Comprehension of Connectives: Development Across Primary School Age and Influencing Factors.
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ABSTRACT:
SUBMITTER: Volodina A
PROVIDER: S-EPMC7272772 | biostudies-literature | 2020
REPOSITORIES: biostudies-literature
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Project description:Background:Childhood overweight/obesity is a fast growing public health problem in developing countries. The adverse health consequences of obesity have been attributed to higher body fat levels and this has drawn overwhelming attention towards more accurate assessment of body fat. The goal of this study is to evaluate the relationships between selected behavioral factors and percentage body fat (%BF) estimated using bioelectrical impedance analysis in school-age children. Methods:A cross-sectional analysis was carried out in randomly selected 6- to 11-year-old children (507 boys and 501 girls). Percentage body fat was assessed using bioelectrical impedance analysis. The behavioral factors were reported by parents using a structured questionnaire. Multiple quantile regression analysis was used to evaluate the relationship between the selected behavioral factors and %BF. Results:With quantile regression, the daily consumption of fruits and vegetables, daily breakfast consumption, and high physical activity (>4-7 times/week) were significantly (p < 0.001) associated with a 4.95, 3.29, and 3.66 decrease in median %BF, respectively. Also, consumption of snacks (>3 times a day) (p < 0.001), high sedentary lifestyle (>3-6?hours/day) (p < 0.001), and motorization to school (p < 0.005) significantly increased the median %BF by 3.69, 3.01, and 1.39, respectively. The largest changes in median %BF were observed in girls. Conclusions:Efforts are needed using longitudinal studies to clarify the effects of these behavioral factors on %BF in different regions and ethnic groups of Cameroon and also to assess whether any observed differences are of clinical relevance.
| S-EPMC6378010 | biostudies-literature
Project description:Understanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students' outstanding reading performance internationally is commonly attributed to the implementation of reading comprehension models in its Chinese language curriculum, however, the understanding of teachers' conceptions of reading comprehension is still very limited. This phenomenographic study interviewed 28 in-service Chinese language teachers from eight Hong Kong primary schools and illustrated the elicited conceptions of a model of reading comprehension processes (i.e., Six Types of Reading Comprehension Process Model, a widely used model in Hong Kong). The three categories of teachers' conceptions found are as follows: understanding basic ideas of a text, sequential development of holistic comprehension skills, and fostering independent readers. This study further employed sense-making theory to investigate the formulation of the teachers' conceptions. It is found that the conceptions were shaped when teachers' conventional practices that focused on rote-learning interplayed with the continual regulating means of the implementation. Teachers are also highly influenced by factors like attainability by their students and agreement with own philosophy. This study also implied that teachers' beliefs will need to be brought to light in order for new learning to happen.
| S-EPMC7221181 | biostudies-literature
Project description:ObjectiveTo identify changes in work-related psychological attitudes that influence mental health improvement in school teachers after participation in a psychological group program.MethodsIn an exploratory study with N = 544 matched cases we combined a screening instrument for general mental health (GHQ) with measures of work-related behavioral and experiential patterns (AVEM). We compared four GHQ change types pre and post intervention with regard to their performance on eleven sub-scales that figure as professional resources. Factors that showed significant relative changes and thus (likely) contributed to improved health status were identified by means of pairwise t-tests and corresponding effect sizes.ResultsDecreases in willingness to work to exhaustion (VB), in striving for perfection (PS), and in the tendency for resignation in the face of failure (RT), as well as an increase of distancing ability (DF) and of inner calm and balance (IR) appear to be the main factors influencing health improvement in the intervention. Simultaneously, an increase of satisfaction with life (LZ) is observed.ConclusionsThe balanced use of professional resources is a critical ingredient in maintaining teachers' health. Adjusting the balance between commitment and resistance through factors found in this analysis help teachers in maintaining and strengthening resilience. The coaching program addresses these factors by focusing on personal attitudes and good interpersonal relationships in the school environment.
| S-EPMC6203395 | biostudies-literature
Project description:Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration-a multi-component view-to examine individual differences in reading comprehension in school-age children (8-14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002-2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension.
| S-EPMC5735033 | biostudies-literature
Project description:Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today's society. However, to date, appropriate measurements to map late elementary students' reading strategies are lacking. In this respect, the present article first describes the development and validation of the 26-item reading comprehension strategies questionnaire (RCSQ). To this aim, exploratory (sample 1: n = 1585 students) and confirmatory (sample 2: n = 1585 students) factor analyses were conducted. These analyses resulted in the RCSQ, consisting of five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, and (4) evaluating. For non-native and bilingual students, a fifth subscale 'using home language in view of comprehending texts' emerged. Second, multilevel analyses were performed to explore individual differences in late elementary students' reading comprehension strategy use. Implications for practice and future research are discussed.
