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While translingual and translanguaging orientations have been posited as supportive for emergent bilingual children in schools, limited research explores how children in English-medium spaces enact translingual composing practices. Drawing on theorizations of translingual composing as an interactional process, this paper analyzes data from a year-long, qualitative study. It explores how children in a second-grade classroom in an English-medium school composed when invited to use multiple language resources during Writing Workshop. Specially, it examines two questions: (1) What translingual composing practices did children employ? and (2) How did children's use of translingual composing function socially? Descriptive analyses of students' writing show that, across the year, children created increasingly sophisticated translingual texts. Inductive analyses of events involving these texts identified six social functions that children interactionally constructed for their translingual writing: (1) responding to the teacher, (2) addressing bilingual audiences, (3) gaining peers' attention, (4) teaching others a language beyond English, (5) positioning oneself as a language learner, and (6) positioning oneself as bilingual. These patterns illustrate the composing-oriented, peer-oriented, and identity-oriented work children enacted, in-the-moment, through their talk about translingual texts. Translingual texts became the occasion for new sorts of interactions that opened space for students to negotiate ideologies and positionings that valued the use of multiple named languages in the classroom writing space.

Research is needed exploring how teachers and students in English-medium schools transform classrooms to welcome and value bilingualism and biliteracy. This article draws on social literacies and placed resources perspectives to explore how one classroom of second-grade students used Google Translate as a tool to support their biliterate composing. Constant comparative analyses revealed three patterns related to students' use of this tool. Students used Google Translate to support their inclusion of bilingual text and to interact with peers. They also negotiated limitations around the use of Google Translate. Examples of each pattern are used to illustrate how students interactionally engaged with this tool, using it to position themselves as bilingual authors and language learners, and grappling with material and ideological baggage (e.g., standardized language ideologies) the tool brought to the classroom. Implications for educators working in similar contexts are discussed, including how the use of digital translation tools can foster students' bilingual writing by offering in-the-moment spelling and vocabulary support. Further discussion includes how the use of Google Translate might contribute to shifting monoglossic classroom ideologies towards ones that value multilingualism.

Under dominant, autonomous views of literacy, students' humorous language use during literacy events is often dismissed as 'off task' behaviour. Taking a languaging perspective, this paper considers how third-grade, emergent bilingual students' humorous language use functioned in both 'official' and 'peer' worlds during eBook composing events across one year. Microethnographic analyses of humorous events suggest that students' humorous languaging practices not only supported the work of composing texts but also helped them connect to peers and construct their own and others' social positions within the classroom. Implications for pedagogy, including the importance of creating classroom spaces where students can talk and interact with one another while composing, are discussed.

Emergent bilingual students in the U.S. often attend English-medium schools where their bi- and multi-lingual language resources are ignored and dismissed. This article draws on a social literacies perspective to explore how a second-grade teacher and her multilingual students re-framed one English-medium classroom to welcome and include biliterate composing practices, in opposition to monoglossic norms. Findings illustrate moves made by a teacher to launch new biliterate writing practices, including talking about rationales, and providing invitations, support, and recognition for bilingual composing. In particular, analyses show that talking about rationales or reasons for biliterate composing was central to disrupting English-only discourses and instead building new ways of thinking about and enacting bilingual writing. Analyses then trace intercontextual connections across events to illustrate how repeated, connected talk about these rationales over time opened spaces for students to take up bilingual composing practices. The article concludes by discussing implications for teachers and researchers who are interested in supporting emergent bilingual students' bi- and multi-lingual language use in English-medium schools.

Teachers in English-medium classrooms can support students' translingual composing by inviting students to write using all their language resources. However, students in these contexts often express hesitancy about their ability to spell in languages beyond English. This article describes support strategies teachers can use to scaffold students' translingual composing and help them overcome hesitancy about spelling in languages beyond English. These support strategies center on helping students draw on available resources, including their existing knowledge, peers and family members, and digital tools to write/spell in languages beyond English.

