What predicts word reading in Arabic?

Efficient and accurate word reading ability is critical for later reading success. As such, it is important to understand the component skills that underlie strong word reading ability. Although a growing research base points to the importance of phonological processing, morphological processing and orthographic processing for accurate and fluent word reading in Arabic, there are few studies that examine all three areas at one time to better understand their role in word reading. Additionally, it remains unclear whether the contribution of the various processes might differ across the early years when children are learning to read. 1,098 pupils in grades 1-3 participated in this study and took tests for phonological processing, morphological processing, orthographic processing, and word reading accuracy and fluency. According to the findings of regression analyses, the relative contribution of these underlying processes differed according to the method used to test word reading and the student's grade level. Regarding accuracy, several subscales of phonological processing and two measures of orthographic processing accounted for significant differences in word reading accuracy for first graders. For second grade students, nonword repetition, elision, and all three measures of orthographic processing accounted for variance. In third grade, elision and memory for digits, word creation and morpheme identification, and letter/sound identification and orthographic fluency were significant predictors of word reading accuracy. In terms of fluency, two subscales of phonological processing, two measures of orthographic processing, and two measures of morphological processing explained significant differences in word reading fluency for first graders. For second grade students, nonword repetition, elision, RAN-digits, isolation, segmenting and all the measures of orthographic processing and word creation explained unique variance in word reading fluency. In third grade, elision, RAN-letters, RAN-digits and phoneme isolation, all measures of orthographic processing and morphological processing, explained variance in word reading fluency. Implications and future directions in research are discussed.

Multiple sclerosis patients' response to COVID-19 pandemic and vaccination in Egypt.

Background: On 11 March 2020, WHO declared COVID-19 has become a pandemic. This had an impact on everyday activity for every person. For special groups such as multiple sclerosis patients, the situation is a little bit confusing. In this study, COVID-19 infection impact on MS patients, willingness for vaccination, percentage of vaccinated patients and adverse effects of different vaccines were investigated. This cross-sectional descriptive study included 160 Egyptian MS patients. Demographic and clinical characteristics of all patients were extracted from their files MS unit archives. All these patients were contacted either by telephone and an oral informed consent was taken or in-person on their scheduled follow-up and informed written consent was taken to join this study. Patients were asked about: COVID-19 infection, severity of infection, and vaccination using a special questionnaire developed by the authors. Results: Only 39 (24.3%) patients have had COVID-19 infection with confirmed diagnosis. Most of infected patients (84.6%) were treated at home with no need for hospital admission. Five patients (12.8%) reported symptom suggestive of relapses after COVID-19 infection. Sixty-five patients (40.6%) were vaccinated against COVID-19. Out of these vaccinated patients, 22 patients (33%) developed adverse events from vaccine. These adverse events were self-limiting and related to local injection site and general manifestations. MS relapse after vaccination was reported in 7.7% of the vaccinated group. Conclusion: Prevalence of COVID-19 infection and severity of infection were equal to general population. Risk of relapse is low either with infection or vaccination. No severe adverse events were reported after vaccination.

The impact of teacher preparation on preservice teachers' attitudes toward inclusive education in Qatar.

Teachers' beliefs and attitudes are a significant component in the development and success of inclusive education. Research indicates that the foundation of positive attitudes toward inclusive education can be established in preservice-teacher-preparation programs. This study examines the change in preservice teachers' attitudes toward inclusive education following an inclusion-centered course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and post-course. It was found that all the participants' attitudes toward inclusive education changed significantly. No significant differences between primary and secondary preservice teachers were found at the end of the course. The results illustrated that combining information-based instruction with structured fieldwork experiences can potentially change preservice teachers' attitudes toward inclusive education. Implications for practice and future directions in research are considered.

Social support, resilience, and quality of life for families with children with intellectual disabilities.

