Journal articles: 'Oral gains'

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Fricker, Janet. "Oral multiple sclerosis treatment gains support." Lancet 352, no. 9129 (August 1998): 712. http://dx.doi.org/10.1016/s0140-6736(05)60832-x.

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Finardi, Kyria Rebeca. "Effects of task repetition on L2 oral performance." Trabalhos em Linguística Aplicada 47, no. 1 (June 2008): 31–43. http://dx.doi.org/10.1590/s0103-18132008000100003.

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This study departs from the assumption that speaking an L2 is a complex cognitive ability (FORTKAMP, 2000) whose execution seems to involve tradeoff effects among the different goals of speech production, mainly among fluency, accuracy and complexity (BYGATE, 1998, 1999, 2001b; FOSTER e SKEHAN, 1996; SKEHAN e FOSTER, 1995, 2001; SKEHAN, 1998). Bygate (2001b) studied the effects of task familiarity on L2 speech performance. He found that in repeating a narrative task there were gains in terms of complexity of speech and these gains were achieved at the cost of a loss especially in accuracy. The present study investigated whether the results reported in Bygate (2001b) would be similar in the case of a repetition of a picture description task. According to Robinson (2001), a description is less complex than a narrative task. Four measures of speech performance were calculated following Fortkamp (2000): fluency, accuracy, complexity and lexical density. Results indicate gains in complexity and these gains seem to have been paid, especially by gains in accuracy, thus corroborating Bygate´s (2001b) findings for this task condition.

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Delaney, Thomas. "Quality and quantity of oral participation and English proficiency gains." Language Teaching Research 16, no. 4 (October 2012): 467–82. http://dx.doi.org/10.1177/1362168812455586.

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There are many reasons to believe that oral participation in the target language (TL) is beneficial for classroom language learners. In addition to the prominence current second language acquisition (SLA) theory gives to processes that assume learner production of the TL (e.g. negotiation of meaning), teachers often view oral participation as a measure of learner involvement. Thus, it is often assumed that learners who participate often are likely to make greater proficiency gains. This correlational study examined this assumption by investigating the relationship between learners’ oral participation in classes for English as a foreign language (EFL) at a Japanese university and their gains in TL proficiency. Results indicated that while the quality of learners’ participation (accuracy, complexity, and fluency) was positively related to gains in TL ability, quantity of participation was not. While not indicative of a cause–effect relationship, the results suggest that teachers might wish to consider encouraging quality of participation as well as quantity.

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Moyle, Maura Jones, and S. Sue Berman. "Speech-Language Pathologists Collaborating With Head Start To Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects." Perspectives on Language Learning and Education 18, no. 2 (July 2011): 53–61. http://dx.doi.org/10.1044/lle18.2.53.

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The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.

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Diao, Wenhao, Anne Donovan, and Margaret Malone. "Oral language development among Mandarin learners in Chinese homestays." Study Abroad Research in Second Language Acquisition and International Education 3, no. 1 (March 30, 2018): 32–57. http://dx.doi.org/10.1075/sar.17002.dia.

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Abstract This mixed-method study describes the oral Mandarin development of 25 American students living in Chinese homestays, and how it may relate to the ways they respond to opportunities for interaction with their host families. While scholars have begun to examine students’ Mandarin development during their sojourns in China, there is little research regarding changes in their holistic oral proficiency and how such changes may be related to the quality of interaction they have with their interlocutors. The results of this study show robust gains in proficiency ratings of their oral performances over the course of one semester. A case study of two purposefully selected student performances – one who demonstrated the most prominent proficiency gains and the other who showed no gains – reveals differences in the ways they respond to opportunities for interaction. These findings provide suggestions on ways to best facilitate students’ learning experience while living with host families.

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Lambert, Craig, Judit Kormos, and Danny Minn. "TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING." Studies in Second Language Acquisition 39, no. 1 (March 18, 2016): 167–96. http://dx.doi.org/10.1017/s0272263116000085.

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This study examines the relationship between the repetition of oral monologue tasks and immediate gains in L2 fluency. It considers the effect of aural-oral task repetition on speech rate, frequency of clause-final and midclause filled pauses, and overt self-repairs across different task types and proficiency levels and relates these findings to specific stages of L2 speech production (conceptualization, formulation, and monitoring). Thirty-two Japanese learners of English sampled at three levels of proficiency completed three oral communication tasks (instruction, narration, and opinion) six times. Results revealed that immediate aural-oral same task repetition was related to gains in oral fluency regardless of proficiency level or task type. Overall gains in speech rate were the largest across the first three performances of each task type but continued until the fifth performance. More specifically, however, clause-final pauses decreased until the second performance, midclause pauses decreased up to the fourth, and self-repairs decreased only after the fourth performance, indicating that task repetition may have been differentially related to specific stages in the speech production process.

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Reeder, Kenneth, Jon Shapiro, Jane Wakefield, and Reg D'Silva. "Speech Recognition Software Contributes to Reading Development for Young Learners of English." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (July 2015): 60–74. http://dx.doi.org/10.4018/ijcallt.2015070104.

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Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL support plus the Reading Tutor. Oral reading fluency was assessed by the DIBELS measure. Fluency was also calculated by the program, and grade level of materials mastered was assessed by the software's logs. Both groups made significant gains in oral reading fluency and grade level of materials mastered, according to measures internal to the software. For one period, gains in fluency following experience with the program appeared to have been slightly larger than gains with regular classroom instruction and EAL support only.

