Academic literature on the topic 'Children's literature, Newari'

05–63Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu). Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 37–53.05–64Fisher, R (U of Exeter, UK; r.j.fisher@exeter.ac.uk). Teacher–child interaction in the teaching of reading: a review of research perspectives over twenty-five years. Journal of Research in Reading (Oxford, UK) 28.1 (2005), 15–27.05–65Fukkink, Ruben G., Hulstijn, Jan & Simis, Annegien (U of Amsterdam, The Netherlands; R.G.Fukkink@uva.nl). Does training in second-language word recognition skills affect reading comprehension? An experimental study. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 54–75.05–66Jewitt, Carey (Institute of Education, U of London), Jones, Ken & Kress, Gunther. English in classrooms: only write down what you need to know: annotation for what?English in Education (Sheffield, UK) 39.1 (2005), 5–18.05–67Kapitze, C. & Bruce, B. C. (Brisbane, Australia; c.kapitzke@uq.edu.au). The arobase in the libr@ry: new political economies of children's literature and literacies. Computers and Composition (New York, USA) 22.1 (2005), 69–78.05–68Kress, Gunter (U of London, UK; g.kress@ioe.ac.uk). Gains and losses: new forms of texts, knowledge, and learning. Computers and Composition (New York, USA) 22.1 (2005), 5–22.05–69McCarthey, Sarah J. & Earnest García, Georgia (U of Illinois at Urbana-Champaign, USA). English language learners' writing practices and attitudes. Written Communication (London, UK) 22.1 (2005), 36–75.05–70Menon, Shailaja (U of Colorado, Boulder, USA; Shailaja.Menon@Colorado.edu) & Hiebert, Elfrieda H. A comparison of first graders' reading with little books or literature-based basal anthologies. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 12–38.05–71Petric B. (Central European U, Budapest, Hungary). Contrastive rhetoric in the writing classroom: a case study. English for Specific Purposes (Oxford, UK) 24.2 (2004), 213–228.05–72Ramachandran, Subhadra (York U, Canada). Integrating new technologies into language teaching: two activities for an EAP classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 79–89.05–73Rollinson, P. (paul.rollinson@uam.es). Using peer feedback in the ESL writing class. ELT Journal (Oxford, UK) 59.1 (2005), 23–30.05–74Rubin, Bella (Tel Aviv U, Israel; brubin@post.tau.ac.il), Katznelson, Helen & Perpignan, Hadara. Learning for life: the potential of academic writing courses for individual EFL learners. System (Oxford, UK) 33.1 (2005), 17–27.05–75Scherff, Lisa (U of Tennessee, USA) & Piazza, Carolyn. The more things change, the more they stay the same: a survey of high school students' writing experiences. Research in the Teaching of English (Urbana, IL USA) 39.3 (2005), 271–304.05–76Schmidt, Claudia (Albert-Ludwig-U, Freiburg, Germany). Wörter lemen durch Lesen: eine empirische Untersuchung zum Strategieeinsatz des indirekten Lemens bei fortgeschrittenen japanischen DaF-Lernem/-innen [Learning words through reading. An empirical investigation into strategies of incidental learning-the case of Japanese advanced learners of German as a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 72–82.05–77Shapiro, Amy M. & Waters, Dusty L. (U of Massachusetts, Dartmouth, USA; ashapiro@umass.edu). An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning. Language Teaching Research (London, UK) 9.2 (2005) 129–146.05–78Taylor, Barbara M. (U of Minnesota, Minneapolis, USA; bmtaylor@umn.edu), Pearson, P. David, Peterson, Debra S. & Rodriguez, Michael C. The CIERA School Change Framework: an evidence-based approach to professional development and school reading improvement. Reading Research Quarterly (Newark, DE, USA) 40.1 (2005), 40–69.05–79Wong, Albert, T. Y. (Hong Kong U, Hong Kong; atywongl@hkucc.hku.hk). Writers' mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed. System (Oxford, UK) 33.1 (2005), 29–47.05–80Zhang, Ruwen (Zhejiang U of Finance and Economics, China; ruwenvera@hotmail.com). Using the principles of Exploratory Practice to guide group work in an extensive reading class in China. Language Teaching Research (London, UK) 8.3 (2004), 331–345.

