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The current best evidence meta-analysis reanalyzed the data from a meta-analysis by Graham et al. (J Educ Psychol 115:1004–1027, 2023). This meta-analysis and the prior one examined if teaching writing improved the writing of students in Grades 6 to 12, examining effects from writing intervention studies employing experimental and quasi-experimental designs (with pretests). In contrast to the prior meta-analysis, we eliminated all N of 1 treatment/control comparisons, studies with an attrition rate over 20%, studies that did not control for teacher effects, and studies that did not contain at least one reliable writing measure (0.70 or greater). Any writing outcome that was not reliable was also eliminated. Across 148 independent treatment/control comparisons, yielding 1,076 writing effect sizes (ESs) involving 22,838 students, teaching writing resulted in a positive and statistically detectable impact on students’ writing (ES = 0.38). Further, six of the 10 writing treatments tested in four or more independent comparisons improved students’ performance. This included the process approach to writing (0.75), strategy instruction (0.59), transcription instruction (0.54), feedback (0.30), pre-writing activities (0.32), and peer assistance (0.59). In addition, the Self-Regulated Strategy Development model for teaching writing strategies yielded a statistically significant ES of 0.84, whereas other approaches to teaching writing strategies resulted in a statistically significant ES of 0.51. The findings from this meta-analysis and the Graham et al. (2023) review which included studies that were methodologically weaker were compared. Implications for practice, research, and theory are presented.

Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented. [ABSTRACT FROM AUTHOR]

Background: Newborn screening (NBS) for cystic fibrosis (CF) is universal in the United States. Protocols vary but include an immunoreactive trypsinogen (IRT) level and CFTR variant panel. California CF NBS has a 3-step screening: IRT level, variant panel, and CFTR sequencing if only one variant identified on panel., Methods: This was a cohort study of infants with CF born in California (2007-2021) to examine racial and ethnic differences in having a false-negative NBS result for CF and at which step the false-negative occurred. We examined how different CFTR variant panels would improve detection of variants by race and ethnicity: original 39-variant panel, current 75-variant panel, and all 402 disease-causing CFTR variants in the CFTR2 database., Results: Of the 912 infants born in California with CF, 84 had a false-negative result: 38 due to low IRT level and 46 with a high IRT value (but incomplete variant detection). Asian (OR 6.3) and Black infants (OR 2.5) were more likely to have a false-negative screening result than non-Hispanic white infants. The majority of false-negative screening (but CF diagnosis) cases among American Indian/Native Alaskan and non-Hispanic White infants were due to low IRT levels. The majority of Asian and Hispanic infants with false-negative screening had no variants detected. Detection of two CFTR variants was improved with the 75-variant panel in Black, Hispanic, and non-Hispanic White infants and with the 402-variant panel in Black, Hispanic, non-Hispanic White, and other race infants., Conclusions: Larger CFTR panels in NBS improved the detection of CF in all races and ethnicities., (© 2024 Wiley Periodicals LLC.)

Objective: To compare the long-term diagnostic transitions for cystic fibrosis (CF) and cystic fibrosis transmembrane conductance regulator (CFTR)- related metabolic syndrome (CRMS) side-by-side since the onset of newborn screening in California., Study Design: Using real-world data, we conducted a retrospective cohort study to compare long-term observations of CRMS and CF in California and the diagnostic transitions from one to the other using clinical and diagnostic metrics. The California Genetic Disease Screening Program newborn screening for CF employs an immunoreactive trypsinogen tier-1 laboratory test, followed by molecular testing. This approach captures CF and CRMS, a diagnosis of "watchful waiting" among infants at risk for CF but with signs and symptoms that may emerge outside the screening window. Waiting entails periodic diagnostic reviews that can continue for many years; the California Genetic Disease Screening Program routinely conducts 5 years of follow-up for each child identified with a disorder. We used categorial logistic regression to compare the transitions with CRMS., Results: After screening 5 944 700 newborns between July 2007 and July 2019, 694 CF cases and 1257 CRMS cases were identified. Of the 1257 CRMS cases, 66 (5.2%, 95% CI 3.9%-6.4%) transitioned from CRMS to CF (CRMS2CF) at a mean age of 3.3 years (median = 2.9 years). CRMS2CF cases had longer follow-up periods and were more likely later to develop positive sweat chloride and fecal elastase test results after 6 months of life than other CRMS cases., Conclusions: These results suggest that children who have a CRMS2CF transition are more likely to develop positive biochemical markers than other patients who are diagnosed as CRMS and have few clinical indications during the first 5 years of follow-up., Competing Interests: Declaration of Competing Interest The authors declare that there are no conflicts of interest. This research has had no funding from outside agencies and was not funded by research grants., (Copyright © 2024 Elsevier Inc. All rights reserved.)