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Muñoz Restrepo, Ana, Isabel Valderrama Carvajal, Alejandra Lopez Muñoz, and Ricardo Avendaño Franco. "Measuring Language Gains in a Foreign Language Context." Colombian Applied Linguistics Journal 22, no. 1 (October 31, 2020): 69–86. http://dx.doi.org/10.14483/22487085.14171.

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Learning gain can be defined as the difference between students’ language competences demonstrated at two different points in time. In this article, we reported on a small-scale study aimed at measuring learning gains and piloting the methods chosen. Fourteen students of English as a foreign language participated in the study. We employed a student self-report survey, an oral performance assessment task and a standardised test for data gathering, and we applied them at three different moments during the eight-month study. Our data analysis includes the comparison of percentages rendered by test scores, the estimation of means for oral task scores and grouping and coding for qualitative data in the survey. Results show the gradual pattern of language improvement and the suitability of methods. These results can help stakeholders or policymakers in selecting relevant evidence to improve accountability in decision-making. We have provided conclusions and recommendations below for a larger scale study.

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Mandeville, David S., Tiffanie K. Ho, and Lindy A. Valdez Lindy A. Valdez. "The Effect Of Problem Based Learning On Undergraduate Oral Communication Competency." Journal of College Teaching & Learning (TLC) 14, no. 1 (May 31, 2017): 1–10. http://dx.doi.org/10.19030/tlc.v14i1.9957.

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Purpose: The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods: Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied. Oral communication competency was assessed using a customized rubric and digital recordings of student presentations. Changes to oral communication competency across time were tested using a dependent t-test; a < .05. Results: Significant inter-rater agreement was found at both time points for oral communication rating, and student groups demonstrated significant oral communication gains across time. Conclusions: Collaborative learning was shown to improve students’ oral communication competency. Future study is required to determine the influence of student motivation and goal orientation on oral communication competency, in relation to the various phases of knowledge creation occurring within student groups.

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Young, Eric H., and Rick E. West. "Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning." EuroCALL Review 26, no. 1 (July 31, 2018): 59. http://dx.doi.org/10.4995/eurocall.2018.8599.

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<p>Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.</p>

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Li, Aiping, and Tianxiao Peng. "Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training." Advances in Language and Literary Studies 9, no. 3 (June 30, 2018): 138. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.138.

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This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Problems encountered by the students are identified and discussed in light of research and practice on how to support and enhance reflective learning.

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Duong, Phuong Thao, Maribel Montero Perez, Piet Desmet, and Elke Peters. "Learning vocabulary in spoken input- and output-based tasks." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 100–126. http://dx.doi.org/10.1075/task.00005.duo.

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Abstract This experimental study explores the differential effects of spoken input-based and output-based tasks on vocabulary knowledge. The study also investigates whether such tasks result in more learning gains than exposure to input-only (no subsequent task). The study employed a pretest-posttest design with two groups: an experimental group (n = 32) who completed both input- and output-based tasks in a counterbalanced way and a comparison group (n = 12) who were only exposed to L2 input. Vocabulary gains were measured at three levels of sensitivity: oral spontaneous use, oral form recall and meaning recall. The findings showed that participants who were only exposed to L2 input learned significantly fewer words than participants who completed the input-based and output-based tasks. No difference in learning gains was found between the input-based and output-based tasks.

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Dicataldo, Raffaele, Elena Florit, and Maja Roch. "Fostering Broad Oral Language Skills in Preschoolers from Low SES Background." International Journal of Environmental Research and Public Health 17, no. 12 (June 23, 2020): 4495. http://dx.doi.org/10.3390/ijerph17124495.

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Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and effectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children’s initial vocabulary mediates the intervention’s responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds.

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Zhang, Zhiying, Fei Li, Bridget A. Hannon, Deborah S. Hustead, Marion M. Aw, Zhongyuan Liu, Khun Aik Chuah, Yen Ling Low, and Dieu T. T. Huynh. "Effect of Oral Nutritional Supplementation on Growth in Children with Undernutrition: A Systematic Review and Meta-Analysis." Nutrients 13, no. 9 (August 30, 2021): 3036. http://dx.doi.org/10.3390/nu13093036.

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Oral nutritional supplements (ONS) are used to promote catch-up growth in children with undernutrition. We conducted a systematic review and meta-analysis to summarize the evidence of ONS intervention effects on growth for 9-month- to 12-year-old children who were undernourished or at nutritional risk. Eleven randomized controlled trials met the inclusion criteria; trials compared changes in anthropometric measures in children using ONS or ONS + DC (dietary counselling) to measures for those following usual diet or placebo or DC alone. The RCTs included 2287 children without chronic diseases (mean age 5.87 years [SD, 1.35]; 56% boys). At follow-up time points up to 6 months, results showed that children in the ONS intervention group had greater gains in weight (0.423 kg, [95% confidence interval 0.234, 0.613], p < 0.001) and height (0.417 cm [0.059, 0.776], p = 0.022) versus control; greater gains in weight (0.089 kg [0.049, 0.130], p < 0.001) were evident as early as 7–10 days. Longitudinal analyses with repeated measures at 30, 60, and 90 days showed greater gains in weight parameters from 30 days onwards (p < 0.001), a trend towards greater height gains at 90 days (p = 0.056), and significantly greater gains in height-for-age percentiles and Z-scores at 30 and 90 days, respectively (p < 0.05). Similar results were found in subgroup analyses of studies comparing ONS + DC to DC alone. For children with undernutrition, particularly those who were mildly and moderately undernourished, usage of ONS in a nutritional intervention resulted in significantly better growth outcomes when compared to control treatments (usual diet, placebo or DC alone).

