive within multiorganism communities, including host-pathogen interactions, remain poorly understood. Here, we combined targeted gene mutagenesis with phenotype-guided genetic reassembly to identify a cooperative network of SPI-2 T3SS effector genes that are sufficient for Salmonella Typhimurium (STm) to cause disease in a natural host organism. Five SPI-2 effector genes support pathogen survival within the host cell cytoplasm by coordinating bacterial replication with Salmonella-containing vacuole (SCV) division. Unexpectedly, this minimal genetic repertoire does not support STm systemic infection of mice. In vivo screening revealed a second effector-gene network, encoded by the spv operon, that expands the life cycle of STm from growth in cells to deep-tissue colonization in a murine model of typhoid fever. Comparison between Salmonella infection models suggests how cooperation between effector genes drives tissue tropism in a pathogen group.

Purpose: Our proof-of-concept study tested the feasibility of virtual testing using child assessments that were originally validated for in-person testing only. Method: Ten adult-child dyads were assigned to complete both in-person and virtual tests of language, cognition, and narratives. Child participants fell between the ages of 4 and 8 years; adult participants were speech-language clinicians or researchers with experience in administering child assessments. Half of child participants were Spanish-English bilinguals, and half were monolingual English speakers. Results: Results showed similar performance across in-person and virtual modalities on all assessments. Recommendations for adapting, administering, and scoring virtual measures with linguistically diverse children are discussed. Conclusions: Although additional research on virtual assessment is needed, our results open opportunities for appropriate remote assessment, particularly for bilingual children, who may not have in-person access to speech-language pathology services.

Whereas cognitive and linguistic factors for learning to read have been extensively studied, less is known about affective factors including children's attitudes toward reading. Studies primarily from English-speaking and Western countries show gradual declines in reading attitudes in elementary school (McKenna et al., Reading Research Quarterly 30:626-639, 1995) and a positive association between reading attitudes and achievement (Petscher, Journal of Research in Reading 33:335-355, 2010). Children from Asian and African countries are underrepresented in this literature; whether these patterns can be generalized across cultures needs further investigation. This longitudinal study examined the reading attitudes of 84 children in Vietnam from grades 1 to 2 and their relations to reading performance, as measured by translated and adapted versions of the Elementary Reading Attitude Survey and Early Grade Reading Assessment, respectively. This sample from Vietnam showed a small decline in reading attitudes over time, particularly in attitudes toward academic reading. However, children on average reported feeling happy about reading in both grades. Correlations revealed different patterns of association between reading attitudes and performance based on the reading measure employed, grade level, and type of reading in question (academic versus recreational). In grade 2, reading attitudes explained unique variance in reading comprehension even after text fluency and mother's education were considered. We present a margins plot to visualize the role of reading attitudes on reading comprehension. We discuss educational implications and future directions.

Purpose: Cognates, words in two languages that share form and meaning, can be used to support vocabulary development in bilingual children. Typically developing bilinguals have shown better performance on cognates versus noncognates. Of key interest is whether bilinguals with developmental language disorder (DLD) also show a cognate effect and, if so, which factors are related to their cognate performance. Method: Thirty-five Spanish-English bilingual children (5-11 years old) with DLD completed the Expressive and Receptive One-Word Picture Vocabulary Tests, third edition, in English (EOW, ROW) to measure cognate performance. Test items were divided by difficulty level (easy, medium, and hard) and classified as cognates or noncognates using the Cross-Linguistic Overlap Scale for Phonology. Results: On average, children showed clear and robust cognate effects on EOW across difficulty levels with medium-to-large effect sizes. Results on the ROW showed minimal effects that varied by difficulty. Individually, 80% of participants (28 of 35) demonstrated a cognate effect in EOW, whereas only 31% (11 of 35) showed an effect in ROW. A cognate effect in ROW was positively correlated with age and English proficiency, whereas no factors correlated with the EOW cognate effect. Conclusions: Bilingual children with DLD show higher performance on cognates than noncognates, at least in expressive vocabulary. Participants who did show a receptive cognate effect tended to be older and have higher English proficiency. Further investigation is needed to identify factors underlying cognate performance in order to tailor intervention strategies that promote bilingual vocabulary development.