Cells are transplanted to regenerate an organs' parenchyma, but how transplanted parenchymal cells induce stromal regeneration is elusive. Despite the common use of a decellularized matrix, little is known as to the pivotal signals that must be restored for tissue or organ regeneration. We report that Alx3, a developmentally important gene, orchestrated adult parenchymal and stromal regeneration by directly transactivating Wnt3a and vascular endothelial growth factor. In contrast to the modest parenchyma formed by native adult progenitors, Alx3-restored cells in decellularized scaffolds not only produced vascularized stroma that involved vascular endothelial growth factor signalling, but also parenchymal dentin via the Wnt/β-catenin pathway. In an orthotopic large-animal model following parenchyma and stroma ablation, Wnt3a-recruited endogenous cells regenerated neurovascular stroma and differentiated into parenchymal odontoblast-like cells that extended the processes into newly formed dentin with a structure-mechanical equivalency to native dentin. Thus, the Alx3-Wnt3a axis enables postnatal progenitors with a modest innate regenerative capacity to regenerate adult tissues. Depleted signals in the decellularized matrix may be reinstated by a developmentally pivotal gene or corresponding protein.

This study examined the variance in teacher ratings attributable to teacher, occasion, and child on the original Behavior Assessment System for Children (BASC). Teachers rated approximately 1,100 girls (52%) and boys (48%) at four public elementary schools over 3 years. About half of the students were rated twice and about a seventh 3 times. Approximately 30% of students were White, 50% African American, 9% Hispanic, 2% multiracial, and 2% Asian. Children were in kindergarten to fifth grade. Cross-classified random effects models were used to account for multiple occasions of data nested within both children and teachers. Overall, the child accounted for the largest amount of variance in ratings (52.3%) followed by occasion (34.2%) and teacher (13.5%). However, large differences existed across composites and scales. The findings suggest that teachers' ratings of adaptive competencies, externalizing behaviors, and school problems are based primarily on child behavior/characteristics. Ratings of internalizing problems may be more situational.

As culturally and linguistically diverse classrooms become increasingly common, research looking at ways teachers can support language and literacy practices of all students in these spaces is needed. Using qualitative methods, this project examined second-grade, multilingual students' practices during a Writing Workshop activity that invited them to use both their heritage languages and English. Specifically, this study investigated the translation practices developed by students over the course of one school year as they translated for one another by adding heritage language audio recordings to eBooks. Across the year, students developed and used increasingly more sophisticated translation practices, including: (1) full text, (2) word-by-word, (3) phrase-by-phrase, and (4) stop/clarify. The study also explored how students positioned themselves and others as they engaged in these translation practices. Findings suggest that, as students requested translation and bid to act as translators, they interactionally positioned themselves and others as holding valuable linguistic resources.

Purpose: To report the use of a subtenon's vancomycin injection for the treatment of subretinal abscess secondary to methicillin-resistant Staphylococcus aureus endogenous endophthalmitis. Methods: A 17-year-old man developed endogenous endophthalmitis with subretinal abscess in his right eye secondary to methicillin-resistant Staphylococcus aureus bacteremia from axillary necrotizing fasciitis. Despite prompt treatment with IV vancomycin and an intravitreal vancomycin injection, the patient displayed minimal improvement. The patient was subsequently treated with a subtenon's vancomycin injection. The injection technique is described in detail, as well as a review of the treatment options available for bacterial subretinal abscesses. Results: On presentation, examination revealed minimal vitritis and a large yellow subretinal abscess superotemporally extending close to the macula with subretinal fluid inferotemporally involving the macula. Four days postintravitreal vancomycin injection, the abscess remained stable and the patient developed an exudative detachment temporally. Vancomycin was injected superotemporally in the subtenon's space with no complications during the procedure or during his postoperative recovery. At seven days postinjection, the subretinal abscess and exudative retinal detachment resolved completely with necrosis at the area of previous abscess. Conclusion: We present the first successful case of subtenon's vancomycin injection for the treatment of bacterial subretinal abscess. Our case demonstrates that subtenon's injection of antibiotics is a safe and effective nonsurgical management option for bacterial subretinal abscesses. [ABSTRACT FROM AUTHOR]

Emergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often not supported in English-dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals' translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second-grade emergent bilingual students used tablets to record and share multilingual e-books. As a result, not only were students' translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.