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Bown, Jennifer, Laura Catharine Smith, and Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains." Journal of Language and Education 5, no. 3 (September 30, 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.

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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.

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Di Silvio, Francesca, Anne Donovan, and Margaret E. Malone. "The Effect of Study Abroad Homestay Placements: Participant Perspectives and Oral Proficiency Gains." Foreign Language Annals 47, no. 1 (February 7, 2014): 168–88. http://dx.doi.org/10.1111/flan.12064.

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Ribeiro, Ilda Patrícia, Francisco Marques, Francisco Caramelo, João Pereira, Miguel Patrício, Hugo Prazeres, José Ferrão, et al. "Genetic gains and losses in oral squamous cell carcinoma: impact on clinical management." Cellular Oncology 37, no. 1 (December 19, 2013): 29–39. http://dx.doi.org/10.1007/s13402-013-0161-5.

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Telesman, Alana Oif, Moira Konrad, Gwendolyn Cartledge, Ralph Gardner, and Morris Council. "Preventing Reading Failure for First-Grade Students in an Urban School." Journal of Special Education 53, no. 2 (October 25, 2018): 85–95. http://dx.doi.org/10.1177/0022466918806494.

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This study sought to examine the effectiveness of Reading RACES (RR), a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these gains would generalize to novel, generic passages. Five first-grade African American students at risk for reading failure were selected to participate in this study. Results indicated a functional relation between the use of RR and student gains in ORF and comprehension. All students who participated in this study demonstrated moderate to substantial gains on their ORF and comprehension on practiced passages. In addition, the data showed reading skills generalized to novel passages and maintained even 1 month following intervention. These findings extend the previous research base for RR. Limitations and future implications will be discussed.

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Lee, Minjin, and Andrea Révész. "The Role of Working Memory in Attentional Allocation and Grammatical Development under Textually-enhanced, Unenhanced and No Captioning Conditions." Journal for the Psychology of Language Learning 3, no. 1 (July 15, 2021): 6–25. http://dx.doi.org/10.52598/jpll/3/1/1.

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This study investigated the extent to which individual differences in working memory (WM) mediate the effects of captions with or without textual enhancement on attentional allocation and L2 grammatical development, and whether L2 development is influenced by WM memory in the absence of captions. We employed a pretest-posttest-delayed posttest design, with 72 Korean learners of English randomly assigned to three groups. The groups differed as to whether they were exposed to news clips without captions, with textually-enhanced captions, or with unenhanced captions during the treatment. We measured attentional allocation with eye-tracking methodology, and assessed development with an oral production, a written production and a fill-in-the-blank test. To assess various aspects of WM, we employed measures of phonological and visual short-term memory (PSTM, VSTM) and the executive functions of updating, task-switching, and inhibitory control. We found that, in both captions groups, higher PSTM was associated with higher oral production gains. For the enhanced captions group, PSTM was also positively related to gains on the written production test. Participants in the no-captions group, however, showed a positive link between VSTM and oral production gains. Attentional location only correlated positively with updating ability and PSTM under the enhanced captions condition. These results, overall, indicate that WM can moderate the effects of captions on attention and L2 development, and various WM components may play a differential role under various captioning conditions.

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Marriott, Helen, and Sanae Enomoto. "Secondary exchanges with Japan." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 64–82. http://dx.doi.org/10.1075/aralss.12.05mar.

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Abstract This paper outlines the principal features which characterise secondary level student exchange programs with Japan, especially those relating to the home and school settings. Some of the main outcomes and gains from student exchanges, specifically, socio-psychological gains, cultural enrichment and gains in communicative competence are briefly described. The data are drawn from various sources, but principally from oral interviews in Japanese with a sample of 19 former exchange students, background interviews in English with some of these students, and a large national survey completed by 566 returned exchange students. All the evidence suggests that outstanding gains are derived from an exchange experience. With regard to communication, the exchange students make rapid progress with listening and speaking Japanese, even if some linguistic or sociolinguistic features are not acquired or are not acquired properly. As in-country experience for secondary or tertiary students constitutes a vital part of a LOTE program, more in-depth research in this area is recommended.

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Ekanem, EE, and F. Akinwunmi. "Are we losing the gains of the Oral Rehydration Therapy Strategy? An illustrative case." Nigerian Journal of Paediatrics 43, no. 2 (March 30, 2016): 102. http://dx.doi.org/10.4314/njp.v43i2.8.

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Adiamah, Alfred, and Dileep N. Lobo. "Post-discharge oral nutritional supplementation after surgery for gastrointestinal cancer: Real or marginal gains?" Clinical Nutrition 40, no. 1 (January 2021): 1–3. http://dx.doi.org/10.1016/j.clnu.2020.06.001.

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Al-Ghadhban, Samir, Ali Muqaibel, Ghassan Alregib, and Ali Al-Shaikhi. "Seeding undergraduate research experience: From Georgia Tech to KFUPM case study." International Journal of Electrical Engineering & Education 55, no. 4 (May 1, 2018): 313–23. http://dx.doi.org/10.1177/0020720918773054.

