bluuebunny/crossref_metadata_2025 huggingface dataset:
Assessment of ADP-induced platelet aggregation with light transmission aggregometry and multiple electrode platelet aggregometry before and after clopidogrel treatment
Authors: Braun Siegmund , Jawansky Stefan , Vogt Wolfgang , Mehilli Julinda , Schömig Albert , Kastrati Adnan , Beckerath Nicolas von , Sibbing Dirk
Published: December 2007

The level of platelet aggregation, measured with light transmission aggregometry (LTA) in platelet rich plasma (PRP), has been shown to predict outcomes after percutaneous coronary intervention (PCI). However, measuring parameters of platelet function with LTA is time consuming and weakly standardized. Thus, a fast and standardized method to assess platelet function after clopidogrel treatment would be of great value for clinical practice. A new method, multiple electrode platelet aggregometry (MEA), to rapidly measure platelet aggregation in whole blood has recently been developed. The aim of this study was to assess parameters of platelet function with MEA and LTA before and after administration of 600 mg clopidogrel. Blood samples from 149 patients scheduled for coronary angiography were taken after clopidogrel treatment; in addition, in 60 of the patients samples were available before clopidogrel treatment. ADP-induced platelet aggregation was measured with LTA and simultaneously in whole blood with MEA on the Multiplate analyzer. Platelet aggregation measured with MEA decreased significantly after clopidogrel treatment (P<0.0001). ADP-induced platelet aggregation assessed with MEA and LTA correlated significantly (Spearman rank correlation coefficient=0.71; P<0.0001).The results of MEA, a fast and standardized method to assess the platelet response to ADP prior to and after clopidogrel treatment, correlate well with LTA.
A clinical prediction score for upper extremity deep venous thrombosis
Authors: Salmi Louis-Rachid , Sevestre-Pietri Marie-Antoinette , Perusat Sophie , Nguon Monika , Degeilh Maryse , Labarere Jose , Gattolliat Olivier , Boulon Carine , Laroche Jean-Pierre , Roux Philippe Le , Pichot Olivier , Quéré Isabelle , Conri Claude , Bosson Jean-Luc , Constans Joel
Published: December 2007

It was the objective of this study to design a clinical prediction score for the diagnosis of upper extremity deep venous thrombosis (UEDVT).A score was built by multivariate logistic regression in a sample of patients hospitalized for suspicion of UEDVT (derivation sample). It was validated in a second sample in the same university hospital, then in a sample from the multicenter OPTIMEV study that included both outpatients and inpatients. In these three samples, UEDVT diagnosis was objectively confirmed by ultrasound. The derivation sample included 140 patients among whom 50 had confirmed UEDVT, the validation sample included 103 patients among whom 46 had UEDVT, and the OPTIMEV sample included 214 patients among whom 65 had UEDVT. The clinical score identified a combination of four items (venous material, localized pain, unilateral pitting edema and other diagnosis as plausible). One point was attributed to each item (positive for the first 3 and negative for the other diagnosis). A score of –1 or 0 characterized low probability patients, a score of 1 identified intermediate probability patients, and a score of 2 or 3 identified patients with high probability. Low probability score identified a prevalence of UEDVT of 12, 9 and 13%, respectively, in the derivation, validation and OPTIMEV samples. High probability score identified a prevalence of UEDVT of 70, 64 and 69% respectively. In conclusion we propose a simple score to calculate clinical probability of UEDVT. This score might be a useful test in clinical trials as well as in clinical practice.
Discrete functional motifs reside within the cytoplasmic tail of αV integrin subunit
Authors: Haas Thomas A
Published: December 2007

Previous studies have demonstrated that cell-permeable cytoplasmic tail (CT) αIIβ peptides can modulate the activation of αIIbb3.As αVCT contains an αIIβ homologous region, a series of cell-permeable αV and αIIb peptides were generated to determine if αV CT can modulate the activation of β3 integrins in comparison to αIIb, and to identify the minimal bioactive sequences in αV CT. Using NMR structures and molecular models as guides, the initial peptides for study encompassed the αIIβ homologous sequences of αV CT (αV(987–1006); V-1), its amino-terminus (αV(987–993);V-2), a turn motif (αV(993–1001);V-3), the carboxyl- terminus (αV(999–1006); V-4), and corresponding homologous αIIb peptides. Treatment of platelets and αVβ3-expressing cells with the peptides revealed that IIb-1 inhibited αIIβ3 activation and V-1 inhibited αVβ3 activation, but not vice versa. The inhibitory capacity of these peptides was mapped to the central turn-motif region which was encompassed by V-3, but only partially by IIb-3.V-2 and IIb-2 activated both β3 integrins, while V-4 and IIb-4 were inactive. The use of truncation and mutant peptides confirmed the importance of the turn motif for inhibitory activity and identified the side-chain of αV(Q1001) as a critical inhibitory residue. The difference in the integrin inhibitory capacity of αV and αIIb peptides and their capacity to influence the assembly of kinases with integrin CTs, reveals a possible divergence in the regulatory control of the two β3 integrins.
Activated Mast Cells Induce Endothelial Cell Apoptosis by a Combined Action of Chymase and Tumor Necrosis Factor-α
Authors: Heikkilä Hanna M. , Lätti Soili , Leskinen Markus J. , Hakala Jukka K. , Kovanen Petri T. , Lindstedt Ken A.
Published: December 2007