Advances in genetics and sequencing have identified a plethora of disease-associated and disease-causing genetic alterations. To determine causality between genetics and disease, accurate models for molecular dissection are required; however, the rapid expansion of transcriptional populations identified through single-cell analyses presents a major challenge for accurate comparisons between mutant and wild-type cells. Here we generate mouse models of human severe congenital neutropenia (SCN) using patient-derived mutations in the GFI1 transcription factor. To determine the effects of SCN mutations, we generated single-cell references for granulopoietic genomic states with linked epitopes1, aligned mutant cells to their wild-type equivalents and identified differentially expressed genes and epigenetic loci. We find that GFI1-target genes are altered sequentially, as cells go through successive states of differentiation. These insights facilitated the genetic rescue of granulocytic specification but not post-commitment defects in innate immune effector function, and underscore the importance of evaluating the effects of mutations and therapy within each relevant cell state.

Measures of decoding and oral language have been shown to predict early reading comprehension across a wide variety of languages, though the timeframe and strength of the predictions vary by orthographic depth. This study is the first to examine predictors of early reading in Vietnamese, a transparent orthography of Romanized letters and diacritics. Eighty-two children in Hanoi, Vietnam, completed measures of decoding and oral language in kindergarten (phonological awareness, PA; rapid automatized naming, RAN; receptive and expressive vocabulary) and measures of decoding and reading comprehension in first grade. Average performance at the end of first grade, after just 1 year of formal instruction, was near ceiling on word reading but more variable on nonword and text reading. Kindergarten PA and RAN (but not vocabulary) predicted first-grade decoding after controlling for maternal education and kindergarten decoding, and PA was a stronger predictor than RAN (10% vs. 4% of unique variance). The best predictors of first grade reading comprehension were first-grade decoding (47% of unique variance) and kindergarten expressive vocabulary (4% of unique variance) after controlling for maternal education. Overall, Vietnamese children became accurate and efficient decoders after 1 year of instruction. Findings from RAN and PA suggest their utility in guiding differentiated instruction on decoding. Kindergarten vocabulary, which differed as a function of maternal education, significantly predicted first-grade comprehension.

Purpose: Sentence repetition and nonword repetition assess different aspects of the linguistic system, but both have been proposed as potential tools to identify children with developmental language disorder (DLD). Cross-linguistic investigation of diagnostic tools for DLD contributes to an understanding of the core features of the disorder. This study evaluated the effectiveness of these tools for the Vietnamese language. Method: A total of 104 kindergartners (aged 5;2-6;2 [years;months]) living in Vietnam participated, of which 94 were classified as typically developing and 10 with DLD. Vietnamese sentence repetition and nonword repetition tasks were administered and scored using multiple scoring systems. Sensitivity, specificity, and likelihood ratios were calculated to assess the ability of these tasks to identify DLD. Results: All scoring systems on both tasks achieved adequate to excellent sensitivity or specificity, but not both. Binary scoring of sentence repetition achieved a perfect negative likelihood ratio, and binary scoring of nonword repetition approached a highly informative positive likelihood ratio. More detailed scoring systems for both tasks achieved moderately informative values for both negative and positive likelihood ratios. Conclusions: Both sentence repetition and nonword repetition are valuable tools for identifying DLD in monolingual speakers of Vietnamese. Scoring systems that consider number of errors and are relatively simple (i.e., error scoring of sentence repetition and syllables scoring of nonword repetition) may be the most efficient and effective for identifying DLD. Further work to develop and refine these tasks can contribute to cross-linguistic knowledge of DLD as well as to clinical practice.