The Oxford Handbook of Obsessive Compulsive and Spectrum Disorders reviews current literature on obsessive compulsive disorder and its associated spectrum conditions—body dysmorphic disorder, hoarding, trichotillomania, tic disorders, and Tourette’s Syndrome. Articles summarize and synthesize current findings, providing an authoritative guide for practice and research in this unique subject area. With sections dedicated to phenomenology and epidemiology, biological features, genetic factors, neurological features, and cognitive processing models for understanding how people with OCD and spectrum conditions respond to information. Articles then examine family and social relationships and personality features, and how these factors can affect an individual with an OC spectrum disorder, especially older adults, children, and adolescents. Theoretical models for understanding these disorders and newer experimental therapies for treating them are also presented. A final article examines some of the most challenging research issues and understudied aspects of these psychiatric problems, especially hoarding, with hopes that this volume will encourage original research.

This chapter examines the interplay between obesity and the selection of treatment for severe sleep obstructed breathing in children and adolescents. It reviews the physiology of obstructive sleep apnea and hypoventilation, as well as the importance of partial-pressure carbon dioxide monitoring in evaluating sleep disordered breathing in obese children. It discusses the effectiveness, adherence, and clinical outcomes of various treatment options for pediatric obstructive sleep apnea/hypoventilation, including adenotonsillectomy, positive airway pressure (PAP) therapy, and weight loss. It also reviews current literature on newer-generation, autotitrating PAP devices and their role in pediatric obstructive sleep apnea. Finally, it discusses the role of oxygen therapy in the management of pediatric obstructive sleep apnea.

Objective. To conduct a systematic review of the literature on the safety of vaccines recommended for routine immunization in the United States, updating the 2014 Agency for Healthcare Research and Quality (AHRQ) report on the topic. Data sources. We searched MEDLINE®, Embase®, CINAHL®, Cochrane CENTRAL, Web of Science, and Scopus through November 9, 2020, building on the prior 2014 report; reviewed existing reviews, trial registries, and supplemental material submitted to AHRQ; and consulted with experts. Review methods. This report addressed three Key Questions (KQs) on the safety of vaccines currently in use in the United States and included in the Centers for Disease Control and Prevention’s (CDC) recommended immunization schedules for adults (KQ1), children and adolescents (KQ2), and pregnant women (KQ3). The systematic review was supported by a Technical Expert Panel that identified key adverse events of particular concern. Two reviewers independently screened publications; data were extracted by an experienced subject matter expert. Studies of vaccines that used a comparator and reported the presence or absence of adverse events were eligible. We documented observed rates and assessed the relative risks for key adverse events. We assessed the strength of evidence (SoE) across the existing findings from the prior 2014 report and the new evidence from this update. The systematic review is registered in PROSPERO (CRD42020180089). Results. A large body of evidence is available to evaluate adverse events following vaccination. Of 56,608 reviewed citations, 189 studies met inclusion criteria for this update, adding to data in the prior 2014 report, for a total of 338 included studies reported in 518 publications. Regarding vaccines recommended for adults (KQ1), we found either no new evidence of increased risk for key adverse events with varied SoE or insufficient evidence in this update, including for newer vaccines such as recombinant influenza vaccine, adjuvanted inactivated influenza vaccine, and recombinant adjuvanted zoster vaccine. The prior 2014 report noted a signal for anaphylaxis for hepatitis B vaccines in adults with yeast allergy and for tetanus, diphtheria, and acellular pertussis vaccines. Regarding vaccines recommended for children and adolescents (KQ2), we found either no new evidence of increased risk for key adverse events with varied SoE or insufficient evidence, including for newer vaccines such as 9-valent human papillomavirus vaccine and meningococcal B vaccine. The prior 2014 report noted signals for rare adverse events—such as anaphylaxis, idiopathic thrombocytopenic purpura, and febrile seizures—with some childhood vaccines. Regarding vaccines recommended for pregnant women (KQ3), we found no evidence of increased risk for key adverse events with varied SoE among either pregnant women or their infants following administration of tetanus, diphtheria, and acellular pertussis vaccines during pregnancy. Conclusion. Across this large body of research, we found no new evidence of increased risk since the prior 2014 report for key adverse events following administration of vaccines that are routinely recommended. Signals from the prior report remain unchanged for rare adverse events, which include anaphylaxis in adults and children, and febrile seizures and idiopathic thrombocytopenic purpura in children. There is no evidence of increased risk of adverse events for vaccines currently recommended in pregnant women. There remains insufficient evidence to draw conclusions about some rare potential adverse events.