Search

Formaldehyde occurs naturally in food and alcoholic beverages. Formaldehyde and alcoholic beverages can cause various health problems, including irritation of the eyes, nose, and throat, respiratory problems, and skin rashes. Alcoholic beverage samples (N = 236) were collected and analyzed for formaldehyde by liquid chromatography-tandem mass spectrometry. The highest average concentrations were detected in fruit wines (1.71 µg/g), followed by wines (1.15 µg/g), cheongju (0.95 µg/g), soju (0.85 µg/g), takju (0.64 µg/g) and beers (0.61 µg/g). We assessed the exposure and risk assessment to formaldehyde from alcoholic beverages based on the monitoring data for the general population and consumers in Korea using various schemes for point estimation. The daily intakes of formaldehyde for the general population and consumers were estimated to be 83 µg and 1202 µg, respectively. The mean hazard indexes (HI) for the general population and consumers in Korea were 0.009 and 0.132, respectively. On the other hand, the mean hazard indexes (HI) for the general population and consumers in Korea were 0.009 and 0.132, respectively. The exposure to formaldehyde in these alcoholic beverages for the Korean population was shown to be of low concern, but it is necessary to monitor the level of formaldehyde in alcoholic beverages and continuously conduct exposure assessment for consumers. [ABSTRACT FROM AUTHOR]

A large body of literature showed that word reading and listening comprehension-two proximal predictors of reading comprehension according to the simple view of reading – are related. Grounded on the direct and indirect effects model of reading, we examined the extent to which the relation is explained by domain-general cognitions or executive functions (working memory and attentional control) and emergent literacy skills (language and code-related skills including morphological awareness, phonological awareness, orthographic pattern recognition, letter naming fluency, and rapid automatized naming). Data were from English-speaking children in Grade 1 (N = 372; 52% boys; 60% White children, 26% African American children, 6% multiracial children, 6% Hispanic children, and 2% Asian American children). Results from structural equation models showed that word reading and listening comprehension were moderately related (.54). When working memory and attentional control were included as predictors, the relation became weaker (.39). When morphological awareness was additionally included, they were no longer related (.05). The other emergent literacy skills did not add explanatory power beyond executive functions and morphological awareness. These results indicate that executive functions and morphological awareness largely explain the shared variance between word reading and listening comprehension for English-speaking beginning readers. [ABSTRACT FROM AUTHOR]

Determination of sheet metal formability, which is commonly evaluated through a forming limit curve (FLC), is an essential task for part designs in the automotive engineering community. This study provides a coherent comparison among four theoretical FLC criteria including Swift's instability, Hill's localized neck, Storen–Rice bifurcation analysis, and Hora's MMFC. Within these criteria, closed-form solutions for FLC are available for fast and expensiveness explicitly estimating the forming limit diagram (FLD) of sheet metals. According to their closed-form solutions, an empirical suggestion is proposed to improve the accuracy of the theoretical FLC. Quantitative comparisons are then made to evaluate the performance of these criteria for numerous aluminum alloys and steel sheets which are frequently used in automotive industries. Based on the comparisons, the advantages and limitations of each model are discussed from a physical point of view, which appears to be a useful suggestion for selecting a proper theoretical model to evaluate the FLD of sheet metals without conducting experimental tests. [ABSTRACT FROM AUTHOR]

This study examined the extent of perspective taking and language features represented in secondary students' text-based analytical writing. We investigated (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students' English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students' text-based analytical essays (N= 195, Grades 7–12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students' text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing. [ABSTRACT FROM AUTHOR]

Studies have suggested that multiple features influence letter knowledge across different orthographies. Arabic offers a unique opportunity to investigate the relations of letter properties on letter knowledge, but research on Arabic letter knowledge is scarce. This study was designed to investigate (a) letter frequency, (b) letter sequence, (c) visual similarity, (d) developmental stage of the phonemes of the letters, and (e) diglossia as possible factors that contribute to Arabic letter knowledge. A total of 142 (Mean age = 67 months) native Arabic-speaking monolingual kindergartners were administered a letter knowledge task. Data were analyzed using Cross-Classified Generalized Random-Effects analysis, which allows partitioning of variance into that due to persons and due to letters to provide a more unbiased estimate of item-level variance. Results showed that letter frequency, late developing sounds, and diglossia were statistically significant when each was entered separately in a model whereas visual similarity and letter sequence were not. However, when all letter features were entered simultaneously, letter frequency was the only feature that contributed significantly to the prediction of Arabic letter knowledge. The present study underscores the important role of letter frequency in Arabic letter knowledge. Implications for assessment and instruction are discussed. [ABSTRACT FROM AUTHOR]