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In this paper, implementation and outcomes of an undergraduate research course are presented. The associated gains and learning outcomes of the course are evaluated and benchmarked with other international undergraduate research experiences. The course was offered to undergraduate students at King Fahd University of Petroleum and Minerals (KFUPM). The research group structure adopts Georgia Tech model. The paper summarizes the course structure, content, and best practices. In addition, the results of undergraduate research experience survey are presented and analyzed. The students reported significant gains in understanding of the research process and significant improvements in writing and oral presentation skills.

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Saeli, Hooman. "Correction timing." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 49–71. http://dx.doi.org/10.1075/jslp.17004.sae.

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Abstract The current study set out to investigate the effects of oral corrective feedback (OCF) and examine the impact of correction timing on lexical stress and sentence intonation accuracy in a Persian context. The data was collected from a sample of upper-intermediate EFL students (N = 61). Immediate teacher-explicit OCF, delayed teacher-explicit OCF, and a control group were randomly assigned to three classes. A list of 50 new words, contextualized in 50 statements/questions, were utilized to measure any possible gains. Analysis of post-test results confirmed that the teacher immediate OCF (n = 20) and teacher delayed OCF (n = 20) classes outperformed the control group (n = 21). Post-hoc analysis revealed that the treatment groups were not significantly different in lexical stress accuracy gains. In contrast, the immediate group had significantly higher gains than the delayed one in sentence intonation accuracy.

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Li, Shuai. "An exploratory study on the role of foreign language aptitudes in instructed pragmatics learning in L2 Chinese." Chinese as a Second Language Research 6, no. 1 (June 27, 2017): 103–28. http://dx.doi.org/10.1515/caslar-2017-0005.

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AbstractThis study investigated whether and how foreign language (FL) aptitudes interacted with different instructional conditions to affect pragmatic gains in L2 Chinese. Fifty American learners of Chinese were randomly assigned to an (explicit) input-based treatment group, an (explicit) output-based treatment group, and a control group. Following a metapragmatic session, the two treatment groups practiced target request-making forms through their respective computer programs, while the control group did not practice. Gains in pragmatic performance were measured by a listening judgment test and an oral production test at immediate and delayed posttests. The participants also completed three foreign language (FL) aptitude tests assessing rote memory, grammatical sensitivity, and working memory. The results revealed different patterns of correlation between FL aptitudes and pragmatic gains. The input group showed positive correlations between working memory and reductions in judgment response times at both immediate and delayed posttests. The output group showed a positive correlation between grammatical sensitivity and gains in production speech rates at immediate posttest; a negative correlation was also found between rote memory and reductions in production planning times made at immediate posttest.

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Hermsen, M. A. J. A., H. Joenje, F. Arwert, B. J. M. Braakhuis, J. P. A. Baak, A. Westerveld, and R. Slater. "Assessment of chromosomal gains and losses in oral squamous cell carcinoma by comparative genomic hybridisation." Oral Oncology 33, no. 6 (November 1997): 414–18. http://dx.doi.org/10.1016/s0964-1955(97)00031-6.

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GODARD, MICHAEL P., DAVID L. WILLIAMSON, and SCOTT W. TRAPPE. "Oral amino-acid provision does not affect muscle strength or size gains in older men." Medicine & Science in Sports & Exercise 34, no. 7 (July 2002): 1126–31. http://dx.doi.org/10.1097/00005768-200207000-00012.

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Yoo, Yong Goo, Hee Jong Lee, Dong-Kyu Lee, Ho-Geun Joh, Dong-Il Kim, and HyoJoon Kim. "Effect of the oral administration of Ephedra Sinica extract on suppression of body weight gains." BioChip Journal 4, no. 3 (September 2010): 217–22. http://dx.doi.org/10.1007/s13206-010-4309-3.

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Jochum, Christopher J. "Measuring the Effects of a Semester Abroad on Students’ Oral Proficiency Gains: A Comparison of At Home and Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 24, no. 1 (August 15, 2014): 93–104. http://dx.doi.org/10.36366/frontiers.v24i1.338.

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This study investigates oral proficiency gains among study-abroad (SA) and at-home (AH) students over the course of one semester. Using the Oral Proficiency Interview by Computer (OPIc), students (N=18) were assessed before and after studying Spanish either on-campus or abroad. Findings revealed that while both groups’ mean proficiency scores improved, the SA group showed significant pre-post improvement. The percentage of students who improved at least one proficiency level was 44% for the AH group and 89% among SA participants, whose minimum post-test level was Intermediate-Mid. Only two students (SA group), however, reached the Advanced-Low level. Results outline some of the implications and limitations associated with semester-long study abroad and increased oral proficiency and offer suggestions for future research.

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Lent, Emily May, Lee C. B. Crouse, and Shannon M. Wallace. "Oral Toxicity of 2,4-Dinitroanisole in Rats." International Journal of Toxicology 35, no. 6 (October 7, 2016): 692–711. http://dx.doi.org/10.1177/1091581816670321.

