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This article describes research on a Multigenre Digital Inquiry Project (MDIP), a technology-infused project designed to provide an opportunity for students to inquire about a topic of interest and share their research using 21st century technologies. Instead of composing a research paper or literature review, students designed a website with pieces written in multiple genres to share their learning, including at least two pieces created using digital tools. In this article, the authors share the design of the MDIP and how it was implemented in three teacher education courses. Data analysis aimed to understand how pre-service teachers engaged in this project and reflected on their learning. Using themes from the analysis of students' end-of-semester reflections and memos written about the pieces included in the projects, the authors share how students valued support in various areas including technology, how they expanded their views of writing and genre, and how their experiences illustrated academic, personal, and pedagogical growth. Ultimately, students learned from this challenging, yet rewarding experience. Finally, the authors share suggestions for others interested in incorporating a MDIP in their work.

The purpose of this study was to gain a preliminary understanding of how literacy teacher educators in the United States view classroom teacher preparedness for literacy instruction. A cross-sectional survey was developed using the most recent version of professional preparation standards and components for classroom teachers released by the International Literacy Association. Quantitative data were collected among 205 respondents and analyzed using descriptive statistics. Findings for respondents' views were reported by grade-level band (i.e., preK/primary, elementary/intermediate, middle/high school), which revealed three overarching trends. A discussion of trends was provided, along with implications for literacy teacher education and future research areas.

This article focuses on a preservice teacher's participation in an online book club using professional literature. The purpose of this study was to understand how one student's participation within an online book club on teaching contributed to a shifting in pedagogical beliefs. Data include online discussion transcripts and end-of-course questionnaire responses. Our analysis led us to conclude that the online book club participation provided opportunities for efferent and aesthetic transactions with the text, provided opportunities for learning from others and self, and provided opportunities to learn about pedagogy that influenced lesson planning and interactions with students.

Infographics are appearing in children's magazines, picture books, and informational texts. Understanding, and ultimately creating, these complex visual representations of information or data requires higher level thinking skills to analyze and understand how the text and graphics work together to convey meaning. The authors provide a framework for infographic exploration, investigation, creation, and integration into larger writing pieces. Each phase of the framework includes specific considerations to assist teachers in scaffolding their students' infographic learning. Providing students with support through exposure to many types of infographics and modeling infographic interpretation prepares students to critically examine and use infographics as they encounter them both in and out of school.

The pathways employed school counselors take for continuing their education beyond graduate school on issues of diversity may be somewhat limited in rural areas and the perception may be that few lesbian, gay, bisexual, transgender, and queer/questioning students exist in rural schools. School counselors have an ethical and legal obligation to create safe and welcoming environments for LGBTQ students. This paper provides a brief examination of traditional approaches to professional development on sexual minority issues and a proposal for alternative educational opportunities for rural school counselors.

As many are effectively excluded from availing themselves of the services of financial institutions in the formal sector, they often form stokvels, an informal method of saving which is commonly practised in their home country. The research study was conducted to investigate the dynamics of Zimbabwean grocery stokvels in Cape Town and the factors which have encouraged their formation. A mixed-methods approach was adopted, and both quantitative and qualitative research methods were used to collect the data. The quantitative data was obtained through the administration of a survey questionnaire. In contrast, the qualitative data was obtained by conducting one-on-one semi-structured interviews with leaders of Zimbabwean grocery stokvels, their spouses, and members of their families who did not belong to their stokvels. The qualitative data was augmented through the taking of field notes during the interviews. The results indicate that Zimbabweans in Cape Town form grocery stokvels due to severe shortages of basic necessities in Zimbabwe. Their participation in stokvels enables them to accumulate funds to purchase the groceries which they need to sustain themselves and their families in the absence of assistance from financial institutions in the formal sector and also to assist their families and relatives in Zimbabwe to cope with their dire economic circumstances by sending groceries to them.

Nonfiction children's literature has changed in recent years, including an increase in organizational, design, and text features. The authors conducted a content analysis of 112 nonfiction award-winning and honor books from 2000 to 2018 to examine how the books have changed over time. The authors discuss the patterns, changes, and complexities found in nonfiction children's literature and provide text sets and guiding questions for classroom instruction and exploration of three features that appear in books in a variety of ways and may be challenging for students: atypical text, graphics with information, and supplemental expository information.

The roles of phonological short-term memory (pSTM) and speech perception in spoken sentence comprehension were examined in an experimental design. Deficits in pSTM and speech perception were simulated through task demands while typically-developing children (N = 71) completed a sentence-picture matching task. Children performed the control, simulated pSTM deficit, simulated speech perception deficit, or simulated double deficit condition. On long sentences, the double deficit group had lower scores than the control and speech perception deficit groups, and the pSTM deficit group had lower scores than the control group and marginally lower scores than the speech perception deficit group. The pSTM and speech perception groups performed similarly to groups with real deficits in these areas, who completed the control condition. Overall, scores were lowest on noncanonical long sentences. Results show pSTM has a greater effect than speech perception on sentence comprehension, at least in the tasks employed here.

