pinecone/core-2020-05-10-deduplication huggingface dataset:
Cre-driver lines used for genetic fate mapping of neural crest cells in the mouse: An overview

The neural crest is one of the embryonic structures with the broadest developmental potential in vertebrates. Morphologically, neural crest cells emerge during neurulation in the dorsal folds of the neural tube before undergoing an epithelial-to-mesenchymal transition (EMT), delaminating from the neural tube, and migrating to multiple sites in the growing embryo. Neural crest cells generate cell types as diverse as peripheral neurons and glia, melanocytes, and so-called mesectodermal derivatives that include craniofacial bone and cartilage and smooth muscle cells in cardiovascular structures. In mice, the fate of neural crest cells has been determined mainly by means of transgenesis and genome editing technologies. The most frequently used method relies on the Cre-loxP system, in which expression of Cre-recombinase in neural crest cells or their derivatives genetically enables the expression of a Cre-reporter allele, thus permanently marking neural crest-derived cells. Here, we provide an overview of the Cre-driver lines used in the field and discuss to what extent these lines allow precise neural crest stage and lineage-specific fate mapping
Morphological processing in reading disabled and skilled Spanish children

This article presents the results of a lexical decision experiment in which the base frequency (BF)effect is explored in reading disabled children and skilled readers. Three groups of participants were created. The &#64257;rst group was composed of children with reading disorders, the second Group of skilled readers matched with the &#64257;rst group for chronological age and the third group of skilled readers matched for vocabulary size. The results of the experiment showed strong effects for Group, BF and also for the Group by BF interaction. Children matched for chronological age with children with reading disorders were signi&#64257;cantly faster and more accurate than children of the other groups, who did not show any difference from each other. The effect of BF showed that children responded faster to stimuli composed of frequent bases than to stimuli with less frequent bases. However, the analysis of the interaction between Group and BF showed that only the skilled readers matched to children with reading disorders for chronological age bene&#64257;ted from the BF effect. The results of the experiment are discussed in the framework of theoretical accounts of morphological processing in children as well as considering the role played by the experimental tas
A new procedure to measure children's reading speed and accuracy in Italian

Impaired readers in primary school should be early\ud
recognized, in order to asses a targeted intervention within the\ud
school and to start a teaching that respects the difficulties in\ud
learning to read, to write and to perform calculations. Screening\ud
procedures inside the primary schools aimed at detecting children\ud
with difficulties in reading, are of fundamental importance for\ud
guaranteeing an early identification of dyslexic children and\ud
reducing both the primary negative effects - on learning - and the\ud
secondary negative effects - on the development of the personality\ud
- of this disturbance. In this study we propose a new screening\ud
procedure measuring reading speed and accuracy. This procedure is\ud
very fast (it is exactly one minute long), simple, cheap and can\ud
be provided by teachers without technical knowledge. On the\ud
contrary, most of the currently used diagnostic tests, are about\ud
10 minutes long and must be provided by experts. These two major\ud
flaws prevent the widespread use of these tests. On the basis of\ud
the results obtained in a survey on about 1500 students attending\ud
primary school in Italy, we investigate the relationships between\ud
variables used in the screening procedure and variables measuring\ud
speed and accuracy in the currently used diagnostic tests in\ud
Italy. Then, we analyze the validity of the screening procedure\ud
from a statistical point of view and with an explorative factor\ud
analysis we show that reading speed and accuracy seem to be two\ud
separate symptoms of the dyslexia phenomenon
Development of reading and phonological skills of children at family risk for dyslexia: A longitudinal analysis from kindergarten to sixth grade

The main focus of this article is to develop a better understanding of the developmental trajectories of literacy and phonological skills within Dutch-speaking children. Children at high and low risk for dyslexia were followed and compared at four different moments: kindergarten and first, third and sixth grades. Three groups were then compared: (1) dyslexic readers; (2) normal readers at high risk for dyslexia; and (3) normal readers at low risk for dyslexia. Children diagnosed with dyslexia scored lower than high-risk normal readers on phonological awareness (PA), rapid automatized naming (RAN), verbal short-term memory and literacy skills. Normal readers at high risk scored between both groups, confirming that dyslexia is to be considered as a continuum rather than an all-or-none condition. Growth analyses showed that the three groups evolved similarly on all measures except for phoneme deletion and literacy measures. Finally, solely PA and RAN explained a significant amount of variance in the evolution of reading skills.status: publishe
The inclusion of students with dyslexia in higher education: a systematic review using narrative synthesis