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Subacute and subchronic studies were conducted to assess the toxicity of 2,4-dinitroanisole (DNAN) and to provide information important for protecting the health of military and civilian personnel. In the subchronic study, male and female Sprague-Dawley rats were dosed with DNAN via oral gavage at 0, 1.25, 5, 20, and 80 mg/kg/d. Likely owing to its conversion to 2,4-dinitrophenol, an inhibitor of energy homeostasis, DNAN caused an apparent increase in metabolism, leading to reduced feed efficiency ratios and body mass gains in males. Anemia, splenic enlargement, hemosiderosis, and extramedullary hematopoiesis indicated blood as a target organ, with females more sensitive than males. The DNAN was a testicular toxicant, causing decreased mass of testes and epididymides, as well as degeneration and atrophy of testicular seminiferous tubules and epididymal aspermia. Stereotypical behavior in males, gait irregularities, and cerebellar lesions indicated that DNAN is neurotoxic. Splenic enlargement, anemia, testicular toxicity, and neurotoxicity occurred only at or near lethal doses in the subchronic study.

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Yalçın, Şebnem, and Nina Spada. "LANGUAGE APTITUDE AND GRAMMATICAL DIFFICULTY." Studies in Second Language Acquisition 38, no. 2 (January 7, 2016): 239–63. http://dx.doi.org/10.1017/s0272263115000509.

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This study investigates the relationship between foreign language aptitude and the learning of two English structures defined as easy or difficult to learn. Using a quasiexperimental design, 66 secondary-level learners of English as a foreign language from three intact classes were provided with four hours of instruction on thepassive(a difficult structure) and thepast progressive(an easy structure). Language aptitude was measured using the LLAMA Aptitude Test (Meara, 2005). Language outcomes were measured with a written grammaticality judgment and an oral production task. The results revealed that one of the aptitude components, grammatical inferencing, contributed to learners’ gains on thepassivebut not thepast progressiveon the written measure. Another component of aptitude, associative memory, contributed to learners’ gains on thepast progressiveon the oral measure. The results provide support for the claim that different components of aptitude contribute to the learning of difficult and easy L2 structures in different ways. There is also support for the proposal that different components of aptitude may be involved at different stages of language acquisition (Skehan, 2002).

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Cadena-Aguilar, Roso Freddy, Javier Hernando Ortega-Cuellar, and Albedro Cadena-Aguilar. "Daily 6: An Approach to Foster Oral Fluency of English as a Foreign Language in Adolescents." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 29–44. http://dx.doi.org/10.15446/profile.v21n2.71364.

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This action research study aimed to examine the possible impact of the Daily 6 approach on the oral fluency in English of 13 adolescents. This approach (extension of the existing Daily 5™ framework) introduced a sixth step, “speak to someone”, to respond to the lack of oral fluency limiting participants’ overall speaking performance in English as a foreign language. Data were gathered through surveys, diagnostic and achievement tests, and recordings using VoiceThread™. The coding and a small sample hypothesis test for means analysis unveiled the significance of the Daily 6 approach to enhance oral fluency through technology. Results displayed gains in oral fluency (length of runs, silent pauses, length of pauses, filled pauses, and pace) and positive changes in attitudinal responses within a low-anxiety environment.

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McIntosh, Angela Stephens, Anne Graves, and Russell Gersten. "The Effects of Response to Intervention on Literacy Development in Multiple-Language Settings." Learning Disability Quarterly 30, no. 3 (August 2007): 197–212. http://dx.doi.org/10.2307/30035564.

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This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade gains in oral reading fluency ( N = 111). Reading fluency data were examined in relation to ratings of literacy practices, including the degree to which Tier 1 alone or Tier 1 plus Tier 2-type instruction was implemented. The correlation between classroom ratings on the English Learners Classroom Observation Instrument (ELCOI) and gain from pre- to posttest in first grade on oral reading fluency was moderately strong in both Year 1 ( r = .61) and Year 2 ( r = .57). The correlation between Cluster II teacher ratings and ORF gains was strong in both Year 1 ( r = .75) and Year 2 ( r = .70), suggesting a strong relationship between Tier 2-type literacy practices and end-of-first-grade oral reading fluency. Results indicated a strong correlation ( r = -.81) between the number of students below DIBELS benchmark thresholds at the end of first grade and the teacher rating on the amount of instruction provided for low performers. Followup data at the end of third grade in oral reading fluency and comprehension indicate moderate correlations to first-grade scores ( N = 51). Patterns of practice among first-grade teachers and patterns among ELs who were ultimately labeled as having learning disabilities are discussed. Educational implications and recommendations for future research are also presented.

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Luckie, Douglas B., Aaron M. Rivkin, Jacob R. Aubry, Benjamin J. Marengo, Leah R. Creech, and Ryan D. Sweeder. "Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance." CBE—Life Sciences Education 12, no. 3 (September 2013): 515–29. http://dx.doi.org/10.1187/cbe.12-04-0050.

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We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

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Ullah, Muhammad Irfan. "Ameliorating Effects of Different Extracts of Culinary Mushroom Species on the Production Performance of Healthy and Eimeria Infected Commercial Broiler Birds." International Journal of Agriculture and Biology 26, no. 01 (July 1, 2021): 39–44. http://dx.doi.org/10.17957/ijab/15.1806.