In their 1985 report, "Becoming a Nation of Readers: The Report of the Commission on Reading," Anderson, Hiebert, Scott, and Wilkinson defined reading and proposed five principles that guide its successful enactment: (1) reading is a constructive process, (2) reading must be fluent, (3) reading must be strategic, (4) reading requires motivation, and (5) reading is a continuously developing skill. In this article we revise the definition from "reading" to "literacy" and rethink the principles in response to theoretical and empirical developments in the intervening years with regard to the processes of, and contexts for, reading. Our updated principles include: (1) literacy is a constructive, integrative, and critical process situated in social practices; (2) fluent reading is shaped by language processes and contexts; (3) literacy is strategic and disciplinary; (4) literacy entails motivation and engagement; and (5) literacy is a continuously developing set of practices. We redefine each principle and offer new explanations in light of what we now know.

These 2 studies investigated the factor structure of the Wechsler Intelligence Scale for Children-4th edition (WISC-IV; Wechsler, 2003a) with exploratory factor analysis (EFA; Study 1) and confirmatory factor analysis (CFA; Study 2) among 2 independent samples of gifted students. The EFA sample consisted of 225 children who were referred for a cognitive assessment as part of the application for gifted programming in their schools. The CFA sample consisted of 181 students who were tested the following year. All students included in the analyses were either accepted to school-based gifted programs following the assessment or were already participating in one. Across the 2 studies, there were approximately equal numbers of boys (205) and girls (201) with a mean age of 8-years-old. The mean composite scores for both samples varied from high average to superior and evidenced substantial differences among the index scores. In the EFA, the 2-, 3-, 4-, and 5-factor solutions were considered. The first 3 models, as well as an additional model reflecting the Verbal and Performance (V-P) IQ scores from previous versions of the WISC, were then compared using CFA. The CFA fit indices and parameter estimates supported the 4-factor, first-order WISC-IV model. This is the measurement model that includes the 4 index scores. Parameter estimates for the higher-order model reflecting g suggested that combining factors into a single, overarching score may not be the best way to represent the varying cognitive scores of gifted students.

This study examines similarities and differences in teacher ratings of behavioral problems and adaptive skills between a sample of 320 students from Anguilla, BWI and 315 children from the United States of America using the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992). The study also compared teacher ratings of boys and girls in the Caribbean sample. Analyses of variance (ANOVA) revealed that Anguillian teachers rated their students as having higher mean school problems, while the mean score for adaptive skills was higher for US students. Effect sizes were small, though, indicating that little of the variance in ratings was attributable to cultural group. Boys in the Caribbean sample had significantly higher mean scores on externalizing and school problems. Girls were rated at having more adaptive skills. Again, effect sizes for the differences were small. Scientific and practice implications are offered. (Contains 2 tables and 1 note.)

This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students who received an individual cognitive assessment with the WISC-IV in the previous year as part of the application process for gifted and talented programming through their schools. Although there were no significant differences among the mean WISC-IV index scores, 77% of the individual students evidenced statistically significant WISC-IV index score variability. Thus, intraindividual test score variability appears to be the norm among high-achieving students. In spite of this variability, regression analyses indicated that the FSIQ predicted reading comprehension and mathematics achievement better than, or as well as, the GAI or individual scores for verbal comprehension and perceptual reasoning. None of the cognitive variables correlated significantly with achievement scores for Word Reading or Pseudoword Decoding scores, but the FSIQ, GAI, Verbal Comprehension, and Perceptual Reasoning scores predicted reading comprehension. Limitations and directions for future research are discussed. (Contains 4 tables.)