Cultural probes are a relatively new method of data collection which have been used extensively in design-based research since their initial inception by Gaver, Dunne, and Pacenti in 1999. Based on notions of “uncertainty, play, exploration and subjective interpretation” (Gaver, Boucher, Pennington, & Walker, 2004, p. 53), cultural probes are purposefully designed packages of mixed-media materials, such as disposable cameras, diaries, photo albums, postcards, and tape recorders, which are given to participants to explore and complete in their daily environments. In this paper, I will discuss and evaluate the adaptation of cultural probes for use in a qualitative study on transnational migration. Through discussion and reflective analysis of my experiences using probes for research on international students who become skilled migrants, I will make some suggestions on how probes can enhance and enrich data when used alongside more traditional qualitative methods such as in-depth interviews.

Proper patterns of genome-wide DNA methylation, mediated by DNA methyltransferases DNMT1, -3A and -3B, are essential for embryonic development and genomic stability in mammalian cells. The de novo DNA methyltransferase DNMT3B is of particular interest because it is frequently overexpressed in tumor cells and is mutated in immunodeficiency, centromere instability and facial anomalies (ICF) syndrome. In order to gain a better understanding of DNMT3B, in terms of the targeting of its methylation activity and its role in genome stability, we biochemically purified endogenous DNMT3B from HeLa cells. DNMT3B co-purifies and interacts, both in vivo and in vitro, with several components of the condensin complex (hCAP-C, hCAP-E and hCAP-G) and KIF4A. Condensin mediates genome-wide chromosome condensation at the onset of mitosis and is critical for proper segregation of sister chromatids. KIF4A is proposed to be a motor protein carrying DNA as cargo. DNMT3B also interacts with histone deacetylase 1 (HDAC1), the co-repressor SIN3A and the ATP-dependent chromatin remodeling enzyme hSNF2H. Further more, DNMT3B co-localizes with condensin and KIF4A on condensed chromosomes throughout mitosis. These studies therefore reveal the first direct link between the machineries regulating DNA methylation and mitotic chromosome condensation in mammalian cells.

The goal of this study was to tease apart the roles of phonological awareness (pA) and phonological short-term memory (pSTM) in sentence comprehension, sentence production, and word reading. Children 6- to 10-years of age (N = 377) completed standardized tests of pA ("Elision") and pSTM ("Nonword Repetition") from the Comprehensive Test of Phonological Processing. Concepts and Following Directions (CFD) and Formulated Sentences (FS) were taken from the Clinical Evaluation of Language Fundamentals-Fourth Edition, as measures of sentence comprehension and production, respectively. Children also completed the Word Identification (Word Id) and Word Attack (Word Att) subtests of the Woodcock Reading Mastery Test-Third Edition. Hierarchical multiple regression analyses controlling for age and nonverbal IQ revealed that Elision was the only significant predictor of CFD and FS. While Elision was the strongest predictor of Word Id and Word Att, Nonword Repetition accounted for additional variance in both reading measures. These results emphasize the usefulness of breaking down phonological processing into multiple components and they also have implications language and reading disordered populations.

The ISAC facility (Isotope Separation and Acceleration) at TRIUMF has recently started to provide isotopes for pre-clinical nuclear medicine studies. By irradiating ISOL (Isotope Separation OnLine) targets with a 480 MeV proton beam from the TRIUMF H- cyclotron, the facility can deliver a large variety of radioactive isotope beams (RIB) for research in the fields of nuclear astrophysics, nuclear structure and material science with half-lives down to a few milliseconds via an electrostatic beamline network. For the collection of medical isotopes, typically with half-lives in the range of hours or days, we have developed a compact apparatus for the implantation of mass-separated RIB on a target disc at energies between 20-55 keV. In this paper, we also discuss two different retrieval methods of the implanted activity from the implantation target: by chemical etching of the target surface and by recoil collection of implanted alpha emitters.

The authors investigated past-tense morphology problems in children with dyslexia compared to those classically observed in children with oral language impairment (LI). Children were tested on a past-tense elicitation task involving regulars ("look-looked"), irregulars ("take-took"), and nonwords ("murn-murned"). Phonological skills were also assessed, using tests of nonsense word reading and phoneme elision. Analyses focused on whether children with dyslexia and LI showed overlapping patterns of morphological and phonological difficulties compared to controls with typical reading and language levels. Both the groups with LI and dyslexia had difficulty generating past tenses overall, although the deficit was less pronounced in dyslexia. Both groups also showed similar problems with phonological processing. The results have important implications for the theory that both language and reading problems involve oral language processing deficits. Specifically, our data support the theory that the phonological deficits observed in both dyslexia and LI are related to deficits in morphological processing. However, some important differences between dyslexia and LI are also discussed. (Contains 3 tables and 1 note.)