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In this research, three edible mushroom species including Pleurotus (P.) ostreatus, P. sajor-caju and Lentinus (L.) edodes were processed for hot water, methanolic and polysaccharide extracts. These extracts were administered to commercial broiler birds. Production performance was determined as weight gains and feed conversion ratios (FCR) in healthy birds on weekly basis. Further, groups were subjected to oral Eimeria infection and weight gains were monitored from days 4 to 12 post inoculation. Study revealed significantly higher (P < 0.05) weight gains in experimental groups given different mushroom extracts during 4th, 5th and 6th weeks of experiment in comparison to control. Feed conversion ratios observed in the control groups were significantly higher (P < 0.05) as compared to experimental groups especially methanolic extracts of all three mushroom species during 5th and 6th weeks of the experiment. After Eimeria inoculation, weight gains of the experimental groups given different mushroom extracts were significantly higher (P < 0.05) on 10th, 11th and 12th day. Results concluded that aqueous, methanolic and polysaccharide extracts of P. ostreatus, P. sajor-caju and L. edodes had potential to improve the production in healthy birds and may also enhance the weights in commercial broiler birds suffering from Eimeria infection. © 2021 Friends Science Publishers

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Cadena-Aguilar, Albedro, and Claudia Patricia Álvarez-Ayure. "Self- and Peer-Assessment of Student-Generated Podcasts to Improve Comprehensibility in Undergraduate EFL Students." Profile: Issues in Teachers' Professional Development 23, no. 2 (July 19, 2021): 67–85. http://dx.doi.org/10.15446/profile.v23n2.88928.

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This study reports on a mixed-methods research project into self- and peer-formative assessment of student-generated podcasts in a group of 18 undergraduate students. The aim was to determine whether there were any gains in the spoken comprehensibility of the participants while having them reflect on and adjust their use of suprasegmentals (thought groups, sentence stress, and intonation). Data were gathered from student logs, student-generated podcasts, and a questionnaire. Results unveiled the exhibition of self-regulated behaviours and gains in comprehensibility. This study highlights the importance of helping learners look critically and reflectively at their own oral production and of incorporating training on suprasegmentals within English as a foreign language courses to help learners communicate more effectively within a globalised context.

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Kozar, Olga, and Lynda Yates. "Factors in language learning after 40: Insights from a longitudinal study." International Review of Applied Linguistics in Language Teaching 57, no. 2 (May 26, 2019): 181–204. http://dx.doi.org/10.1515/iral-2015-0113.

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AbstractThis study seeks to identify differences in language learning progress and experiences among 24 adult migrants, who arrived to Australia after the age of 40. The results suggest that age per se was not a reliable predictor of language learning progress. Instead, the initial English level of participants when they arrived to Australia, opportunities to use English and prior level of education were associated with considerable language learning gains. For example, participants who had a higher initial English level were able to find jobs that required them to perform a range of oral and written tasks across different domain, which further improved their level, while participants who had a low initial level were mostly unemployed. Another common factor we noted among participants with high and reasonable gains but not among those who made little progress was a proactive attitude and the use of a range of language learning strategies beyond the classroom. The study also revealed differences in age construal among participants with high and reasonable gains and those who did not improve.

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Novikova, N. A., A. N. Volovchenko, and D. A. Parfenov. "DABIGATRAN AND IDARUZIZUMAB. NEW OPPORTUNITIES FOR IMPROVING PATIENT SAFETY." Atherothrombosis Journal, no. 1 (June 29, 2019): 53–61. http://dx.doi.org/10.21518/2307-1109-2019-1-53-61.

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The widespread use of new oral anticoagulants in clinical practice requires improving the safety of medication use, i.e. the use of specific reversal agents, if necessary. Idarucizumab, a humanied monoclonal antibody fragment, is the first reversal agent authorized in our country that binds to dabigatran. Its efficacy and safety have been validated in several clinical trials, and its use gains experience in real clinical practice.

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Saeli, Hooman, Payam Rahmati, and Mohammadreza Dalman. "Oral Corrective Feedback on Pronunciation Errors: The Mediating Effects of Learners’ Engagement with Feedback." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 68. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.68.

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This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners’ positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students’ perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.

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Crowe, Linda K. "Comparison of Two Reading Feedback Strategies in Improving the Oral and Written Language Performance of Children With Language-Learning Disabilities." American Journal of Speech-Language Pathology 12, no. 1 (February 2003): 16–27. http://dx.doi.org/10.1044/1058-0360(2003/049).

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Twelve school-age children with language-learning disabilities (LLD) participated in a study comparing the effects of two reading feedback strategies for improving their oral and written language performance. Children were matched for age, disability, gender, and general reading performance. Participants were assigned to one of three study groups, Treatment 1 (T1), Treatment 2 (T2), or Control (C). Children were pre- and posttested on standardized tests of reading and oral vocabulary. T1 and T2 participated in 6 weeks of reading intervention. T1 used traditional decoding-based feedback strategies, and T2 used meaning-based feedback strategies, termed Communicative Reading Strategies (CRS). Significant differences across groups were found for reading comprehension, oral reading, and expressive vocabulary measures. Pairwise comparisons indicated that T2 performed significantly better than T1 and C on reading comprehension at posttest. Though not reaching levels of significance, T2 made greater gains than T1 and C on oral reading and expressive vocabulary measures. Results are discussed with implications for using CRS (T2) with school-age poor readers.

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Ko, Jeong-Kyung, You-Kyung Lee, Jong Chun Na, Dong-Yeon Kim, and Youl-Ri Kim. "A Retrospective Analysis Evaluating the Outcome of Parenteral Nutrition in the Treatment of Anorexia Nervosa in Korea." Journal of Clinical Medicine 9, no. 11 (November 19, 2020): 3711. http://dx.doi.org/10.3390/jcm9113711.