Objective—

Activated mast cells (MCs) induce endothelial cell (EC) apoptosis in vitro and are present at sites of plaque erosions in vivo. To further elucidate the role of MCs in endothelial apoptosis and consequently in plaque erosion, we have studied the molecular mechanisms involved in MC-induced EC apoptosis.

Methods and Results—

Primary cultures of rat cardiac microvascular ECs (RCMECs) and human coronary artery ECs (HCAECs) were treated either with rat MC releasate (ie, mediators released on MC activation), rat chymase and tumor necrosis factor-α (TNF-α), or with human chymase and TNF-α, respectively. MC releasate induced RCMEC apoptosis by inactivating the focal adhesion kinase (FAK) and Akt-dependent survival signaling pathway, and apoptosis was partially inhibited by chymase and TNF-α inhibitors. Chymase avidly degraded both vitronectin (VN) and fibronectin (FN) produced by the cultured RCMECs. In addition, MC releasate inhibited the activation of NF-κB (p65) and activated caspase-8 and -9. Moreover, in HCAECs, human chymase and TNF-α induced additive levels of apoptosis.

Conclusions—

Activated MCs induce EC apoptosis by multiple mechanisms: chymase inactivates the FAK-mediated cell survival signaling, and TNF-α triggers apoptosis. Thus, by inducing EC apoptosis, MCs may contribute to plaque erosion and complications of atherosclerosis.
The Molecular Basis of VEGFR-1 Signal Transduction Pathways in Primary Human Monocytes
Authors: Tchaikovski Vadim , Fellbrich Guido , Waltenberger Johannes
Published: December 2007

Objective—

Arteriogenesis, the growth of preexisting arterioles into functional arteries, is dependent on the proper function of monocytes. Likewise, wound healing is monocyte-dependent. The activation of vascular endothelial growth factor receptor-1 (VEGFR-1) in monocytes induces a chemotactic response, triggers the expression of tissue factor, and gene expression of cytokines and chemokines. Little is known about intracellular signaling pathways mediating the biological functions triggered by VEGFR-1 in primary monocytes.

Methods and Results—

Monocytes were isolated from peripheral venous blood of young healthy individuals using indirect magnetic labeling. Stimulation of monocytes with either vascular endothelial growth factor-A (VEGF-A) or placenta growth factor (PlGF-1) triggered VEGFR-1 autophosphorylation and phosphorylation of distinct downstream proteins: phosphatidylinositol-3 kinase (PI-3K), Akt, p38, and extracellular signal–regulated kinase-1/2 (ERK1/2). PI-3K appears to be a central regulator in VEGFR-1 signaling in monocytes as the activation of Akt, p38, and ERK1/2 are PI-3-K–dependent. In addition, Akt activation functions downstream of p38 kinase. VEGFR-1–mediated chemotaxis of monocytes is dependent on the activation of PI-3K, p38 kinase, Akt, and ERK1/2, when assessed in a modified Boyden chamber.

Conclusions—

Both PlGF-1 and VEGF-A can activate VEGFR-1–dependent signaling pathways in primary human monocytes, leading to the activation of several intracellular signaling pathways. These pathways are critically involved in primary monocyte chemotaxis.
CX
3
CR1 Deficiency Impairs Dendritic Cell Accumulation in Arterial Intima and Reduces Atherosclerotic Burden
Authors: Liu Peng , Yu Yen-Rei A. , Spencer Jessica A. , Johnson Ashley E. , Vallanat Christopher T. , Fong Alan M. , Patterson Cam , Patel Dhavalkumar D.
Published: December 2007

Objective—

Dendritic cells (DCs) have recently been found in atherosclerosis-predisposed regions of arteries and have been proposed to be causal in atherosclerosis. The chemokine receptor CX
3
CR1 is associated with arterial injury and atherosclerosis. We sought to determine whether a link exists between arterial DC accumulation, CX
3
CR1, and atherosclerosis.

