Egoinvolved Stimulation of Early Literacy

A multisensory model was implemented to improve the stimulation and development of early literacy skill. This implementation was conducted on 56 mothers and their children aged 3-5 years old, by giving them literacy media and assistance to the mothers. The assistance was carried out by 21 literacy ambassadors. Each literacy ambassador helped 2-3 mothers. Mixed-Method Action Research (MMAR) was conducted to implement the multisensory model and evaluate its contribution. Quantitative data were collected by scales, while qualitative data were collected by observation, interviews, and questionnaires. Quantitative data analysis was done with Paired Sample T-Test, and qualitative data analysis was conducted with content analysis. Once the multisensory model was applied, the stimulation of children's literacy shifted from a textual way to a contextual way. Multisensory models contributed to creating a storybook reading routine and playing hand puppets, letter cards, and activity books. This contribution was very important because it significantly increased literacy activity and developed children’s literacy skill.

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Effects of 5-5'-Diphenyl-2-thiohydantoin (DPTH) and Thyroxine on the Ultrastructure and Chemical Composition of Rat Liver

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100066917 ◽

1971 ◽

Vol 29 ◽

pp. 570-571

Author(s):

E. A. Elfont ◽

R. B. Tobin ◽

D. G. Colton ◽

M. A. Mehlman

Keyword(s):

Chemical Composition ◽

Rat Liver ◽

Future Study ◽

Mode Of Action ◽

Liver Mitochondria ◽

Rat Liver Mitochondria ◽

Effective Inhibitor ◽

Biochemical Effects ◽

Glycerophosphate Dehydrogenase ◽

Stimulation Of

Summary5,-5'-diphenyl-2-thiohydantoin (DPTH) is an effective inhibitor of thyroxine (T4) stimulation of α-glycerophosphate dehydrogenase in rat liver mitochondria. Because this finding indicated a possible tool for future study of the mode of action of thyroxine, the ultrastructural and biochemical effects of DPTH and/or thyroxine on rat liver mere investigated.Rats were fed either standard or DPTH (0.06%) diet for 30 days before T4 (250 ug/kg/day) was injected. Injection of T4 occurred daily for 10 days prior to sacrifice. After removal of the liver and kidneys, part of the tissue was frozen at -50°C for later biocheailcal analyses, while the rest was prefixed in buffered 3.5X glutaraldehyde (390 mOs) and post-fixed in buffered 1Z OsO4 (376 mOs). Tissues were embedded in Araldlte 502 and the sections examined in a Zeiss EM 9S.Hepatocytes from hyperthyroid rats (Fig. 2) demonstrated enlarged and more numerous mitochondria than those of controls (Fig. 1). Glycogen was almost totally absent from the cytoplasm of the T4-treated rats.

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Gap junctions in the prothoracic glands of the tobacco hornworm, Manduca sexta

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100123933 ◽

1992 ◽

Vol 50 (1) ◽

pp. 706-707

Author(s):

Ji-da Dai ◽

M. Joseph Costello ◽

Lawrence I. Gilbert

Keyword(s):

Gap Junctions ◽

Small Molecules ◽

Manduca Sexta ◽

Freeze Fracture ◽

Cell Communication ◽

Cellular Level ◽

Thin Sections ◽

Prothoracic Glands ◽

Polyhydroxylated Steroids ◽

Stimulation Of

Insect molting and metamorphosis are elicited by a class of polyhydroxylated steroids, ecdysteroids, that originate in the prothoracic glands (PGs). Prothoracicotropic hormone stimulation of steroidogenesis by the PGs at the cellular level involves both calcium and cAMP. Cell-to-cell communication mediated by gap junctions may play a key role in regulating signal transduction by controlling the transmission of small molecules and ions between adjacent cells. This is the first report of gap junctions in the PGs, the evidence obtained by means of SEM, thin sections and freeze-fracture replicas.

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What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-18-0015 ◽

2019 ◽

Vol 50 (1) ◽

pp. 16-33 ◽

Cited By ~ 6

Author(s):

Elizabeth Runnion ◽

Shelley Gray

Keyword(s):

Hearing Loss ◽

Early Literacy ◽

Skill Development ◽

Reading Proficiency ◽

Literacy Skills ◽

Literacy Skill ◽

Early Literacy Development ◽

Literacy Skill Development ◽

Children With Hearing Loss

PurposeChildren with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss.MethodWe describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss.ConclusionFindings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

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Addressing African American English in Early Literacy Assessment and Instruction

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.2.54 ◽

2008 ◽

Vol 15 (2) ◽

pp. 54-61 ◽

Cited By ~ 6

Author(s):

Nicole Patton Terry

Keyword(s):

African American ◽

Early Literacy ◽

American English ◽

Critical Role ◽

Literacy Skills ◽

African American English ◽

Literacy Assessment ◽

Learning To Read ◽

Speech Language Pathologist ◽

Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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