We examined the relation between reading prosody and reading comprehension, using a systematic review and meta-analysis to estimate the strength of the relation and to understand whether the strength of the relation varies by prosody feature (adult-like contour, F0 sentence-final declination, grammatical pauses, ungrammatical pauses, prosody scale), students' developmental phase of reading skill as examined by grade level, and orthographic depth. A total of 35 studies (N = 9,349; Grades 1–9, 8 languages) met inclusion criteria. Overall a moderate relation (.51) was found between reading prosody and reading comprehension. Furthermore, the strength varied by prosody feature such that the relation was stronger for prosody rating scale than for pitch indicators such as adult-like contour and F0 sentence-final declination. However, grade and orthographic depth were not significant moderators. These results suggest that the relation between reading prosody and reading comprehension is not unitary and should consider specific aspects of reading prosody. [ABSTRACT FROM AUTHOR]

To expand our understanding of script-general and script-specific principles in the learning of letter names, we examined how three characteristics of alphabet letters – their frequency in printed materials, order in the alphabet, and visual similarity to other letters – relate to children's letter-name knowledge in four languages with three distinct scripts (English [N = 318; M age = 4.90], Portuguese [N = 366; M age = 5.80], Korean [N = 168; M age = 5.48], and Hebrew [N = 645; M age = 5.42]). Explanatory item response modeling analysis showed that the frequency of letters in printed materials was consistently related to letter difficulty across the four languages. There were also moderation effects for letter difficulty in English and Korean, and for discriminatory power of letters in Korean. The results suggest that exposure to letters as measured by letter frequency is a language-general mechanism in the learning of alphabet letters. [ABSTRACT FROM AUTHOR]

We examined the relations between working memory, emergent literacy skills (e.g., phonological awareness, orthographic awareness, rapid-automatized naming), word reading, and listening comprehension to online reading processes (eye movements), and their relations to reading comprehension. A total of 292 students were assessed on working memory and emergent literacy skills in Grade 1, and eye movements, language, and reading skills in Grade 3. Structural equation model results showed that word reading was related to gaze duration and rereading duration, but listening comprehension was not. Working memory and emergent literacy skills were related to eye movements, but their relations to eye movements were largely mediated by word reading. Eye movements were related to reading comprehension, but not after accounting for word reading and listening comprehension. These results expand our understanding of reading development by revealing the nature of relations of emergent literacy skills, reading, and listening comprehension to online processes. [ABSTRACT FROM AUTHOR]

Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8-week instruction on phonological awareness and letter knowledge in Kiswahili. The comparison group received business-as-usual classroom instruction. Children in the treatment condition showed greater improvement in phonological awareness and letter-sound knowledge in Kiswahili and English (positive transfer; effect sizes from.37 to.95), whereas a negative effect was found in letter-name knowledge (interference; effect size, g = .27). No effects were found in reading, nor did the results vary by moderators (e.g., Kiswahili vocabulary). Path analyses revealed divergent patterns of results for different outcomes. Results provide causal evidence for cross-language transfer of phonological awareness and letter knowledge and offer important theoretical and practical implications. [ABSTRACT FROM AUTHOR]

Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from −.14 to.33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers’ sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers. [ABSTRACT FROM AUTHOR]

We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention. Interventionists provided intervention in small groups of 4 students, 25 min a day, 4 days a week for 8 weeks. Students in the spelling condition outperformed the control group on spelling measures, with moderate effect sizes noted for curriculum-based writing measures (e.g., correct word sequences;gs = 0.34–0.68). Students in the handwriting condition outperformed the control group on correct word sequences, with small to moderate effects on other handwriting and writing measures (gs = 0.31–0.71). Students in the combined condition outperformed the control group on correct word sequences, with a small effect on total words written (gs = 0.39–0.84). [ABSTRACT FROM PUBLISHER]

Reading buddies programs, which pair older and younger students to read books together on a regular basis, are common in many U.S. elementary schools. Yet, the research base on these programs is limited. Therefore, we conducted a quasiexperimental study of a reading buddies program targeting vocabulary and comprehension. The program we studied paired fourth-grade students with kindergarten students to read, talk, play, and write together. In all, 16 Grade 4 classrooms and 16 kindergarten classrooms participated in the treatment group and in the comparison group. The treatment included 10 one-hour sessions implemented over the course of roughly 10 weeks. Analyses revealed effects of treatment on proximal measures of vocabulary for both kindergarteners and fourth-grade students. However, there were no effects on distal measures for either group. Teachers' perceptions of the program are presented, and findings are discussed in light of the extant literature. [ABSTRACT FROM AUTHOR]

Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations. [ABSTRACT FROM AUTHOR]