Methods and Results—

Mouse aortas were isolated and subjected to en face immunofluorescence analysis. We found that DCs were located predominantly in the intimal regions of arterial branch points and curvatures. Consistent with the increased accumulation of intimal DCs in aged and ApoE
−/−
aortas compared with young WT aortas (
P
=0.004 and 0.05, respectively), the incidence of atherosclerosis was 88.9% for aged WT and 100% for ApoE
−/−
mice compared with 0% for young WT mice. CX
3
CR1 was expressed on intimal DCs and DC numbers were decreased in CX
3
CR1-deficient aortas of young, aged, and ApoE
−/−
mice (
P
=0.0008, 0.013, and 0.0099). The reduced DC accumulation in CX
3
CR1-deficiency was also correlated with decreased atherosclerosis in these animals.

Conclusions—

The accumulation of intimal DC increases in aged and ApoE
−/−
aortas and correlates with the generation of atherosclerosis. CX
3
CR1-deficiency impairs the accumulation of DC in the aortic wall and markedly reduces the atherosclerotic burden.
Globalization, Local Knowledge, and the Growth of Ignorance: The Epistemic Construction of Reality
Authors: Evers Hans-Dieter
Published: December 2007

The Southeast Asian Journal of Social Science (SEAJSS) had a predecessor in the form of a student journal, published irregularly in the early 1970s. In 1973, it transformed into a professional journal under the expert guidance of Peter Chen, and with the active encouragement of the then head of department. Since then the journal, throughout its 25 years of existence, has been at the forefront of developing a distinct Southeast Asian social science. The growing number of research institutes and universities, academic journals, consulting firms and local experts disseminating, applying and creating knowledge underline the importance of regional knowledge in a global setting. A journal like the SEAJSS has a major role to play in this context.
Micro-Credit and Good Governance: Models of Poverty Alleviation
Authors: Hossain Ishtiaq
Published: December 2007

It has often been held that economic growth, particularly broad-based growth that leads to rising income and standards of living at all socio-economic strata, is an essential weapon against poverty in the developing world. According to conventional wisdom in development literature, as a country registers economic growth, the benefits will trickle down to even the poorest members of society. It is well-known that this has not happened and that widespread poverty persists. After decades of economic development, too much of the world's wealth is concentrated in too few hands. Instead of lessening the gap between the rich and the poor in this world, this gap has actually increased. This paper identifies two very important models for developing the economies of some Asian countries. The idea of micro-credit has caught on not only in Bangladesh but also in countries like Malaysia, the Philippines, India, China and the United States, and is a model that should be taken seriously.
Scholastic Explanations of Why Local Motion Generates Heat
Authors: Galle Griet
Published: December 2007

Several medieval commentators on De caelo II, 7 investigate the question of whether local motion causes heat. I analyse the theories of Averroes, Albert the Great, Thomas Aquinas, Peter of Auvergne, John of Jandun, John Buridan and Nicole Oresme and two anonymous theories. Although all of these authors agree that local motion generates heat, each of them presents his own explanation of the heating effect of motion. Averroes, Thomas Aquinas, John of Jandun and John Buridan argue that motion is the per se cause of heat. Their explanations of the heating effect of motion are based on metaphysical considerations such as the relation between a subject and its characteristics or perfections and the causal order in a genus. Albert the Great, Peter of Auvergne, Nicole Oresme and the anonymous commentators, on the contrary, defend the thesis that motion is the accidental cause of heat. Their explanations refer to physical processes caused by motion.
Thomas Wylton Against Minimal Times
Authors: Trifogli Cecilia
Published: December 2007

In his Physics commentary, Thomas Wylton reports and rejects an opinion about time that posits the existence of minimal times conceived of as indivisible parts of time. This opinion is in contrast with the view that time is continuous, the predominant view in the late Middle Ages. In this paper I first explain the notion of minimal time. I then focus on the relation between the existence of minimal times and the existence of minima naturalia in the extension of natural bodies. In particular, I present the two ways in which the author of the opinion in question deduces the existence of minimal times from the existence of minima naturalia in the extension of natural bodies. I also briefly present the reaction of Wylton against this opinion. I finally explain how in this opinion the position of minimal times is relevant to the problem of the existence of time. The Appendix to the paper contains Wylton's report of the opinion about minimal times.
The Atlantic Subtropical Front/Current Systems of Azores and St. Helena
Authors: Juliano Manuela F. , Alves Mário L. G. R.
Published: December 2007

