Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning.

Educators' language and literacy knowledge is considered important for informing classroom practices and thereby supporting children's early language and literacy development. This includes both disciplinary content knowledge (knowledge concerning how oral and written language are structured and map to one another) and knowledge for practice (knowledge of effective strategies and practices for supporting early language and literacy). In this study, we examined the associations among 485 early childhood educators' content knowledge and knowledge for practice, their observed language and literacy practices, and the emergent literacy learning of 2004 children enrolled in their classrooms. We found significant, positive correlations between measures of educators' content knowledge and knowledge for practice and classroom practice, indicating that early childhood educators with greater levels of knowledge tended to exhibit more desirable classroom language and literacy practices. We also found significant, positive associations between educators' knowledge and children's print concept, letter naming, and phonological awareness learning, but not children's oral language learning. The associations between educators' knowledge and children's print concept learning were mediated by classroom practice. Together, these results reiterate the importance of educators' language and literacy knowledge and also provide some support for practice as the mechanism through which knowledge relates to children's learning.

Psychometric Properties and Convergent Validity of the Chinese Version of the Rosenberg Self-Esteem Scale.

The present study used the Rasch rating scale model (RSM) to reassess the psychometric properties of the Chinese version of Rosenberg self-esteem scale (RSES) among 501 Grade 10 students in Taiwan. The reliability, dimensionality, and differential item functioning were examined. The dimensionality assumption was met after excluding item 8 ("I wish I could have more respect for myself."). The successive response categories for item 7 ("I feel that I am a person of worth, at least on an equal plane with others.") were not located in an expected order. After eliminating items 7 and 8 from analysis, the remaining 8-item RSES had acceptable fit statistics, good content coverage and high categorical omega, Rasch person and item reliability. The five response categories performed well; evidence for convergent validity was established through the high correlation between RSES and psychological being scores. Implications and recommendations for instrument users are discussed.

Relationship between serostatus disclosure and categories of HIV transmission risk in men who have sex with men living with HIV.

In prior studies, the relationship between serostatus disclosure and reduced HIV transmission risk has been mixed. The demonstration of a clear connection may be restricted by three main methodological limitations. This study evaluates the relationship between (1) more refined measures of serostatus disclosure and (2) eight categories of HIV transmission risk (lowest to highest risk) among men who have sex with men (MSM) living with HIV, while (3) considering a number of control variables. Results demonstrate that disclosure is more likely in sexual encounters involving no intercourse or involving protected and unprotected anal intercourse with HIV-positive partners than unprotected insertive anal intercourse with HIV-negative/unknown status partners. Additionally, substance use prior to sexual encounters is less likely in lower risk categories than the highest risk category. Results of this study are important to the design of future studies, prevention, and intervention programs for MSM and to the methods used to evaluate their effectiveness.

Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders.

BACKGROUND: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. AIMS: To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten. METHODS & PROCEDURES: Longitudinal data were collected on 191 preschoolers (mean = 42.4 months of age, SD = 11.6 months) with DLDs in special education classrooms during preschool and in kindergarten. Teacher-child relationship quality was assessed in preschool, and children's classroom-learning behaviours were measured in preschool and kindergarten. Regression models were used to examine the relationship between teacher-child relationship quality and children's concurrent and future classroom-learning behaviours. OUTCOMES & RESULTS: Positive teacher-child relationship quality in preschool was associated with better classroom-learning behaviours in preschool and kindergarten for children with DLDs. Preschool teacher-child relationship quality characterized by low levels of conflict and high levels of closeness was associated with positive classroom-learning behaviours during preschool. Teacher-child conflict but not closeness was predictive of children's classroom-learning behaviours in kindergarten. CONCLUSIONS & IMPLICATIONS: These results suggest that the quality of the teacher-child relationship for children with DLDs during preschool is associated within their learning-related behaviours in the classroom both concurrently and in the subsequent year. Findings suggest that teacher-child relationships should be explored as a mechanism for improving the learning-related behaviours of children with DLDs.