It has been suggested that children acquire spelling by picking up conditional sound-spelling consistencies. To examine this hypothesis, we investigated how variation in word characteristics (words that vary systematically in terms of phoneme-grapheme correspondences) and child factors (individual differences in the ability to extract phonological, morphological, and orthographic information) simultaneously relates to spelling accuracy. A total of 143 Korean-speaking children were assessed on spelling 4 times from prekindergarten to kindergarten. Words in the spelling task systematically varied in orthographic transparency stemming from phonological shifts. At Time 1 they were also assessed on emergent literacy or linguistic awareness skills (e.g., phonological awareness, morphological awareness, letter-name knowledge). Explanatory item response model revealed that (a) growth trajectories of spelling differed as a function of orthographic transparency, and (b) the effect of emergent literacy skills on words of varying transparency differed as a function of children’s emergent literacy skill levels and time. [ABSTRACT FROM AUTHOR]

In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4 and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension, whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the long-term effects of 2 first-grade Response to Intervention (RTI) models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first-grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first-grade screeners as at risk or not at risk and then based on their RTI (no risk [NR], relative easy to remediate [ER], and requiring sustained remediation [SR]). Students in the dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the dynamic RTI condition had higher reading scores at the end of second grade than those in the typical RTI condition. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Antioxidant activity, total phenolic content, and flavonoids in onion were determined using the DPPH method, the Folin-Ciocalteu method, and high-performance liquid chromatography analysis, respectively. Myricetin was the most bioaccessible among flavonoids in both red and yellow onions after digestion. The result suggest that the antioxidant activity of yellow and red onions was stronger in the outer layer than in the inner layer and strong correlation was found between antioxidant activity and total phenolic content ( r2 == 0.927). [ABSTRACT FROM AUTHOR]

Background. Many of the inflammatory proteins that are expressed in asthmatic airways are regulated, at least partially, by nuclear factor (NF)-κB. Blockade of NF-κB activity has resulted in attenuation of the cardinal features of asthma. Thus, delineating the mechanisms involved in NF-κB activation in asthma might provide an interesting approach to improving the management of asthma. However, despite its importance, the mechanism for NF-κB activation in asthma has not yet been determined. Objective. To examine the role of IgE and IgG antibodies (Abs) in the activation of NF-κB in mouse lungs. Methods. To examine the effect of IgE, mice underwent intratracheal (i.t.) instillation of an IgE immune complex (IgE-IC) (anti-2,4-dinitrophenyl hapten (DNP) IgE + DNP-BSA or DNP-OVA) and anaphylactogenic anti-IgE (LO-ME-2). For IgG, mice underwent i.t. instillation with a complex of anti-chicken gamma globulin (CGG) IgG1 mAb + CGG. NF-κB activation was determined by gel shift assay. Small interfering RNA was used for blockade of p50 expression. The effect of tumor necrosis factor (TNF) blockade was determined using anti-TNF Ab. A previously established murine model of asthma was used to assess airway hyperresponsiveness (AHR). Results. A single i.t. instillation of either IgE-IC or LO-ME-2 failed to induce activation of NF-κB in the lungs. In contrast, single i.t. instillation of IgG-IC was capable of inducing NF-κB activation, as well as NF-κB-dependent proinflammatory molecules, such as TNF and CXC chemokines. Pretreatment of p50 small interfering RNA decreased bronchoalveolar lavage fluid levels of TNF and macrophage inflammatory protein-2 induced by IgG-IC instillation. Single i.t. instillation of IgG-IC caused the recruitment of neutrophils and macrophages into the airway and TNF-mediated late AHR, but failed to induce Th2 cell-mediated asthmatic phenotypes. Conclusion. IgG, but not IgE, is the major Ab that induces not only NF-κB activation and NF-κB-dependent proinflammatory molecules in the lungs but also subsequent recruitment of inflammatory cells into the airway and TNF-mediated late AHR. [ABSTRACT FROM AUTHOR]

The present study investigated proximal and distal predictors of reading comprehension by including latent factors such as alphabet knowledge, phonological awareness, semantic knowledge, word reading, oral reading fluency, and reading comprehension. The sample consisted of 79 five-year-old Korean-monolingual children who were assessed at the end of the school year. The results showed that alphabet knowledge, phonological awareness, and semantic knowledge latent variables were all positively and highly related to word-reading skills, but phonological awareness made a unique contribution above and beyond alphabet knowledge and semantic knowledge. Word reading was highly related to oral reading fluency and directly related to reading comprehension. Oral reading fluency, although a separate construct from word reading accuracy, was not uniquely related to reading comprehension after accounting for the effects of word reading and semantic knowledge. Semantic knowledge was fairly strongly and uniquely related to reading comprehension. [ABSTRACT FROM AUTHOR]