A large-scale climatic ocean circulation model was used to study the Atlantic Ocean circulation. This inverse model is an extension of the β-spiral formulation presented in papers by Stommel and Schott with a more complete version of the vorticity equation, including relative vorticity in addition to planetary vorticity. Also, a more complete database for hydrological measurements in the Atlantic Ocean was used, including not only the National Oceanographic Data Center database but also World Ocean Circulation Experiment data and cruises near the Azores, Angola, and Guinea-Bissau. A detailed analysis of the Northern Hemisphere Azores Current and Front shows that this new database and the model results were able to capture all major features reported previously. In the Southern Hemisphere, the authors have identified fully and described the subtropical front that is the counterpart to the Azores Current, which they call the St. Helena Current and Front. Both current systems of both hemispheres have similar intensities, depth penetration, volume transports, and zonal flow. Both have associated subsurface adjacent countercurrent flows, and their main cores flow at similar latitudes (∼34°N for the Azores Current and 34°S for the St. Helena Current). It is argued that both current systems and associated fronts are the poleward 18°C Mode Water discontinuities of the two Atlantic subtropical gyres and that both originate at the corresponding hemisphere western boundary current systems from which they penetrate into the open ocean interior. Thus, both currents should have a similar forcing source, and their origin should not be linked to any geographical peculiarities.
Generation and Stability of a Quasi-Permanent Vortex in the Lofoten Basin
Authors: Köhl Armin
Published: December 2007

In the Nordic seas the Lofoten Basin is a region of high mesoscale activity. The generation mechanism and the conditions for the stability of a quasi-permanent vortex in the center of the Lofoten Basin are studied with a high-resolution ocean circulation model and altimeter data. The vortex and its generation mechanism manifest themselves by a pronounced sea surface height (SSH) signature and variability, which are found to be in agreement with altimeter data. The vortex results primarily from anticyclonic eddies shed from the eastern branch of the Norwegian Atlantic Current, which propagate southwestward. The large-scale bottom depression of the Lofoten Basin plays a crucial role for attracting anticyclones into the trough and for enabling the dynamical stability of the vortex. The water mass characteristics of the anticyclone lead to enhanced atmospheric interaction (heat loss) during wintertime. The cold water trapped in the upper part of the vortex preconditions convection in the following winter. This positive feedback mechanism tends to deepen convection progressively within the upper part of the vortex.
Definition and Documentation
Authors: Gregg Noël , Scott Sally S.
Published: December 2007

Definition of terms and the selection criteria for operationalizing the standard of disability are critical to accessing accommodations. The purpose of this article was to examine the research surrounding definitions and selection criteria for learning disabilities and attention-deficit/hyperactivity disorder at the postsecondary level. Implications from and for the courts follow a critical analysis of the professional literature. The need for researchers to utilize theory-based models to investigate the multivariate relationships between and within constructs underlying current definitions and eligibility criteria is also discussed.
Evaluation Practices for College Students with LD
Authors: Ofiesh Nicole S. , McAfee James K.
Published: December 2007

To examine current practices in the use of psychoeducational evaluations for service delivery, we surveyed 91 service providers to college students with learning disabilities. The three purposes of the survey were to determine (a) whether service delivery decisions are based on information from psychoeducational evaluations, (b) which sections of the psychoeducational report are most useful in making service delivery decisions, and (c) the respondents' satisfaction with the tests and measurements for service delivery. The findings supported the common belief that data from psychoeducational evaluations serve as the primary basis for both eligibility and specific accommodation determinations. Respondents reported that all sections of the psychoeducational evaluation written report were useful, with the least useful section being test scores and the most useful being the summary of cognitive strengths and weaknesses. However, the section used most often for service delivery decisions was the professional's recommendations.
Word Identification and Reading Disorders in the Spanish Language
Authors: Jiménez González Juan E. , Hernández Valle Isabel
Published: December 2007

In this study, a reading-level-match design was used to test the hypothesis that children with reading disability (RD) are characterized by poor phonological skills, and that a developmental lag, as opposed to a specific deficit, will be found in transparent orthographies. Spanish has a transparent orthography and thus children with RD should not show severe difficulties in the use of the phonological route, as in the English language. A sample of 118 participants was selected and organized into three different groups: 40 with RD, 38 normal readers matched in age with the former, and 40 younger normal readers at the same reading level as those with RD. Two experiments were conducted to investigate the effects of lexicality, word frequency, word length, and positional frequency of syllables on lexical decision making and word-naming performance. While the participants were performing the naming task, we recorded what they read to subsequently analyze the form as well as the frequency of naming errors. The present study provides evidence for a deficit in phonological processing in a transparent orthography, particularly in nonword reading, because there were differences between the reading-level-matched groups.
Factor Structures of Taiwanese Teachers' Ratings of ADHD
Authors: Yang Kueifen Nancy , Schaller James L. , Parker Randall
Published: December 2007

