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This study compared two interventions: one focusing on language and storybook reading and the other on alphabetic skills and writing. Seventy-one preschoolers aged 3-5 from a low SES township in central Israel (35 in the reading program and 36 in the writing program) participated in evaluation of the interventions. Twenty-four untreated preschoolers served as a control group. The children were tested twice, at the beginning and at the end of the school year, in: phonological awareness, word writing, letter knowledge, orthographic awareness, listening comprehension, receptive vocabulary, and general knowledge. Both programs involved games and creative activities. The writing program encouraged letter knowledge, phonological awareness, and functional writing activities. The reading program utilized 11 children's books for focusing on language and exploring major concepts raised by these books. Results indicated that children in the two literacy programs progressed significantly more than the control group on phonological awareness and orthographic awareness. However, the joint writing group significantly outperformed both the joint reading group and the control group on phonological awareness, word writing, orthographic awareness, and letter knowledge. We also found that children as young as 3-4 years gained from literacy programs as much as did older children, aged 4-5, on all the measures assessed in our program.

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The M and S molecular forms of Anopheles gambiae are undergoing speciation as they adapt to heterogeneities in the environment, spreading malaria in the process. We hypothesized that their divergence despite gene flow is facilitated by reduced recombination at the centromeric (proximal) end of the X chromosome. We sequenced introns from 22 X chromosome genes in M and S from two locations of West Africa where the forms are sympatric. Generally, in both forms nucleotide diversity was high distally, lower proximally, and very low nearest the centromere. Conversely, differentiation between the forms was virtually zero distally and very high proximally. Pairwise comparisons to a close relative, the sibling species Anopheles arabiensis, demonstrated uniformly high divergence regardless of position along the X chromosome, suggesting that this pattern is not purely mechanical. Instead, the pattern observed for M and S suggests the action of divergent natural selection countering gene flow only at the proximal end of the X chromosome, where recombination is reduced. Comparison of sites with fixed differences between M and S to the corresponding sites in A. arabiensis revealed that derived substitutions had been fixed in both forms, further supporting the hypothesis that both have been under selection. These derived substitutions are fixed in the two West African samples and in samples of S from western and coastal Kenya, suggesting that selection occurred before the forms expanded to their current ranges. Our findings are consistent with a role for suppressed genetic recombination in speciation of A. gambiae. gene flow | natural selection | polymorphism | recombination reproductive isolation

Emerging species within the primary malaria vector Anopheles gambiae show different ecological preferences and significant prezygotic reproductive isolation. They are defined by fixed sequence differences in X-linked rDNA, but most previous studies have failed to detect large and significant ifferentiation between these taxa elsewhere in the genome, except at two other loci on the X chromosome near the rDNA locus. Hypothesizing that this pericentromeric region of the X chromosome may be accumulating differences faster than other regions of the genome, we explored the pattern and extent of differentiation between A. gambiae incipient species and a sibling species, A. arabiensis, from Burkina Faso, West Africa, at 17 microsatellite loci spanning the X chromosome. Interspecific differentiation was large and significant across the entire X chromosome. Among A. gambiae incipient species, we found some of the highest levels of differentiation recorded in a large region including eight independent loci near the centromere of the X chromosome. Outside of this region, no significant differentiation was detected. This pattern suggests that selection is playing a role in the emergence of A. gambiae incipient species. This process, associated with efficient exploitation of anthropogenic modifications to the environment, has public health implications as it fosters the spread of malaria transmission both spatially and temporally.

Two scales of mothers' mediation of their children's writing based on Aram and Levin (2001) were developed and tested in 67 mother-child Hong Kong Chinese dyads in three grade levels - second-year kindergarten, third-year kindergarten, and first grade. With children's ages, grades, and non-verbal IQs, as well as mothers' education levels statistically controlled in a regression equation, the four strategies of the 'Print Mediation' scale, a measure of mother-child joint writing productions, explained a unique 10% of the variance in children's word reading. These four strategies tended to change with age such that higher autonomy was more common among older children and lower autonomy was more prevalent among younger children. In a separate hierarchical regression equation, the 'Literate Mediation' scale, tapping specific writing strategies, explained a unique 8-11% of the variance in children's word reading. A prevalence of copying strategies tended to be negatively associated with reading skill and a prevalence of morphologically based strategies tended to be positively associated with reading skill, even apart from age and grade level. Findings demonstrate some strong developmental trends in the writing process but also suggest that a more analytic approach to Chinese character writing may be helpful for literacy development, even among the youngest children. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated mother-child storybook telling and joint writing as predictors of early literacy among kindergartners with hearing loss. Method: Participants were 30 Israeli kindergartners with hearing loss and their mothers. Early literacy assessments tapped children's alphabetic skills (e.g., word writing, word recognition, and letter knowledge) and linguistic skills (e.g., phonological awareness, general knowledge, and receptive vocabulary). Each mother told her child the story of a wordless book and helped her child write words. Both interactions were videotaped and analyzed. Results: Our major findings showed that maternal storybook telling correlated with linguistic skills, and maternal writing mediation correlated with basic alphabetic skills. A series of 3-step hierarchical regression analyses revealed that beyond children's age, children's degree of hearing loss, and joint writing, storybook telling predicted children's phonological awareness (22%), general knowledge (28%), and receptive vocabulary (18%). Beyond children's age, children's degree of hearing loss, and storybook telling, joint writing, predicted word writing (15%), word recognition (31%), and letter knowledge (36%). Implications: Recommendations focused on encouraging parent and teacher awareness about the differential contributions of storybook telling and writing mediation to early literacy. We also advocated enhancing parents' skills for promoting children's literacy. [ABSTRACT FROM AUTHOR]