This is an Open Access article published by Wiley and distributed under the terms of the  Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.This article reports on a study focusing on the inclusion of students with dyslexia in higher education (HE). A systematic review was carried out to retrieve, critically appraise and synthesize the available evidence on how the inclusion of students with dyslexia can be fostered in HE. The 15 studies included in the final synthesis employed descriptive designs and overwhelmingly used qualitative methods to explore dyslexic students' perceptions on the impact of teaching, support and accommodation in their own learning experience. A critical appraisal of these studies revealed a landscape of significant gaps in the available stock of evidence on the inclusion of students with dyslexia in HE. The synthesis of the available evidence is presented in a narrative of five cross-study thematic areas: student coping strategies, being identified as dyslexic, interaction with academic staff, accessibility and accommodations, and using assistive technologies and information and communication technologies. Implications for practice and future research are discussed
Morphological awareness and its role in compensation in adults with dyslexia

This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: 1) Do adult dyslexics demonstrate a deficit in MA and how is this potential deficit related to phonological awareness (PA)? 2) Does MA contribute independently to literacy skills equally in dyslexics and control readers? 3) Do MA and PA skills differ in compensated and non-compensated dyslexics? 
A group of dyslexic and normal reading university students matched for age, education and IQ participated in this study. Group analysis demonstrated an MA deficit in dyslexics; as well, MA was found to significantly predict a greater proportion of word reading and spelling within the dyslexic group compared to the controls. Compensated dyslexics were also found to perform significantly better on the morphological task than non-compensated dyslexics. Additionally, no statistical difference was observed in MA between the normal reading controls and the compensated group (independent of phonological awareness and vocabulary).
Results suggest that intact and strong morphological awareness skills contribute to the achieved compensation of this group of adults with dyslexia. Implications for MA based intervention strategies for people with dyslexia are discussed.status: publishe
Metacognition and reading: Comparing three forms of metacognition in normally developing readers and readers with dyslexia

Metacognition refers to ‘cognition about cognition’ and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations
Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old

The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect.
The children's neurocognitive pattern changed both by literacy stage and domain. Visuo-spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre-literacy and Emergent literacy stages decreased in the Literacy stage.
The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo-spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian
Evaluation of the Bangor Dyslexia Test (BDT) for use with Adults

The Bangor Dyslexia Test (BDT) is a short, easy-to-administer screener for use with a broad age range, which has been in use in the UK for over three decades. A distinctive feature of the battery is its focus on skills requiring aspects of verbal and phonological processing without, however, measuring literacy skills per se. Despite its longstanding existence and usage, there has been no evaluation of the psychometric properties of the battery as an adult dyslexia screener. We examined the psychometric properties of the BDT and evaluated its capacity to discriminate between adults with and without dyslexia. A large archival sample of university students with dyslexia (nâ��=â��193) and students with no reported literacy difficulties (nâ��=â��40) were compared on the BDT as well as on literacy and cognitive measures. Statistical analyses revealed the BDT to be a reliable (Î±â��=â��.72) and valid dyslexia screening tool with the capacity to effectively identify adults at risk of the disorder with an overall classification rate of 94% (sensitivity 96.4% and specificity 82.5%). In addition, higher indices of dyslexia risk on the BDT were associated with lower scores on standardized measures of literac
What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self-report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self-reporting RD closely – especially if both parents self-report RD
The notion of phonology in dyslexia research : cognitivism - and beyond

This is the pre-peer reviewed version of the following article: Uppstad, P.H; Tønnessen, F.E. (2007) The Notion of Phonology in Dyslexia Research : Cognitivism - and Beyond. Dyslexia, 13(3), pp. 154-174, which has been published in final form at : DOI: 10.1002/dys.332.Phonology has been a central concept in the scientific study of dyslexia over the past decades. Despite its central position, however, it is a concept with no precise definition or status. The present article investigates the notion of ‘phonology’ in the tradition of cognitive psychology. An attempt is made to characterize the basic assumptions of the phonological approach to dyslexia and to evaluate these assumptions on the basis of commonly accepted standards of empirical science. First, the core assumptions of phonological awareness are outlined and discussed. Second, the position of Paula Tallal is presented and discussed in order to shed light on an attempt to stretch the cognitive-psychological notion of ‘phonology’ towards auditory and perceptual aspects. Both the core assumptions and Tallal's position are rejected as unfortunate, albeit for different reasons. Third, the outcome of this discussion is a search for what is referred to as a ‘vulnerable theory’ within this field. The present article claims that phonological descriptions must be based on observable linguistic behaviour, so that hypotheses can be falsified by data. Consequently, definitions of ‘dyslexia’ must be based on symptoms; causal aspects should not be included. In fact, we claim that causal aspects, such as ‘phonological deficit’, both exclude other causal hypotheses and lead to circular reasoning. If we are to use terms such as ‘phonology’ and ‘phoneme’ in dyslexia research, we must have more precise operationalizations of them
Dyslexic participants show intact spontaneous categorization processes