Purpose: Developmental language disorder (DLD), defined by low language performance despite otherwise normal development, can negatively impact children's social and academic outcomes. This study is the 1st to examine DLD in Vietnamese. To lay the foundation, we identified cases of DLD in Vietnam and explored language-specific characteristics of the disorder. Method: Teacher ratings of 1,250 kindergarteners living in Hanoi, Vietnam, were used to recruit children with and without risk for DLD. One hundred four children completed direct measures of vocabulary and language sampling, and their parents completed in-depth surveys. We examined convergence and divergence across tasks to identify measures that could serve as reliable indicators of risk. Then, we compared performance on direct language measures across ability levels. Results: There were positive associations between teacher and parent report and between report and direct language measures. Three groups were identified based on convergence across measures: DLD, some risk for DLD, and no risk. The DLD group performed lowest on measures of receptive and expressive vocabulary, mean length of utterance, and grammaticality. Although children with DLD exhibited a greater number of errors, the types of errors found were similar across DLD and No Risk groups. Conclusions: Similar to rates found globally, 7% of the kindergarten population in Vietnam exhibited risk for DLD. Results highlight the importance of parent and teacher report and the value of multiple measures to identify DLD. We discuss potential clinical markers for DLD in the Vietnamese language and outline future directions.

In contrast to nearly all other tissues, the anatomy of cell differentiation in the bone marrow remains unknown. This is owing to a lack of strategies for examining myelopoiesis--the differentiation of myeloid progenitors into a large variety of innate immune cells--in situ in the bone marrow. Such strategies are required to understand differentiation and lineage-commitment decisions, and to define how spatial organizing cues inform tissue function. Here we develop approaches for imaging myelopoiesis in mice, and generate atlases showing the differentiation of granulocytes, monocytes and dendritic cells. The generation of granulocytes and dendritic cells-monocytes localizes to different blood-vessel structures known as sinusoids, and displays lineage-specific spatial and clonal architectures. Acute systemic infection with Listeria monocytogenes induces lineage-specific progenitor clusters to undergo increased self-renewal of progenitors, but the different lineages remain spatially separated. Monocyte-dendritic cell progenitors (MDPs) map with nonclassical monocytes and conventional dendritic cells; these localize to a subset of blood vessels expressing a major regulator of myelopoiesis, colony-stimulating factor 1 (CSF1, also known as M-CSF).sup.1. Specific deletion of Csf1 in endothelium disrupts the architecture around MDPs and their localization to sinusoids. Subsequently, there are fewer MDPs and their ability to differentiate is reduced, leading to a loss of nonclassical monocytes and dendritic cells during both homeostasis and infection. These data indicate that local cues produced by distinct blood vessels are responsible for the spatial organization of definitive blood cell differentiation. A combination of fluorescent antibodies is used to build visual maps of all myeloid cells in the bone marrow, providing new insight into how the bone marrow microenvironment regulates cell-fate decisions., Author(s): Jizhou Zhang [sup.1] , Qingqing Wu [sup.1] , Courtney B. Johnson [sup.1] , Giang Pham [sup.2] , Jeremy M. Kinder [sup.2] , Andre Olsson [sup.3] , Anastasiya Slaughter [sup.1] [...]

From the aerial parts of Eupatorium fortunei, four thymol derivatives (1-4) were isolated and structurally elucidated by NMR and mass spectroscopic methods. Of which, a new dimeric thymol derivative (1) was characterized and its absolute configuration was established by electronic circular dichroism quantum method. In addition, the 1D and 2D NMR as well as HR-ESI mass spectral data of 2 were provided for the first time. Compounds 2-4 were evaluated for their inhibitory activity against α-glucosidase and acetylcholinesterase enzymes. All tested compounds showed weak inhibition at the concentration range of 1–256 μg/mL in both enzymatic assays. [ABSTRACT FROM AUTHOR]