Understanding Risk for Reading Difficulties in Children With Language Impairment.

Purpose: The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method: Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results: Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion: Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.

Approaches to academic growth assessment.

BACKGROUND: There is much interest in assessing growth in student learning. Assessments of growth have important implications and affect many policy decisions at many levels. AIMS: In the present article, we review some of the different approaches to measuring growth and examine the implications of their usage. SAMPLE: Samples used in research on growth models typically include students enrolled in public schools that primarily serve kindergarten through the 12th grade. METHOD: Definitions of growth and gain are reviewed, and five types of growth models are examined: (1) Student Gain Score Model, (2) The Covariate Adjustment Model, (3) The Student Percentile Gain Model - referred to as single-wave value-added models, (4) Univariate Value-Added Response Models, and (5) Multivariate Value-Added Response Models. RESULTS: Modelling approaches are vastly different, whereas Student Gain Models are mathematically and conceptually simple, Multivariate Models are highly complex. CONCLUSION: Educators assessing growth must make critical decisions about measurement. The type of instrument that is selected and the type of analytic techniques selected are of great importance. Growth must be considered from technical, pedagogical, and policy perspectives.

The efficacy of serostatus disclosure for HIV Transmission risk reduction.

Interventions to assist HIV+ persons in disclosing their serostatus to sexual partners can play an important role in curbing rates of HIV transmission among men who have sex with men (MSM). Based on the methods of Pinkerton and Galletly (AIDS Behav 11:698-705, 2007), we develop a mathematical probability model for evaluating effectiveness of serostatus disclosure in reducing the risk of HIV transmission and extend the model to examine the impact of serosorting. In baseline data from 164 HIV+ MSM participating in a randomized controlled trial of a disclosure intervention, disclosure is associated with a 45.0 % reduction in the risk of HIV transmission. Accounting for serosorting, a 61.2 % reduction in risk due to disclosure was observed in serodisconcordant couples. The reduction in risk for seroconcordant couples was 38.4 %. Evidence provided supports the value of serostatus disclosure as a risk reduction strategy in HIV+ MSM. Interventions to increase serostatus disclosure and that address serosorting behaviors are needed.

Inpatient rehabilitation volume and functional outcomes in stroke, lower extremity fracture, and lower extremity joint replacement.

BACKGROUND: It is unclear if volume-outcome relationships exist in inpatient rehabilitation. OBJECTIVES: Assess associations between facility volumes and 2 patient-centered outcomes in the 3 most common diagnostic groups in inpatient rehabilitation. RESEARCH DESIGN: We used hierarchical linear and generalized linear models to analyze administrative assessment data from patients receiving inpatient rehabilitation services for stroke (n=202,423), lower extremity fracture (n=132,194), or lower extremity joint replacement (n=148,068) between 2006 and 2008 in 717 rehabilitation facilities across the United States. Facilities were assigned to quintiles based on average annual diagnosis-specific patient volumes. MEASURES: Discharge functional status (FIM instrument) and probability of home discharge. RESULTS: Facility-level factors accounted for 6%-15% of the variance in discharge FIM total scores and 3%-5% of the variance in home discharge probability across the 3 diagnostic groups. We used the middle volume quintile (Q3) as the reference group for all analyses and detected small, but statistically significant (P<0.01) associations with discharge functional status in all 3 diagnosis groups. Only the highest volume quintile (Q5) reached statistical significance, displaying higher functional status ratings than Q3 each time. The largest effect was observed in FIM total scores among fracture patients, with only a 3.6-point difference in Q5 and Q3 group means. Volume was not independently related to home discharge. CONCLUSIONS: Outcome-specific volume effects ranged from small (functional status) to none (home discharge) in all 3 diagnostic groups. Patients with these conditions can be treated locally rather than at higher volume regional centers. Further regionalization of inpatient rehabilitation services is not needed for these conditions.