The purpose of this study was to compare factor structures from Taiwanese teachers' ratings with diagnostic definitions of attention-deficit/hyperactivity disorder (ADHD) as described in the DSM-III-R, DSM-IV, and ICD-10; to examine how factor structures of Taiwanese teachers' ratings of ADHD symptoms compare with factor structures reported in research using school-based American participants ; and to examine gender differences. One hundred and twenty-one homeroom teachers from six public elementary schools in Taipei County, Taiwan, rated two boys and two girls randomly selected from their homerooms using the ADHD checklist. Findings from this study support the concurrent validity of the DSM-IV ADHD factor structures of hyperactivity-impulsivity and inattention. Comparability of these findings with school-based U.S. studies suggests the cross-cultural congruency of behaviors associated with ADHD.
Right Hemisphere Dysfunction in ADHD
Authors: Sandson Thomas A. , Bachna Kristie J. , Morin Mark D.
Published: December 2007

The relationship between right hemisphere dysfunction and attention-deficit/hyperactivity disorder (ADHD) remains controversial. We administered a random letter cancellation test to 58 carefully selected adult patients meeting DSM-IV criteria for ADHD and 29 age- and education-matched controls. Patients with ADHD had a higher mean omission rate on the left side than the controls, and a greater percentage of ADHD patients than controls made more omissions on the left than on the right (L > R errors). ADHD patients who made L > R errors had lower performance IQ scores than ADHD patients who did not make L > R errors. However, ADHD patients who made L > R errors did not differ from ADHD patients who did not make L > R errors in ADHD subtype, medication response, or neuropsychological measures of attention, executive function, verbal memory, nonverbal memory, or academic achievement. Patients without a family history of ADHD were more likely to make L > R errors than patients with a family history of ADHD. This study provides support for the concept of right hemisphere dysfunction in a subset of patients with ADHD. However, ADHD patients who make L > R errors do not appear to represent a distinct clinical subgroup in terms of medication response, ADHD subtype, or neuropsychological test performance.
Neuropsychological Intervention in Dyslexia: Two Studies on British Pupils
Authors: Robertson Jean
Published: December 2007

The theoretical context of this research is developmental neuropsychology—in particular, the educational implications for the classification of and intervention in specific developmental dyslexia (SDD). Controlled and validated research can help identify optimal teaching methods for groups and individuals. Within this framework, neuropsychological theory can be explored as a medium for improving intervention for pupils with SDD. Neuropsychological stimulation cannot change the macro aspects of the brain but can change its "fine-tuning" and its response to written text. Within the psycho-neurological approaches, Bakker (1979, 1990, 1998) developed both a diagnostic procedure and empirically investigated intervention procedures. The theory rests on the Balance Model of learning to read, in which differential hemisphere involvement is implicated in beginning and advanced reading. Intervention can take place via hemisphere-specific stimulation using visual or tactile stimulation or hemisphere-alluding stimulation using modified text. Two investigations are presented, one experimental and another clinical. The results support the validity of dyslexia subtyping and the effectiveness of the treatment methods.
Albert Einstein and LD
Authors: Thomas Marlin
Published: December 2007

Historical figures suspected of having learning disabilities are often subjected to retrospective diagnoses. One such figure is Albert Einstein. Several organizations that promote the interests of individuals with learning disabilities claim that Einstein had a learning disability. A review of biographical sources, however, provides little or no evidence to support this claim. The claim derives its force not from evidence but from a powerful belief—that the greatest among us suffer from some impairment—and from an equally powerful desire to enhance the status of a marginalized group by including within it exceptional individuals.
Meeting the Evolving Education Needs of Faculty in Providing Access for College Students with LD
Authors: Scott Sally S. , Gregg Noël
Published: December 2007

Faculty play an essential role in providing access for college students with LD. Though many recommendations exist in the literature for educating faculty about their roles regarding students with LD, it is unclear whether these strategies are actually addressing faculty needs. To examine this issue, the evolving role of faculty is discussed. Current practices in faculty education pertaining to college students with LD are reviewed. Discrepancies between the evolving faculty role and current faculty education practices are examined. Guiding questions are proposed for expanding faculty education efforts and models to keep pace with the evolving faculty role in providing access for college students with LD.
Comorbidity of Reading Disability and Attention-Deficit/ Hyperactivity Disorder
Authors: Willcutt Erik G. , Pennington Bruce F.
Published: December 2007