The current study examined the early literacy skills of kindergartners with hearing loss who were enrolled in individual inclusion or group inclusion programs as well as those of children with typical hearing. We also examined the relationship between early literacy skills and background variables such as degree of hearing loss, type of sensory aid used, age at onset of rehabilitation and family's socioeconomic status. Forty-two children participated: 16 were children with hearing loss in a group inclusive program, 15 were children with hearing loss in an individual inclusive program and 11 were children with typical hearing. We evaluated the following early literacy skills: word identification, writing level, phonological awareness, letter identification, orthographic awareness, general knowledge and vocabulary. Main findings indicated that children with hearing loss in the individual inclusive program yielded better achievements compared to those enrolled in the group inclusive program regarding phonological awareness, letter identification, general knowledge and vocabulary. Achievements of children with typical hearing in these parameters surpassed those of children with hearing loss in either of the inclusive programs. No statistically significant differences emerged between individual and group inclusive programs regarding reading, writing or orthographic awareness. Achievements of the hearing children in these parameters surpassed those enrolled in group inclusion but did not differ statistically from those enrolled in individual inclusion. Our findings showed a negative correlation between general knowledge and degree of hearing loss. Also, general knowledge, reading and writing correlated with age at onset of rehabilitation; no correlation emerged between socioeconomic status and children's early literacy skills. The results suggest that gaps in the academic achievements associated with literacy between children with and without hearing loss, as well as between children with hearing loss enrolled in different inclusive programs, already appear in kindergarten. Focusing on training and improvement of pre-literacy capabilities in kindergarten may decrease those gaps. [ABSTRACT FROM AUTHOR]

The condition of hyperlexia, often associated with autism, is a rare disorder in which children read words precociously but show little comprehension, markedly poor language, behavioral, and interpersonal skills. The relationship of hyperlexia and dyslexia has never been investigated, although suggestions have been made that the two conditions may be related. In light of current research on familial factors in autism, language disorder, dyslexia, and, recently, hyperlexia, this study investigated family histories of twelve hyperlexic children in regard to language, reading, writing, spelling, and other learning problems, handedness, and presence of allergies. Results suggest a distinct familial tendency to disorders of language, reading, writing, and spelling in male relatives, along with an unusually high instance of nonleft-handedness. Allergy information is inconclusive. Descriptive data are presented, and the relationship of symptomatology in hyperlexia and dyslexia is described and discussed. It is suggested that hyperlexia may represent a point of convergence of several genetically-linked developmental disorders. [ABSTRACT FROM AUTHOR]

School counselors' occupational plans were investigated in terms of the mediating role of occupational self-efficacy including three antecedents (role clarity, role autonomy, social support) on three outcomes (life satisfaction, job satisfaction, occupational plans) among 483 female Israeli school counselors, aged 26-69. High levels of the three antecedents were associated with high levels of occupational self-efficacy, which in turn was associated with high levels of life and job satisfaction and with counselors' plans to remain in their profession. The antecedents also demonstrated direct effects with job satisfaction. This emphasizes the importance of occupational self-efficacy in counselor retention and its antecedents., (© The Author(s), under exclusive licence to Springer Nature B.V. 2021.)

The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads ( n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.

Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter-sound correspondence), print support (letter formation), and demand for precision (expectation for correcting writing errors). Parents primarily relied on only a couple print (i.e., parent writing the letter alone) and graphophonemic (i.e., saying the word as a whole, dictating letters as children write) strategies. Graphophonemic and print support in preschool predicted children's decoding skills, and graphophonemic support also predicted children's future phonological awareness. Neither type of support predicted children's vocabulary scores. Demand for precision occurred infrequently and was unrelated to children's outcomes. Findings demonstrate the importance of parental writing support for augmenting children's literacy skills.

Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers scored significantly higher on the visual task than did less good readers. In Study 2, we followed 215 Hong Kong Chinese kindergartners across 1year, with word reading and visual skills tested twice. In this study, word reading at Time 1 by itself predicted 13% of unique variance in visual skill at Time 2. Together, these results underscore the potential importance of the process of learning to read for shaping one's visual spatial skill development., (Copyright © 2010 Elsevier Inc. All rights reserved.)

The present study examined invented spelling of pinyin (a phonological coding system for teaching and learning Chinese words) in relation to subsequent Chinese reading development. Among 296 Chinese kindergartners in Beijing, independent invented pinyin spelling was found to be uniquely predictive of Chinese word reading 12 months later, even with Time 1 syllable deletion, phoneme deletion, and letter knowledge, in addition to the autoregressive effects of Time 1 Chinese word reading, statistically controlled. These results underscore the importance of children's early pinyin representations for Chinese reading acquisition, both theoretically and practically. The findings further support the idea of a universal phonological principle and indicate that pinyin is potentially an ideal measure of phonological awareness in Chinese.

Twenty-four children (4-17 years) with unilateral left (N = 14) or right (N = 10) hemisphere damage and 24 age-matched controls were tested on their ability to presuppose the truth of factive sentences e.g., "Max knew that he locked the door," and to infer the truth or falsity of implicative sentences "Max remembered to lock the door." Experimental sentence types varied according to the type of inference, the semantic features of the verb (factive vs. implicative), the presence and type of negation (lexical or syntactic), and the syntax of the complement (tensed or infinitive). Relative to age-matched controls, left lesion subjects were deficient in both their presupposition and implication performance, particularly when such inferences required the computation of negation scope. Right lesion subjects exhibited a somewhat more selective deficit; one limited to implication, but not presupposition, and one limited to lexical but not syntactic forms of negation.