Purpose: A range of studies have shown difficulties in perceiving acoustic and phonetic information in dyslexia; however, much less is known about how such difficulties relate to the perception of individual words. The authors present data from event-related potentials (ERPs) examining the hypothesis that children with dyslexia have difficulties with processing phonemic information within spoken words compared to age-matched readers with typical development. Method: The authors monitored ERPs to auditory words during a simple picture-word matching task. The key manipulation was the inclusion of both matching stimuli and three types of mismatches (cohort, CONE- "comb"; rhyme, CONE- "bone"; and unrelated, CONE- "fox"). Results: Children with dyslexia showed atypical N400 ERP waveforms to both types of phonological mismatches, but not to phonologically unrelated mismatches, reflecting a relative insensitivity to phonological overlap among auditory words. Conclusion: The data suggest that children with dyslexia have impairments in integrating phonological information into word-level representations. The results suggest that speech perception difficulties in dyslexia might have consequences for processing auditory words.

Function words support many aspects of language acquisition. This study investigated whether toddlers understand the number feature of determiners and use it for noun comprehension. French offers an ideal "test case" as number is phonetically marked in determiners but not in nouns. Twenty French-learning 24-month-olds completed a split-screen experiment. Looking times to target pictures were measured under 3 trial types varying in the degree to which the determiner matched the number displayed in the object(s). Children looked longer when the determiner matched the object(s), and were confused in trials of clear mismatch. Importantly, their processing resembled that of French adults (D. Dahan, D. Swingley, M. K. Tanenhaus, & J. S. Magnuson, 2000). Thus, children understand the determiner number feature early in acquisition and use this knowledge to constrain online comprehension. (Contains 1 table and 2 figures.)

We examined spoken sentence comprehension in school-age children with developmental dyslexia or language impairment (LI), compared to age-matched and younger controls. Sentence-picture matching tasks were employed under three different working memory (WM) loads, two levels of syntactic difficulty, and two sentence lengths. Phonological short-term memory (STM) skills and their relation to sentence comprehension performance were also examined. When WM load was minimized, the LI group performed more poorly on the sentence comprehension task compared to the age-matched control group and the dyslexic group. Across groups, sentence comprehension performance generally decreased as the WM load increased, but this effect was somewhat more pronounced in the dyslexic group compared to the age-matched group. Moreover, both the LI and dyslexic groups showed poor phonological STM compared to the age-matched control group, and a significant correlation was observed between phonological STM and sentence comprehension performance under demanding WM loads. The results indicate subtle sentence processing difficulties in dyslexia that might be explained as resulting from these children's phonological STM limitations. (Contains 6 tables and 2 figures.)

We examined categorical speech perception in school-age children with developmental dyslexia or Specific Language Impairment (SLI), compared to age-matched and younger controls. Stimuli consisted of synthetic speech tokens in which place of articulation varied from "b" to "d". Children were tested on categorization, categorization in noise, and discrimination. Phonological awareness skills were also assessed to examine whether these correlated with speech perception measures. We observed similarly good baseline categorization rates across all groups; however, when noise was added, the SLI group showed impaired categorization relative to controls, whereas dyslexic children showed an intact profile. The SLI group showed poorer than expected between-category discrimination rates, whereas this pattern was only marginal in the dyslexic group. Impaired phonological awareness profiles were observed in both the SLI and dyslexic groups; however, correlations between phonological awareness and speech perception scores were not significant. The results of the study suggest that in children with language and reading impairments, there is a significant relationship between receptive language and speech perception, there is at best a weak relationship between reading and speech perception, and indeed the relationship between phonological and speech perception deficits is highly complex.

Phonological deficits in dyslexia are typically assessed using metalinguistic tasks vulnerable to extraneous factors such as attention and memory. The present work takes the novel approach of measuring phonology using eyetracking. Eye movements of dyslexic children were monitored during an auditory word recognition task in which target items in a display (e.g., "candle") were accompanied by distractors sharing a cohort ("candy") or rhyme ("sandal"). Like controls, dyslexics showed slower recognition times when a cohort distractor was present than in a baseline condition with only phonologically unrelated distractors. However, unlike controls, dyslexic children did not show slowed recognition of targets with a rhyme distractor, suggesting they had not encoded rhyme relationships. This was further explored in an overt phonological awareness test of cohort and rhyme. Surprisingly, dyslexics showed normal rhyme performance but poorer judgment of initial sounds on these overt tests. The results implicate impaired knowledge of rhyme information in dyslexia; however they also indicate that testing methodology plays a critical role in how such problems are identified.

Describes a practical classroom application of contextual factors, ease-of-use factors, and document design criteria. Offers an assignment which introduces students to the relationship between research and its implementation in document development. (PRA)