A family's quality of life (FQOL) has been shown to impact the quality of life for the child with intellectual disabilities. Therefore, it is important to understand the factors that contribute to FQOL to inform the types of interventions and supports that are provided to families. The goal of this study was to determine whether social support and resilience account for variance in Family Quality of Life as reported by mothers of children with intellectual disabilities. Eight-eight Qatari mothers responded to three surveys, the Brief Resilience Scale, the 2-Way Social Support Scale, and the Beach Center Family Quality of Life Scale. Regression results indicate that giving and receiving social support accounted for significant variance in FQOL, explaining 62 % of the variance. Resilience was not a significant predictor. Implications for research and practice are discussed.

Changing teachers' negative attitudes toward persons with intellectual disabilities.

The current study aims at changing teachers' negative attitudes toward persons with intellectual disabilities. The intervention is based on the argument that providing information is not sufficient to achieve lasting change of attitudes toward people with disabilities, and that contact is required as an additional element to show positive results. A pretest-posttest intervention was conducted using three conditions: (a) cognitive intervention, (b) cognitive and behavioral intervention involving contact with the target group, and (c) no-intervention control. The participants comprised 18 teachers, with 6 teachers in each group. Following baseline assessments of attitudes, attitude change was measured immediately following the intervention and at a follow-up 12 weeks postintervention. The cognitive intervention provided information about intellectual disability and challenged stereotypic conceptions about persons with intellectual disabilities. The behavioral intervention involved being engaged in work with and training persons with intellectual disabilities in sheltered workshops. The results showed that the cognitive intervention alone did not result in significant changes in attitudes toward persons with intellectual disabilities. However, the combined cognitive-behavioral intervention resulted in greater attitude change than the no-intervention condition, both immediately postintervention and at a 12-week follow-up. The findings are discussed with regard to models of attitude change. The study concludes with some recommendations for teacher training programs to be attended to.

Synthesis of a library of 2-alkyl-3-alkyloxy-2H-indazole-6-carboxamides.

A library of 200 2-alkyl-3-alkyloxy-2H-indazole-6-carboxamides was synthesized using parallel solution-phase methods. The indazole cyclization reaction was optimized for library production with the best yields resulting from controlled alcohol/water solvent ratios. The key step, a heterocyclization reaction, proceeds by N,N-bond formation and delivers the 2H-indazole scaffold. Automated preparative HPLC was utilized to provide pure compounds on a 10+ mg scale.

A photodissociation study of CH2BrCl in the A-band using the time-sliced ion velocity imaging method.

Employing a high-resolution (velocity resolution deltanu/nu<1.5%) time-sliced ion velocity imaging apparatus, we have examined the photodissociation of CH2BrCl in the photon energy range of 448.6-618.5 kJ/mol (193.3-266.6 nm). Precise translational and angular distributions for the dominant Br(2P32) and Br(2P12) channels have been determined from the ion images observed for Br(2P32) and Br(2P12). In confirmation with the previous studies, the kinetic-energy distributions for the Br(2P12) channel are found to fit well with one Gaussian function, whereas the kinetic- energy distributions for the Br(2P32) channel exhibit bimodal structures and can be decomposed into a slow and a fast Gaussian component. The observed kinetic-energy distributions are consistent with the conclusion that the formation of the Br(2P32) and Br(2P12) channels takes place on a repulsive potential-energy surface, resulting in a significant fraction (0.40-0.47) of available energy to appear as translational energy for the photo fragments. On the basis of the detailed kinetic-energy distributions and anisotropy parameters obtained in the present study, together with the specific features and relative absorption cross sections of the excited 2A', 1A", 3A', 4A', and 2A" states estimated in previous studies, we have rationalized the dissociation pathways of CH2BrCl in the A-band, leading to the formation of the Br(2P32) and Br(2P12) channels. The analysis of the ion images observed at 235 nm for Cl(2P(32,12)) provides strong evidence that the formation of Cl mainly arises from the secondary photodissociation process CH2Cl + hnu --> CH2 + Cl.