| S-EPMC9848395 | biostudies-literature
Project description:Introduction: Visual impairment is a concern in premature infants as perinatal factors may alter maturation during visual development. This observational study aimed at evaluating visual maturation at term equivalent age and factors associated with impaired visual maturation. Methods: Infants born before 32 weeks' gestation were evaluated with routine brain MRI, visual acuity, refraction, fundus, and clinical eye examination. Environmental factors were collected from infant's files. Results: Fifty-four infants (29.5 ± 1.7 weeks' gestation, birth weight 1194 ± 288 g) were studied at term equivalent age. Visual acuity was higher in premature infants at term equivalent age than in a reference publication with the same method in term newborns at birth (1.54 ± 0.67 vs. 0.99 ± 0.40 cycles/degree, p = 0.008). In multivariate analysis, abnormal brain MRI was the only factor associated with visual acuity (r 2= 0.203; p = 0.026). Incomplete retinal vascularization was observed in 29/53 of infants at term equivalent age and associated with MRI abnormalities of the posterior fossa (p = 0.027) and larger refractive sphere difference between both eyes (1.2 ± 0.8 vs. 0.6 ± 0.4 diopters; p = 0.0005). Retinopathy of prematurity was associated with indices of smaller cerebral volume (p = 0.035). Conclusion: Higher visual acuity in premature infants at term equivalent age than in term newborns at birth may be related to longer visual experience from birth. Lower visual acuity was correlated with abnormal MRI in preterm infants at term equivalent age.
| S-EPMC6255895 | biostudies-literature
Project description:BackgroundInformed consent is the first step of every medical procedure and is considered a standard of care for patients undergoing medical interventions. Our study seeks to evaluate patients' understanding of the procedure they consented to and the factors affecting the degree of understanding.MethodsIn this cross-sectional study, we used an anonymous postprocedural questionnaire to assess our patients' understanding of the procedure being performed and their level of satisfaction. It was conducted between June 2021 and January 2022 on every consenting patient who declined English interpreter services and was undergoing a first elective lumbar epidural steroid injection.ResultsThe mean age of 201 subjects was 57.3 (23-90) years, with a race distribution of Black (44.3%), White (31.8%), and other races (23.9%). 15.9% of our subjects worked in the medical field. Older age and patients identified as Black and other races had a positive correlation with the propensity to predict a poor understanding of consent. This study failed to demonstrate any difference in understanding of informed consent content between the different subgroups when stratified by assigned sex at birth, level of education, and profession. Patients' expectation from the treatment was classified as desperate (will take any help they can) in 78 patients (38.8%), feeling hopeful (expecting partial improvement in their symptoms) in 52 patients (25.9%), and being optimistic (will obtain full recovery from this injection) in 71 patients (35.3%). 192 patients (95.5%) were very satisfied with the consent process. Seven patients (3.5%) stated that they wanted more information, and 2 patients (1.0%) did not understand the explanation. 180 patients (89.6%) were satisfied with the overall experience, while 21 patients (10.4%) were not. The Wilks test (likelihood-ratio test) resulted in a p value of 0.023 and was deemed statistically significant for a relationship between understanding of consent and the satisfaction of the patient from the procedure.ConclusionsAlthough patients carry a variable expectation of procedures, most patients in our pain clinic have a high level of satisfaction despite having a poor understanding of the procedure provided via informed consent. Although our patients' level of objective comprehension is low, those with a better understanding of the procedure tend to have a more satisfactory experience.
| S-EPMC9931461 | biostudies-literature
Project description:OBJECTIVE:This study aims to determine the social determinants and behavioural factors influencing frequency of toothbrushing among primary school children residing in the rural community of Lithgow in New South Wales, Australia. All six primary schools of Lithgow were approached to participate in a cross-sectional survey prior to implementation of water fluoridation. A validated oral health survey questionnaire was completed by 703 parents of the children. Multivariable logistic regression analysis was employed to determine significant predictors associated with frequency of toothbrushing. RESULTS:Parents with a positive attitude towards water fluoridation had 74% higher odds (OR?=?1.74, 95% CI 1.17-2.60) of their children brushing twice or more daily. Children living in a single parent household had 34% reduced odds (OR?=?0.66, 95% CI 0.43-0.99) of brushing twice daily. Poor maternal oral health was significantly associated with suboptimal dental hygiene practices in children, where mothers who had any tooth extracted had 7% reduced odds of their children brushing their teeth twice or more daily (OR?=?0.93, 95% CI 0.90-0.97). Subsequently, children with increased consumption of chocolates per day were less likely to brush twice or more daily. Finally, children with dental insurance had two times higher odds (OR?=?2.04, 95% CI 1.40-2.96) of brushing twice daily.