Development and Implementation of a Culturally Tailored Diabetes Intervention in Primary Care.

Diabetes education for ethnic minorities should address variations in values underlying motivations, preferences, and behaviors of individuals within an ethnic group. This paper describes the development and implementation of a culturally tailored diabetes intervention for Puerto Rican Americans that can be delivered by a health care paraprofessional and implemented in routine clinical care. We describe a formative process, including interviews with providers, focus groups with patients and a series of multidisciplinary collaborative workshops used to inform intervention content. We highlight the intervention components and link them to a well-validated health behavior change model. Finally, we present support for the intervention's clinical effects, feasibility, and acceptability and conclude with implications and recommendations for practice. Lessons learned from this process should guide future educational efforts in routine clinical care.

Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms.

In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed.

A brief culturally tailored intervention for Puerto Ricans with type 2 diabetes.

UNLABELLED: The information-motivation-behavioral skills (IMB) model of health behavior change informed the design of a brief, culturally tailored diabetes self-care intervention for Puerto Ricans with type 2 diabetes. Participants (n = 118) were recruited from an outpatient, primary care clinic at an urban hospital in the northeast United States. ANCOVA models evaluated intervention effects on food label reading, diet adherence, physical activity, and glycemic control (HbA1c). At follow-up, the intervention group was reading food labels and adhering to diet recommendations significantly more than the control group. Although the mean HbA1c values decreased in both groups ( INTERVENTION: 0.48% vs. CONTROL: 0.27% absolute decrease), only the intervention group showed a significant improvement from baseline to follow-up (p < .008), corroborating improvements in diabetes self-care behaviors. Findings support the use of the IMB model to culturally tailor diabetes interventions and to enhance patients' knowledge, motivation, and behavior skills needed for self-care.

A comparison of the genetic and clinical profile of men that respond and do not respond to the immediate antihypertensive effects of aerobic exercise.

We compared the genetic and clinical profile of men who lower and do not lower blood pressure (BP) after acute aerobic exercise. Volunteers were 45 men (Mean ± SEM, 43.5 ± 1.5 yr) with high BP (145.7 ± 1.5/85.7 ± 1.1 mmHg). They completed three experiments: nonexercise control and two cycle exercise sessions at 40% and 60% peak oxygen consumption, and were then instrumented to an ambulatory BP monitor. Logistic regression determined the genetic and clinical profile of men who lowered BP after exercise (responders [ExR n = 36]); and those who did not (nonresponders [ExNR n = 9]). ExR had higher C-reactive protein (CRP), high-density lipoprotein (HDL), the metabolic syndrome, family history of hypertension, more renin-angiotensin system (RAS) common alleles, and α-adducin Trp(460) and endothelial nitric oxide synthase (ENOS) C(786) risk alleles. ExNR had lower CRP and HDL, did not have the metabolic syndrome and a family history of hypertension, had more RAS risk alleles, and had the α-adducin Gly460Gly and ENOS T786T genotypes. This model had a sensitivity of 97.1%, specificity of 75.0%, and accounted for 46.3%-74.4% of the BP response. These results suggest genetic and clinical information may eventually be used to characterize people who do and do not respond to exercise as antihypertensive therapy.

Applications of hierarchical linear models for evaluations of health interventions: demystifying the methods and interpretations of multilevel models.

Despite the wide availability of statistical programs designed to deal with longitudinal data from a multilevel perspective, many applied researchers remain unfamiliar with the benefits of this methodology, particularly for the evaluation of interventions. The authors present an example of multilevel modeling as part of the analysis of evaluation data from an HIV intervention study. Strategies for understanding multilevel models using longitudinal (panel) data are demonstrated and discussed. The authors illustrate how multiple linear regression models provide a convenient conceptual background to understanding how hierarchical linear models can be developed and interpreted. Multilevel analysis results are compared and contrasted with typical approaches through general linear models for repeated-measures data. Analyses are presented using the SPSS and HLM 5 software.