We examine the performance of dyslexic participants on an unsupervised categorization task against that of matched non-dyslexic control participants. Unsupervised categorization is a cognitive process critical for conceptual development. Existing research in dyslexia has emphasized perceptual tasks and supervised categorization tasks (for which intact attentional processes are paramount), but there have been no studies on unsupervised categorization. Our investigation was based on Pothos and Chater's (Cognit. Sci., 2002; 26: 303–343) model of unsupervised categorization and the corresponding methodology for analysing results. Across all performance indices and various data-processing options, we could identify no difference between dyslexic and non-dyslexic participants
Single-digit arithmetic in children with dyslexia

It has been suggested that individuals with dyslexia show poorer performance on those aspects of arithmetic that involve the manipulation of verbal representations, such as the use of fact retrieval strategies. The present study examined this in 13 children with dyslexia who showed normal general mathematics achievement and 16 matched controls. All children completed a multiplication and a subtraction task, which were specifically designed to elicit the use of retrieval and procedural strategies, respectively.status: publishe
Component processes subserving rapid automatized naming in dyslexic and non-dyslexic readers

The current study investigated which time components of rapid automatized naming (RAN) predict group differences between dyslexic and non-dyslexic readers (matched for age and reading level), and how these components relate to different reading measures. Subjects performed two RAN tasks (letters and objects), and data were analyzed through a response time analysis. Our results demonstrated that impaired RAN performance in dyslexic readers mainly stem from enhanced inter-item pause times and not from difficulties at the level of post-access motor production (expressed as articulation rates). Moreover, inter-item pause times account for a significant proportion of variance in reading ability in addition to the effect of phonological awareness in the dyslexic group. This suggests that non-phonological factors may lie at the root of the association between RAN inter-item pauses and reading ability. In normal readers, RAN performance was associated with reading ability only at early ages (i.e. in the reading-matched controls), and again it was the RAN inter-item pause times that explain the association
Fire management strategies to maintain species population processes in a fragmented landscape of fire-interval extremes

Changed fire regimes have led to declines of fire-regime- adapted species and loss of biodiversity globally. Fire affects population processes of growth, reproduction, and dispersal in different ways, but there is little guidance about the best fire regime(s) to maintain species population processes in fire-prone ecosystems. We use a process-based approach to determine the best range of fire intervals for keystone plant species in a highly modified Mediterranean ecosystem in southwestern Australia where current fire regimes vary. In highly fragmented areas, fires are few due to limited ignitions and active suppression of wildfire on private land, while in highly connected protected areas fires are frequent and extensive. Using matrix population models, we predict population growth of seven Banksia species under different environmental conditions and patch connectivity, and evaluate the sensitivity of species survival to different fire management strategies and burning intervals. We discover that contrasting, complementary patterns of species life-histories with time since fire result in no single best fire regime. All strategies result in the local patch extinction of at least one species. A small number of burning strategies secure complementary species sets depending on connectivity and post-fire growing conditions. A strategy of no fire always leads to fewer species persisting than prescribed fire or random wildfire, while too-frequent or too-rare burning regimes lead to the possible local extinction of all species. In low landscape connectivity, we find a smaller range of suitable fire intervals, and strategies of prescribed or random burning result in a lower number of species with positive growth rates after 100 years on average compared with burning high connectivity patches. Prescribed fire may reduce or increase extinction risk when applied in combination with wildfire depending on patch connectivity. Poor growing conditions result in a significantly reduced number of species exhibiting positive growth rates after 100 years of management. By exploring the consequences of managing fire, we are able to identify which species are likely to disappear under a given fire regime. Identifying the appropriate complementarity of fire intervals, and their species-specific as well as community-level consequences, is crucial to reduce local extinctions of species in fragmented fire-prone landscapes
Bayesian adaptive design: Improving the effectiveness of monitoring of the Great Barrier Reef

Monitoring programs are essential for understanding patterns, trends and threats in ecological and environmental systems. However, such programs are costly in terms of dollars, human resources and technology, and complex in terms of balancing short- and long-term requirements. In this work, we develop new statistical methods for implementing cost-effective adaptive sampling and monitoring schemes for coral reef that can better \ud
utilize existing information and resources, and which can incorporate available prior information. Our research was motivated by developing efficient monitoring practices for\ud
Australia's Great Barrier Reef. We develop and implement two types of adaptive sampling schemes, static and sequential, and show that they can be more informative and\ud
21 cost-effective than an existing (non-adaptive) monitoring program. Our methods are developed in a Bayesian framework with a range of utility functions relevant to environmental monitoring. Our results demonstrate the considerable potential for adaptive design to support improved management outcomes in comparison to set-and-forget styles of surveillance monitoring