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The objective of this study was to investigate the clinical efficacy of parenteral nutrition (PN) as supplemental feeding for patients with anorexia nervosa (AN). This study was conducted by reviewing the medical records of patients with AN who were hospitalized at a non-specialized ward. A total of 129 patients with AN were recruited, consisting of 67 patients received PN with oral refeeding and 62 patients received oral refeeding alone. We compared the weight gain at discharge and after discharge between the groups. As a result, at admission, the patients given supplementary PN had lower body mass indices and lower caloric intake than the patients without PN. The mean duration of PN was 8.5 days, which amounted to about a third of the average hospital stay with no difference between the groups. Both groups had similar weight gains during hospitalization, but the patients with PN had higher weight gains than the patients without PN at one and three months after discharge. In conclusion, the results suggest that supplementary PN in the early stage of refeeding might initiate weight gain in AN when nasogastric tube feeding is not possible. Randomized controlled trials are needed to be further tested of PN in treatment of AN.

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Balthazar, Catherine H., and Cheryl M. Scott. "Targeting Complex Sentences in Older School Children With Specific Language Impairment: Results From an Early-Phase Treatment Study." Journal of Speech, Language, and Hearing Research 61, no. 3 (March 15, 2018): 713–28. http://dx.doi.org/10.1044/2017_jslhr-l-17-0105.

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PurposeThis study investigated the effects of a complex sentence treatment at 2 dosage levels on language performance of 30 school-age children ages 10–14 years with specific language impairment.MethodThree types of complex sentences (adverbial, object complement, relative) were taught in sequence in once or twice weekly dosage conditions. Outcome measures included sentence probes administered at baseline, treatment, and posttreatment phases and comparisons of pre–post performance on oral and written language tests and tasks. Relationships between pretest variables and treatment outcomes were also explored.ResultsTreatment was effective at improving performance on the sentence probes for the majority of participants; however, results differed by sentence type, with the largest effect sizes for adverbial and relative clauses. Significant and clinically meaningful pre–post treatment gains were found on a comprehensive oral language test, but not on reading and writing measures. There was no treatment advantage for the higher dosage group. Several significant correlations indicated a relationship between lower pretest scores and higher outcome measures.ConclusionsResults suggest that a focused intervention can produce improvements in complex sentence productions of older school children with language impairment. Future research should explore ways to maximize gains and extend impact to natural language contexts.Supplemental Materialhttps://doi.org/10.23641/asha.5923318

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Okewole, E. A., S. S. Abiola, A. A. Aderinto, and A. O. Oladele. "Fenbendazole efficacy in lambs: a comparison of oral dosing and feed block additive modes of administration." Nigerian Journal of Animal Production 29, no. 2 (January 1, 2021): 251–58. http://dx.doi.org/10.51791/njap.v29i2.1570.

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Twenty-four, 3-month old West African Dwarf (WAD) Lambs were divided into 3 groups of 8 each. Each group was given free access to a common pasture by day, but housed separately in concrete floored and netted pens provided with varied but equal supplements by night. Two of the groups were treated with 2.5% Fenbendazole suspension at a dose rate of 10mg/kg body weight administered orally once a month for 3 consecutive months for one group, dissolved in molasses mixed with Brewer's grains in 5 divided daily doses per month for 3 consecutive months for the second group, while the third 3 group was left us untreated control. The mean haematocrit values, mean percentage egg reduction and mean liveweight gains were higher at the end of the trial for the single monthly dosed group than for the untreated control group, while the same measurements were insignificantly different (P>0.05) for the two treated groups. Significant appreciation in the mean hematocrit values, mean percentage egg reduction and mean liveweight gains were proofs of the effectiveness of treatment and molasses supplementation, while the insignificance of the difference of the same measurements in the two treated groups implied equal efficacy of the two different schedules of administration. The in-feed scheme was easier and convenient for use on weak and pregnant eves that could abort on rough handling

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Staubitz, John E., Gwendolyn Cartledge, Amanda L. Yurick, and Ya-Yu Lo. "Repeated Reading for Students with Emotional or Behavioral Disorders: Peer- and Trainer-Mediated Instruction." Behavioral Disorders 31, no. 1 (November 2005): 51–64. http://dx.doi.org/10.1177/019874290503100108.

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This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.

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Harper, David, Anita R. Bowles, Lauren Amer, Nick B. Pandža, and Jared A. Linck. "Improving Outcomes for English Learners Through Technology: A Randomized Controlled Trial." AERA Open 7 (January 2021): 233285842110255. http://dx.doi.org/10.1177/23328584211025528.

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English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on English learning among middle school ELs. The study took place in Grades 6 to 8 of an urban U.S. school district ( N = 221). Predictors of interest included time of testing (pretest vs. posttest) and software usage, and covariates included grade level, sex, and attendance. Additionally, socioeconomic status and home language were accounted for due to sample homogeneity. Multilevel models indicated that treatment group students showed larger gains than control group students on oral/aural outcomes. These results indicate that the software intervention enables individualized practice that can produce proficiency-related gains over and above the typical classroom curriculum.

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Herzberg, M. C., A. Vacharaksa, K. H. Gebhard, R. A. Giacaman, and K. F. Ross. "Plausibility of HIV-1 Infection of Oral Mucosal Epithelial Cells." Advances in Dental Research 23, no. 1 (March 25, 2011): 38–44. http://dx.doi.org/10.1177/0022034511399283.