Background: The Behavior Problems Inventory-01 (BPI-01) is an informant-based behaviour rating instrument that was designed to assess maladaptive behaviours in individuals with intellectual disabilities (ID). Its items fall into one of three sub-scales: "Self-injurious Behavior" (14 items), "Stereotyped Behavior" (24 items), and "Aggressive/Destructive Behavior" (11 items). Each item is rated on a frequency scale (0 = never to 4 = hourly), and a severity scale (0 = no problem to 3 = severe problem). The BPI-01 has been successfully used in several studies and has shown acceptable to very good psychometric properties. One concern raised by some investigators was the large number of items on the BPI-01, which has reduced its user friendliness for certain applications. Furthermore, researchers and clinicians were often uncertain how to interpret their BPI-01 data without norms or a frame of reference. Methods: The Behavior Problems Inventory-Short Form (BPI-S) was empirically developed, based on an aggregated archival data set of BPI-01 data from individuals with ID from nine locations in the USA, Wales, England, the Netherlands, and Romania (n = 1122). The BPI-S uses the same rating system and the same three sub-scales as the BPI-01, but has fewer items: "Self-injurious Behavior" (8 items), "Stereotyped Behavior" (12 items), and "Aggressive/Destructive Behavior" (10 items). Rating anchors for the severity scales of the "Self-injurious Behavior" and the "Aggressive/Destructive Behavior" sub-scales were added in an effort to enhance the objectivity of the ratings. Results: The sensitivity of the BPI-S compared with the BPI-01 was high (0.92 to 0.99), and so were the correlations between the analogous BPI-01 and the BPI-S sub-scales (0.96 to 0.99). Means and standard deviations were generated for both BPI versions in a Sex-by-age matrix, and in a Sex-by-ID Level matrix. Combined sex ranges are also provided by age and level of ID. Conclusion: In summary, the BPI-S is a very useful alternative to the BPI-01, especially for research and evaluation purposes involving groups of individuals.

Background: The Behavior Problems Inventory-01 (BPI-01) is an informant-based behaviour rating instrument for intellectual disabilities (ID) with 49 items and three sub-scales: "Self-injurious Behavior," "Stereotyped Behavior" and "Aggressive/Destructive Behavior." The Behavior Problems Inventory-Short Form (BPI-S) is a BPI-01 spin-off with 30 items. Methods: The psychometric properties of these two versions of the scale were computed using aggregated archival data from nine different sites in the USA, Wales, England, the Netherlands and Romania with a total of 1122 cases with a BPI-01 total score greater than 0. Results: The internal consistency of the BPI-01 and the BPI-S ranged from fair to excellent with the BPI-01 showing slightly stronger reliability. Construct validity (confirmatory and discriminant) was computed by comparing BPI sub-scale scores with the scores of four other behaviour rating scales (the Aberrant Behavior Checklist, the Diagnostic Assessment for the Severely Handicapped-II, the Nisonger Child Behavior Rating Form and the Inventory for Client and Agency Planning). Strong evidence for confirmatory and discriminant validity was found for both the BPI-01 and the BPI-S. Confirmatory fit indices for the BPI and the BPI-S were comparable and suggesting that the factor structures fit the data well. Conclusion: In summary, both BPI versions were found to be equally sound psychometrically and can be endorsed for future use. However, independent future studies are needed to replicate the psychometrics of the BPI-S with new data.

Progress in clinical research and in empirically supported interventions in the area of psychopathology in intellectual disabilities (ID) depends on high-quality assessment instruments. To this end, psychometric properties of four instruments were examined: the "Aberrant Behavior Checklist" (ABC), the "Assessment of Dual Diagnosis" (ADD), the "Anxiety, Depression and Mood Scale" (ADAMS), and the "Social Performance Survey Schedule" (SPSS). Data were collected in two community-based groups of adults with mild to profound ID (n = 263). Subscale reliability (internal consistency) ranged from fair to excellent for the ABC, the ADAMS, and the SPSS (mean coefficient [alpha] across ABC subscales was 0.87 (ranging from fair to excellent), the ADAMS subscales 0.83 (ranging from fair to good), and the SPSS subscales 0.91 (range from good to excellent). The ADD subscales had generally lower reliability scores with a mean of 0.59 (ranging from unacceptable to good). Convergent and discriminant validity was determined by bivariate Spearman rho correlations between subscales of one instrument and the subscales of the other three instruments. For the most part, all four instruments showed solid convergent and discriminant validity. To examine the factorial validity, Confirmatory Factor Analyses (CFA) were attempted with the inter-item covariance matrix of each instrument. Generally, the data did not show good fits with the measurement models for the SPSS, ABC, or the ADAMS (CFA analyses with the ADD would not converge). However, most of the items on these three instruments had significant loadings on their respective factors. (Contains 4 tables.)