This study used a community sample of 494 twins with a reading disability (223 girls, 271 boys) and 373 twins without a reading disability (189 girls, 184 boys) to assess the relation between reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). Symptoms of DSM-III and DSM-IV ADHD were classified into symptoms of inattention and symptoms of hyperactivity-impulsivity (H / I). Results indicated that individuals with RD were more likely than individuals without RD to meet criteria for ADHD and that the association between RD and ADHD was stronger for symptoms of inattention than for symptoms of H / I. Parents and teachers reported similar rates of ADHD, suggesting that ADHD symptoms were pervasive across settings and were not solely attributable to academic frustration. Analyses of possible gender differences revealed that RD was significantly associated with inattention in both girls and boys but associated with H /I only in boys. This difference may provide a partial explanation for the discrepancy between the gender ratio obtained in referred (approximately 4 boys to 1 girl) and nonreferred (1.2 to 1.5 boys to 1 girl) samples of individuals with RD. Specifically, the hyperactive and impulsive behaviors exhibited by boys with RD may be more disruptive than the inattentive behaviors exhibited by girls and may therefore precipitate more frequent referrals for clinical attention.
ADHD and Reading Disabilities
Authors: Bonafina Marcela A. , Newcorn Jeffrey H. , McKay Kathleen E. , Koda Vivian H. , Halperin Jeffrey M.
Published: December 2007

Data suggest that children with reading disability (RD) and non-RD children with attention-deficit/hyperactivity disorder (ADHD) may comprise distinct subgroups. Research has been hampered by variance in definitional criteria, which results in the study of different subgroups of children. Using cluster analysis, this study empirically divided children with ADHD (N = 54), based on their Full Scale IQ (FSIQ) and reading ability. Four distinct subgroups emerged in which cognitive, behavioral, and neurochemical function was compared. Cluster 1 was of average FSIQ and reading scores; Cluster 2 was of average FSIQ but showed impairment in reading; Cluster 3 had high FSIQ and reading scores; and Cluster 4 had low scores in both domains. The groups had different patterns of cognitive, behavioral, and neurochemical function, as determined by discrepancies in Verbal-Performance IQ, academic achievement scores, parent aggression ratings, and a measure of noradrenergic function. These distinctions are discussed with regard to etiology, treatment, and long-term outcome.
Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O)
Authors: Wolf Maryanne , Miller Lynne , Donnelly Katharine
Published: December 2007

The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.
Naming-Speed Processes, Timing, and Reading
Authors: Wolf Maryanne , Bowers Patricia Greig , Biddle Kathleen
Published: December 2007

This article integrates the findings in the special issue with a comprehensive review of the evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolving model of visual naming illustrates areas of difference and areas of overlap between naming speed and phonology in their underlying requirements. Work in the cognitive neurosciences is used to explore two nonexclusive hypotheses about the putative links between naming speed and reading processes and about the sources of disruption that may cause subtypes of reading disabilities predicted by the double-deficit hypothesis. Finally, the implications of the work in this special issue for diagnosis and intervention are elaborated.
Learning Disabilities and ADHD
Authors: Mayes Susan D. , Calhoun Susan L. , Crowell Errin W.
Published: December 2007

Clinical and psychoeducational data were analyzed for 119 children ages 8 to 16 years who were evaluated in a child diagnostic clinic. A learning disability (LD) was present in 70% of the children with attention-deficit/hyperactivity disorder (ADHD), with a learning disability in written expression two times more common (65%) than a learning disability in reading, math, or spelling. Children with LD and ADHD had more severe learning problems than children who had LD but no ADHD, and the former also had more severe attention problems than children who had ADHD but no LD. Further, children with ADHD but no LD had some degree of learning problem, and children with LD but no ADHD had some degree of attention problem. Results suggest that learning and attention problems are on a continuum, are interrelated, and usually coexist.
The IQs of Children with ADHD Are Normally Distributed
Authors: Kaplan Bonnie J. , Crawford Susan G. , Dewey Deborah M. , Fisher Geoff C.
Published: December 2007

The purpose of this investigation was to determine whether or not attention-deficit/hyperactivity disorder (ADHD)—when there was an absence of reading problems—was associated with having a high IQ. The vocabulary and block design short forms of the Wechsler Intelligence Scale for Children-Third Edition were administered to 63 children with ADHD, 69 children with reading difficulties (RD), and 68 children with comorbid ADHD + RD. Results indicated that the distributions of estimated Full Scale IQs (FSIQ) for each of the three groups of children did not differ significantly from a normal distribution, with the majority of children (more than 50%) in each group scoring in the average range. The percentage of children with ADHD who scored in the above-average range for FSIQ was not significantly higher than the percentages of children in the other two groups. No significant group differences emerged for estimated FSIQ, vocabulary, or block design. It was concluded that children with ADHD are no more likely to have an above-average IQ than are other children.
Grouping for Reading Instruction
Authors: Schumm Jeanne Shay , Moody Sally W. , Vaughn Sharon
Published: December 2007