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The AIDS pandemic continues. Little is understood about how HIV gains access to permissive cells across mucosal surfaces, yet such knowledge is crucial to the development of successful topical anti-HIV-1 agents and mucosal vaccines. HIV-1 rapidly internalizes and integrates into the mucosal keratinocyte genome, and integrated copies of HIV-1 persist upon cell passage. The virus does not appear to replicate, and the infection may become latent. Interactions between HIV-1 and oral keratinocytes have been modeled in the context of key environmental factors, including putative copathogens and saliva. In keratinocytes, HIV-1 internalizes within minutes; in saliva, an infectious fraction escapes inactivation and is harbored and transferable to permissive target cells for up to 48 hours. When incubated with the common oral pathogen Porphyromonas gingivalis, CCR5− oral keratinocytes signal through protease-activated receptors and Toll-like receptors to induce expression of CCR5, which increases selective uptake of infectious R5-tropic HIV-1 into oral keratinocytes and transfer to permissive cells. Hence, oral keratinocytes—like squamous keratinocytes of other tissues—may be targets for low-level HIV-1 internalization and subsequent dissemination by transfer to permissive cells.

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Pelegrine, André Antonio, Luís Guilherme Scavove de Macedo, Antonio Carlos Aloise, and Peter Karyen Moy. "Barbell Technique: A Novel Approach for Bidirectional Bone Augmentation: Technical Note." Journal of Oral Implantology 46, no. 4 (April 21, 2020): 446–52. http://dx.doi.org/10.1563/aaid-joi-d-19-00323.

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Horizontal bone reconstruction is a common augmentation procedure used in implant dentistry to achieve adequate 3-dimensional ridge reconstruction to permit proper dental implant positioning. However, most available techniques are focused on unidirectional bone reconstruction (grafting only on the buccal side). This study was carried out to validate an innovative device that is indicated for bidirectional bone augmentation. The study consisted of 4 patients who required bidirectional horizontal bone augmentation of the upper jaw. Two computerized tomographies were performed (T0 at baseline and T1 at 6 months postoperative examinations). Mean bone thickness in the studied sites at T0 was 2.30 ± 0.65 and mean bone thickness achieved was 9.11 ± 1.08 mm at T1, with an overall bone gain of 6.81 ± 1.33 mm. Concerning the specific gains in direction, buccal and palatal bone augmentations were 4.89 ± 0.94 and 1.92 ± 0.42 mm, respectively. Based on these results, it can be concluded that the use of this novel device allows for the achievement of bidirectional horizontal bone augmentation.

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Gammonley, Denise, Mary Mann, Daniel Fleishman, Lloyd Duran, Shawn Lawrence, and Eileen Abel. "Oral Histories and Service Learning to Promote Geriatric Competence, Comfort, and Career Interest." Journal of Baccalaureate Social Work 19, no. 1 (January 1, 2014): S—3—S—21. http://dx.doi.org/10.18084/basw.19.1.fr25849k3tr20676.

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Gathering oral histories allows BSW students to learn and apply person-centered care principles through individualized social engagement with older adults. Thirty-three undergraduates enrolled in generalist practice took part in a semester long service-learning project gathering oral histories of older adults. A mixedmethods pre/post quasi-experimental design with a comparison group of BSW students engaged in service-learning in other settings evaluated the effects on student attainment of geriatric social work competencies, comfort engaging with older adults, and career interest. Relative to the comparison group, oral history students demonstrated statistically significant gains in values, assessment, intervention, and aging services geriatric competence. Competence related to values had the strongest effect size. Student comfort with older adults and career interest did not change. Although analysis of students’ critical reflections indicated that learning to communicate with cognitively impaired older adults was challenging, findings suggest that participant understanding of the aging process expanded.

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Pindiprolu, Sekhar S., and Lori J. Marks. "Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs." Rural Special Education Quarterly 39, no. 3 (May 4, 2020): 116–27. http://dx.doi.org/10.1177/8756870520914281.

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Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.

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Wilson, Lynn B., Barbara DeBaryshe, Malkeet Singh, and Sharon Taba. "Evaluating Two Oral Health Video Interventions with Early Head Start Families." International Journal of Dentistry 2013 (2013): 1–9. http://dx.doi.org/10.1155/2013/437830.

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Poor oral health in early childhood can have long-term consequences, and parents often are unaware of the importance of preventive measures for infants and toddlers. Children in rural, low-income families suffer disproportionately from the effects of poor oral health. Participants were 91 parents of infants and toddlers enrolled in Early Head Start (EHS) living in rural Hawai'i, USA. In this quasi-experimental design, EHS home visitors were assigned to use either a didactic or family-centered video with parents they served. Home visitors reviewed short segments of the assigned videos with parents over an eight-week period. Both groups showed significant prepost gains on knowledge and attitudes/behaviors relating to early oral health as well as self-reported changes in family oral health routines at a six-week followup. Controlling for pretest levels, parents in the family-centered video group showed larger changes in attitudes/behaviors at posttest and a higher number of positive changes in family oral health routines at followup. Results suggest that family-centered educational videos are a promising method for providing anticipatory guidance to parents regarding early childhood oral health. Furthermore, establishing partnerships between dental care, early childhood education, and maternal health systems offers a model that broadens potential reach with minimal cost.

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Journal articles on the topic 'Oral gains'

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