Purpose: Sentence repetition and nonword repetition assess different aspects of the linguistic system, but both have been proposed as potential tools to identify children with developmental language disorder (DLD). Cross-linguistic investigation of diagnostic tools for DLD contributes to an understanding of the core features of the disorder. This study evaluated the effectiveness of these tools for the Vietnamese language. Method: A total of 104 kindergartners (aged 5;2-6;2 [years; months]) living in Vietnam participated, of which 94 were classified as typically developing and 10 with DLD. Vietnamese sentence repetition and nonword repetition tasks were administered and scored using multiple scoring systems. Sensitivity, specificity, and likelihood ratios were calculated to assess the ability of these tasks to identify DLD. Results: All scoring systems on both tasks achieved adequate to excellent sensitivity or specificity, but not both. Binary scoring of sentence repetition achieved a perfect negative likelihood ratio, and binary scoring of nonword repetition approached a highly informative positive likelihood ratio. More detailed scoring systems for both tasks achieved moderately informative values for both negative and positive likelihood ratios. Conclusions: Both sentence repetition and nonword repetition are valuable tools for identifying DLD in monolingual speakers of Vietnamese. Scoring systems that consider number of errors and are relatively simple (i.e., error scoring of sentence repetition and syllables scoring of nonword repetition) may be the most efficient and effective for identifying DLD. Further work to develop and refine these tasks can contribute to cross-linguistic knowledge of DLD as well as to clinical practice., Developmental language disorder (DLD; Bishop et al., 2017) has been shown to carry negative long-term academic, occupational, and social consequences (e.g., Durkin & Conti-Ramsden, 2007). Such consequences provide an impetus [...]

Colitis caused by Clostridium difficile infection is a growing cause of human morbidity and mortality, especially after antibiotic use in health care settings. The natural immunity of newborn infants and protective host immune mediators against C. difficile infection are not fully understood, with data suggesting that inflammation can be either protective or pathogenic. Here, we show an essential role for IL-17A produced by [gamma][delta] T cells in host defense against C. difficile infection. Fecal extracts from children with C. difficile infection showed increased IL-17A and T cell receptor [gamma] chain expression, and IL-17 production by intestinal [gamma][delta] T cells was efficiently induced after infection in mice. C. difficile-induced tissue inflammation and mortality were markedly increased in mice deficient in IL-17A or [gamma][delta] T cells. Neonatal mice, with naturally expanded [ROR[gamma]t.sup.+] [gamma][delta] T cells poised for IL-17 production were resistant to C. difficile infection, whereas elimination of [gamma][delta] T cells or IL-17A each efficiently overturned neonatal resistance against infection. These results reveal an expanded role for IL-17-producing [gamma][delta] T cells in neonatal host defense against infection and provide a mechanistic explanation for the clinically observed resistance of infants to C. difficile colitis., Introduction Clostridioides difficile (formerly Clostridium difficile) is a Gram-positive, spore-forming, anaerobic bacillus that colonizes the large intestine and causes colitis when normal microbiota communities are disrupted. C. difficile infection is [...]

Purpose: Sequential bilingual children in the United States often speak 2 languages that have different social statuses (minority-majority) and separate contexts for learning (home-school). Thus, distinct factors may support the development of each language. This study examined which child internal and external factors were related to vocabulary skills in a minority language versus English. Method: Participants included 69 children, aged 5-8 years, who lived in Southern California, spoke Vietnamese as the home language, and received school instruction in English. All participants had at least 1 foreign-born parent, and most mothers reported limited English proficiency. Parents completed a telephone survey, and children completed measures of receptive and expressive vocabulary in each language. Using correlations and stepwise regression, we examined predictors of vocabulary skills in each language that were internal to the child (age, gender, analytical reasoning, phonological memory) or that pertained to the surrounding environment (cumulative exposure, quantity and quality of input/output). Results: Vietnamese vocabulary outcomes were related to multiple external factors, of which input and enrichment activities were the best predictors. In contrast, English vocabulary outcomes were related to internal factors, of which age and phonological memory were the best predictors. Parental use of Vietnamese contributed to children's Vietnamese vocabulary outcomes but was not related to children's English vocabulary outcomes. Conclusions: Vietnamese exposure does not hinder English development. Children from immigrant families are learning English with or without familial support. Rich and frequent exposure and opportunities for practice are essential for the continued development of a minority first language.