Twenty-nine third-grade teachers and selected students from their classes participated. Study 1 used teacher interviews and classroom observations to examine teachers' perceptions and practices for grouping for reading instruction; Study 2 examined the impact of these grouping practices on the academic progress, social progress, and attitudes about reading of students representing a range of achievement levels, including students with learning disabilities. Results indicated that, overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time.
Hans Christian Andersen's Spelling and Syntax
Authors: Kihl Preben , Gregersen Kirsten , Sterum Niels
Published: December 2007

Sources contemporary with Danish author Hans Christian Andersen claimed that he did not master the Danish language, which modern studies interpret as specific dyslexia. A systematic study of his diaries from age 20 to age 70 found a mean spelling error percentage of approximately 1.7 (SD = 1%, range = 0%-4%). A methodologically independent reliability study confirmed these figures. Andersen's error percentages in poems and letters from ages 11 to 19 show a typical initial part of a learning curve that, together with the results from the diaries, gives a life span curve of his spelling development. The diaries, letters, and poems contain only insignificant syntactic errors. Andersen's spelling in the above studies is compared with that of his contemporaries and with data from modern studies. His mean error percentages at different ages are equal to the figures from nondisabled participants, but between 2 and 15 times lower than the mean percentages in studies of individuals with dyslexia. A structural analysis of Andersen's spelling errors shows that they are mainly phonologically plausible from ages 11 to 70, and that the proportions of plausible/implausible errors match those of normal achievers, but not those of individuals with dyslexia.
Inattentive Behavior in Childhood
Authors: Warner-Rogers Jody , Taylor Alan , Taylor Eric , Sandberg Seija
Published: December 2007

Poor concentration is a relatively common childhood problem. The current North American psychiatric diagnostic classification system (Diagnostic and Statistical Manual of Mental Disorders, fourth edition; DSM-IV), American Psychological Association, 1994) differentiates children whose problems are distinguished primarily by symptoms of inattention (ADHD-I) from those whose difficulties are characterized by overactive, impulsive behavior by providing various subtypes within a broad diagnostic category. Yet, comparatively little is known about children who exhibit purely inattentive behavior. This study aims to redress this issue by using a large, community-based, epidemiological sample of 7-year-old children to compare the developmental functioning, social, and environmental backgrounds of children with pure inattentive behavior to that of children with pure overactive behavior and combined problems of inattentive and overactive behavior. Five hypotheses, centered on the validity of distinguishing inattentive behavior from overactivity, are tested. Children with pure inattentive behavior were more likely to have general cognitive delays, particularly in the area of language development, and were more likely to come from a family in which the father was of low occupational status. The results are discussed in relation to the implications for research and the identification of needs and intervention with children who exhibit pure inattentive behavior.
Mathematical Thinking in Second-Grade Children with Different Forms of LD
Authors: Jordan Nancy C. , Hanich Laurie B.
Published: December 2007

Based on their performance on a standardized achievement test, second-grade children (N = 49) were classified as having mathematics difficulties with normal reading achievement (MD only), both mathematics and reading difficulties (MD/RD), reading difficulties with normal mathematics achievement (RD only) and normal mathematics and reading achievement (NA). Each child was given a series of tasks so that we might assess their thinking across four areas of mathematics: number facts, story problems, place value, and written calculation. Children with MD/RD performed significantly worse than NA children in most areas of mathematical thinking, whereas children with MD only performed worse than NA children only on complex story problems. The MD-only group outperformed the MD/RD group on story problems and written calculation. No significant differences were found between the RD-only and NA groups on any of the tasks. The results suggested that among children with mathematics difficulties, the MD/RD subgroup is distinct from the MD-only subgroup, with the former being characterized by pervasive deficiencies in mathematical thinking and the latter by more specific deficits in problem solving.
Effectiveness of a Cognitive Strategy Intervention in Improving Arithmetic Computation Based on the PASS Theory
Authors: Naglieri Jack A. , Johnson Deanne
Published: December 2007