| S-EPMC7456049 | biostudies-literature
Project description:BackgroundThis current study set out to investigate the status of sleep health in 7-20-year-old students in Fuzhou and explore the related influencing factors of sleep health.MethodsA total of 38,467 children and adolescents in Fuzhou were included in the study through a random stratified cluster sampling. Data were collected from May to June 2019, in 18 primary schools and 18 middle schools from nine districts, Fuzhou. Children's parents and adolescents of sampled classes were invited to fill out a series of questionnaires about the performance of the last 6 months (sociodemographic characteristics, sleep-related lifestyle behaviors, and electronic-products usage). Multiple linear regression was carried out to analyze data.ResultsOf the total 40,888 questionnaires we released, 38,467 were valid and effective with the response rate was 94.08%. The age of the surveyed participants was 11.85 ± 3.1, including 20,013 boys and 18,454 girls. The multiple linear regression analysis identified factors associated with sleep health (p < 0.05): Boy (coef = 0.073, 95% CI: 0.030-0.115), age (coef = 1.797, 95% CI: 0.224-0.243), key school (coef = 2.069, 95% CI: 0.105-0.193), urban (coef = 0.096, 95% CI: 0.054-0.139), excessive daytime sleepiness (coef = 0.535, 95% CI: 0.432-0.639), unhealthy sleep habits (coef = 0.363, 95% CI: 0.307-0.419), eating before sleep (coef = 0.578, 95% CI: 0.527-0.630), using electronic products in bedroom (coef = 0.074, 95% CI: 0.028-0.121), screen time per day during school (coef = 0.260, 95% CI: 0.235-0.284), frequency of using electronics 30 min before bedtime (coef = 0.150, 95% CI: 0.134-0.166), strained relationship with parents (coef = 0.361, 95% CI: 0.270-0.452), strained relationship with peers (coef = 0.267, 95% CI: 0.171-0.363), excessive homework or learning (coef = 0.189, 95% CI: 0.141-0.237), time for doing homework (coef = 0.266, 95% CI: 0.245-0.287), and mood swings frequently (coef = 1.174, 95% CI: 1.127-1.221) negatively impact sleep health. Sleep alone (coef = -0.204, 95% CI: -0.262-0.147) were the risk factors for sleep health. Furthermore, frequent mood swings was considered the most influential factor on overall variables.ConclusionsSleep health is associated with factors covered sociodemographic characteristics, family sleep habits, and routine activities before bedtime. Multiple measures should be taken to improve sleep quality in a targeted manner.
| S-EPMC9386349 | biostudies-literature
Project description:Studies have reported a dose-dependent relationship between gestational age and poorer school readiness. The study objective was to quantify the risk of developmental vulnerability for children at school entry, associated with gestational age at birth and to understand the impact of sociodemographic and other modifiable risk factors on these relationships. Linkage of population-level birth registration, hospital, and perinatal datasets to the Australian Early Development Census (AEDC), enabled follow-up of a cohort of 64,810 singleton children, from birth to school entry in either 2009, 2012, or 2015. The study outcome was teacher-reported child development on the AEDC with developmental vulnerability defined as domain scores < 10th percentile of the 2009 AEDC cohort. We used modified Poisson Regression to estimate relative risks (RR) and risk differences (RD) of developmental vulnerability between; (i) preterm birth and term-born children, and (ii) across gestational age categories. Compared to term-born children, adjustment for sociodemographic characteristics attenuated RR for all preterm birth categories. Further adjustment for modifiable risk factors such as preschool attendance and reading status at home had some additional impact across all gestational age groups, except for children born extremely preterm. The RR and RD for developmental vulnerability followed a reverse J-shaped relationship with gestational age. The RR of being classified as developmentally vulnerable was highest for children born extremely preterm and lowest for children born late-term. Adjustment for sociodemographic characteristics attenuated RR and RD for all gestational age categories, except for early-term born children. Children born prior to full-term are at a greater risk for developmental vulnerabilities at school entry. Elevated developmental vulnerability was largely explained by sociodemographic disadvantage. Elevated vulnerability in children born post-term is not explained by sociodemographic disadvantage to the same extent as in children born prior to full-term.
| S-EPMC8282628 | biostudies-literature