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Novel MED12 variant in a multiplex Fragile X syndrome family: dual molecular etiology of two X-linked intellectual disabilities with autism in the same family
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In: ISSN: 0301-4851 ; EISSN: 1573-4978 ; Molecular Biology Reports ; https://hal-riip.archives-ouvertes.fr/pasteur-03565723 ; Molecular Biology Reports, Springer Verlag, 2019, 46 (4), pp.4185 - 4193. ⟨10.1007/s11033-019-04869-6⟩ (2019)
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Vaccination coverage in the context of the emerging Yellow Fever threat in French Guiana
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In: ISSN: 1935-2727 ; EISSN: 1935-2735 ; PLoS Neglected Tropical Diseases ; https://hal-pasteur.archives-ouvertes.fr/pasteur-02935032 ; PLoS Neglected Tropical Diseases, Public Library of Science, 2019, 13 (8), pp.e0007661. ⟨10.1371/journal.pntd.0007661⟩ (2019)
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Youth-Sized Lab Coats: When Children Become Doctors Through Adolescent Healthcare Brokering
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In: Social Sciences (2019)
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Nonnative implicit phonetic training in multiple reverberant environments.
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In: Attention, perception & psychophysics, vol 81, iss 4 (2019)
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| 6 |
Promotion of Healthy Humor Cancer Education Messages for the Deaf Community.
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In: Journal of cancer education : the official journal of the American Association for Cancer Education, vol 34, iss 2 (2019)
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Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
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In: Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M; & Snow, Catherine E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32(4), 983 - 1007. doi:10.1007/s11145-018-9898-6. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/6414z5pr (2019)
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| 8 |
Children's biobehavioral reactivity to challenge predicts DNA methylation in adolescence and emerging adulthood.
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In: Developmental science, vol 22, iss 2 (2019)
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| 9 |
Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
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In: READING AND WRITING, vol 32, iss 4 (2019)
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| 10 |
The health profile of newly-arrived refugee women and girls and the role of region of origin: using a population-based dataset in California between 2013 and 2017.
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In: International journal for equity in health, vol 18, iss 1 (2019)
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| 11 |
The Heart-Art of Conferencing: Latino Adolescent Students and the Co-construction of Transformative Writing Conferences
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Pathogenic variants in USP7 cause a neurodevelopmental disorder with speech delays, altered behavior, and neurologic anomalies.
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In: Genetics in medicine : official journal of the American College of Medical Genetics, vol 21, iss 8 (2019)
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| 14 |
Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices
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Abstract:
Early reactions suggest that secondary teachers need support implementing the Common Core State Standards, specifically when teaching close reading strategies with complex disciplinary texts to vulnerable readers. This mixed-methods study conducted in a formative experiment paradigm (Reinking & Bradley, 2008) aimed to provide explanatory theories generated by applying a grounded theory approach to data analysis. An ethnographic case study design framed the grounded theory (Glaser & Strauss, 1967) and the formative experiment. I wanted to understand how two teachers adjusted their curriculum and instruction to create a more rigorous experience for vulnerable readers. I also sought to explore how such an approach affected the academic identities of these students. Teacher surveys, teacher interviews, student interviews, student surveys, student work, reading assessments, classroom observations, and teacher planning sessions provided evidence about how readers in two classrooms make sense of text and the strategies that support their comprehension and engagement during two curricular units that involve close reading of disciplinary texts. The units were used by students in two Special Day English classrooms at two different school sites and were co-designed by each high school teacher and myself. Reflections upon the first curricular unit informed the planning for the second curricular unit in each class. Also, I followed three students into at least one of their other disciplinary classes to understand their experiences with discipline-specific literacy instruction, both in the language arts and their disciplinary classes. Finally, I interviewed students about their in-school and out-of-school literacy practices, again to look for evidence of transfer from the units to their everyday repertoire of practices. Results indicate that both teachers, as they implemented the collaboratively planned lessons, asked predominantly open-ended questions that expected students to include textual evidence in their responses and did not have predetermined answers. This behavior was contrary to what I expected at the beginning of my study because I expected teachers might have predetermined answers. When responding to each teacher’s instruction, students referenced the text in supporting the claims they developed on their own. In both classrooms, some of the students’ academic identities improved during the study. All students reported rich relationships with text outside of school; however, only some students experienced success with reading complex disciplinary text in their English class. Overall findings suggest a positive effect of open-ended tasks that require students reference both the text and the knowledge that they bring to the task in forming arguments and applying understandings gained while reading. Future studies including a greater number of teachers from a range of disciplines who implement instruction with more students over a longer period of time would be beneficial in developing a more robust database about the power and influence of close reading practices.
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Keyword:
Adolescent literacy; Close reading; Curriculum development; Disciplinary literacy; Literacy; Pedagogy; Reading instruction; Vulnerable readers
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URL: https://escholarship.org/uc/item/02w5k412
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| 15 |
Time Points: A Gestural Study of the Development of Space-Time Mappings.
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In: Cognitive science, vol 43, iss 12 (2019)
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| 16 |
Navigating a Climate of Fear: Adolescent Arrivals and the Trump Era
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| 17 |
STXBP1-associated neurodevelopmental disorder: a comparative study of behavioural characteristics. ...
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| 18 |
Pilotstudie zur Evaluation eines strukturierten Behandlungsprogrammes (CTC - Cut the Cut) für selbstverletzende Jugendliche unter Einbezug der Patientenzufriedenheit ...
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| 19 |
Impact of training conferences on high-school students’ knowledge of sexually transmitted infections (STIs) ...
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Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
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In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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