The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific Planning, Attention, Simultaneous, Successive (PASS) cognitive characteristics of each child. A cognitive strategy instruction that encouraged planning was provided to the group of 19 students with learning disabilities and mild mental impairments. All students completed math worksheets during 7 baseline and 14 intervention sessions. During the intervention phase, students engaged in self-reflection and verbalization of strategies about how the arithmetic computation worksheets should be completed. The sample was sorted into one experimental and four contrast groups after the experiment was completed. There were four groups with a cognitive weakness in each PASS scale from the Cognitive Assessment System and one group with no cognitive weakness. The results showed that children with a cognitive weakness in Planning improved considerably (large effect size of 1.4), in contrast to those with a cognitive weakness in Attention (small effect size of 0.3), Simultaneous weakness (a slight deterioration and effect size of -0.2), Successive weakness (medium effect size of 0.4), and no cognitive weakness (small effect size of .2). These data showed that children with a Planning weakness benefitted from the instruction designed to help them be more plaful. Those childrne who received the planning-based instruction who were not low inplanning did not show the same level of improvement.
Teachers with Learning Disabilities
Authors: Ferri Beth A. , Keefe Charlotte Hendrick , Gregg Noël
Published: December 2007

The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk—as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were currently teaching students with learning disabilities. Specifically the study focused on how participants' past experiences with receiving special education services influenced their current practice as special education teachers. Participants' views on service delivery models, the importance of teacher expectations, and the value of conceiving a learning disability as a tool rather than a deficit are discussed.
Intensive Remedial Instruction for Children with Severe Reading Disabilities
Authors: Torgesen Joseph K. , Alexander Ann W. , Wagner Richard K. , Rashotte Carol A. , Voeller Kytja K. S. , Conway Tim
Published: December 2007

Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skills that were stable over a 2-year follow-up period. When compared to the growth in broad reading ability that the participants made during their previous 16 months in learning disabilities resource rooms, their growth during the intervention produced effect sizes of 4.4 for one of the interventions and 3.9 for the other. Although the children's average scores on reading accuracy and comprehension were in the average range at the end of the follow-up period, measures of reading rate showed continued severe impairment for most of the children. Within 1 year following the intervention, 40% of the children were found to be no longer in need of special education services. The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal ability, and prior levels of component reading skills.
The Relation of LD and Gender with Emotional Intelligence in College Students
Authors: Reiff Henry B. , Hatzes Nanette M. , Bramel Michael H. , Gibbon Thomas
Published: December 2007

This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills.
Boys with Reading Disabilities and/or ADHD
Authors: Pisecco Stewart , Baker David B. , Silva Phil A. , Brooke Mark
Published: December 2007

We examined distinctions in the early childhood characteristics of boys with reading disabilities (RD) and/or attention-deficit/ hyperactivity disorder (ADHD). A four-group mixed design consisting of boys identified at age 11 with reading disabilities only (RD only; n = 46), reading disabilities and ADHD (RD/ADHD; n = 16), ADHD only (n = 20), and a comparison group (n = 281) was utilized. Differences on receptive and expressive language and temperament for ages 3 and 5 were investigated. Analyses indicated that the boys from the RD-only group performed worse on measures of receptive and expressive language. The results also indicated that boys from the RD/ADHD groups consistently performed worse on measures of receptive language and exhibited more behaviors indicative of an undercontrolled temperament. In summary, we suggest that reading disabilities and ADHD represent moderately unique disorders that frequently co-occur and are characterized by distinct developmental pathways.
Role of Visual Attention in Cognitive Control of Oculomotor Readiness in Students with Reading Disabilities
Authors: Solan Harold A. , Larson Steven , Shelley-Tremblay John , Ficarra Anthony , Silverman Michael
Published: December 2007

This study investigated eye movement and comprehension therapy in Grade 6 children with reading disabilities (RD). Both order of therapy and type of therapy were examined. Furthermore, the implications of visual attention in ameliorating reading disability are discussed. Thirty-one students with RD were identified using standardized reading comprehension tests. Eye movements were analyzed objectively using an infra-red recording device. Reading scores of participating children were 0.5 to 1 SD below the national mean. Testing took place before the start of therapy (T1) and was repeated after 12 weeks (T2) and 24 weeks (T3) of therapy. One group of students had eye movement therapy first, followed by comprehension therapy; in the other group, the order was reversed. Data were evaluated using a repeated measures MANOVA and post hoc tests. At T1, mean reading grade was 2 years below grade level, and eye movement scores were at about Grade 2 level. Mean growth in reading comprehension for the total sample was 2.6 years (p < .01) at T3; equally significant improvement was measured in eye movements (p < .01). Learning rate in reading comprehension improved from 60% (T1) to 400% (T3). Although within-group differences were statistically significant, between-group differences were not significant for comprehension or eye movements. Order of therapy (comprehension first or eye movements first) was not significant. Improvements in within-group scores for comprehension and eye movements were consistently significant at T2 and T3. Eye movement therapy improved eye movements and also resulted in significant gains in reading comprehension. Comprehension therapy likewise produced improvement both in eye movement efficiency and in reading comprehension. The results support the notion of a cognitive link among visual attention, oculomotor readiness, and reading comprehension.