Differential Growth Trajectories for Achievement among Children Retained in First Grade

Ovarian follicles develop in groups yet individual follicles follow different growth trajectories. This growth and development are regulated by endocrine and locally produced growth factors that use a myriad of receptors and signal transduction pathways to exert their effects on theca and granulosa cells. We hypothesize that differential growth may be due to differences in hormonal responsiveness that is partially mediated by differences in expression of genes involved in signal transduction. We used the bovine dominant follicle model, microarrays, quantitative real-time PCR and RNA interference to examine this. We identified 83 genes coding for signal transduction molecules and validated a subset of them associated with different stages of the follicle wave. We suggest important roles for CAM kinase-1 and EphA4 in theca cells and BCAR1 in granulosa cells for the development of dominant follicles and for betaglycan and FIBP in granulosa cells of regressing subordinate follicles. Inhibition of genes for betaglycan and FIBP in granulosa cells in vitro suggests that they inhibit estradiol production in regressing subordinate follicles.

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A highly conserved ontogenetic limb allometry and its evolutionary significance in the adaptive radiation of Anolis lizards

Proceedings of The Royal Society B Biological Sciences ◽

10.1098/rspb.2021.0226 ◽

2021 ◽

Vol 288 (1953) ◽

pp. 20210226

Author(s):

Nathalie Feiner ◽

Illiam S. C. Jackson ◽

Eliane Van der Cruyssen ◽

Tobias Uller

Keyword(s):

Limb Development ◽

Species Differences ◽

Major Axis ◽

Evolutionary Significance ◽

Growth Trajectories ◽

Differential Growth ◽

Limb Bones ◽

Evolutionary Allometry ◽

Evolutionary Trajectories ◽

Ontogenetic Allometry

Diversifications often proceed along highly conserved, evolutionary trajectories. These patterns of covariation arise in ontogeny, which raises the possibility that adaptive morphologies are biased towards trait covariations that resemble growth trajectories. Here, we test this prediction in the diverse clade of Anolis lizards by investigating the covariation of embryonic growth of 13 fore- and hindlimb bones in 15 species, and compare these to the evolutionary covariation of these limb bones across 267 Anolis species. Our results demonstrate that species differences in relative limb length are established already at hatching, and are resulting from both differential growth and differential sizes of cartilaginous anlagen. Multivariate analysis revealed that Antillean Anolis share a common ontogenetic allometry that is characterized by positive allometric growth of the long bones relative to metapodial and phalangeal bones. This major axis of ontogenetic allometry in limb bones deviated from the major axis of evolutionary allometry of the Antillean Anolis and the two clades of mainland Anolis lizards. These results demonstrate that the remarkable diversification of locomotor specialists in Anolis lizards are accessible through changes that are largely independent from ontogenetic growth trajectories, and therefore likely to be the result of modifications that manifest at the earliest stages of limb development.

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Mathematics growth trajectories in first grade: Cumulative vs. compensatory patterns and the role of number sense

Learning and Individual Differences ◽

10.1016/j.lindif.2014.06.009 ◽

2014 ◽

Vol 35 ◽

pp. 103-112 ◽

Cited By ~ 12

Author(s):

Martin Salaschek ◽

Nina Zeuch ◽

Elmar Souvignier

Keyword(s):

Number Sense ◽

First Grade ◽

Growth Trajectories

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Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade

Early Education and Development ◽

10.1080/10409289.2021.1928445 ◽

2021 ◽

pp. 1-19

Author(s):

Emily M. Weiss ◽

Paul A. McDermott ◽

Michael J. Rovine ◽

Jimin Oh

Keyword(s):

Behavior Problems ◽

First Grade ◽

Growth Trajectories ◽

Latent Growth ◽

Peer Context

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Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0603.119 ◽

1975 ◽

Vol 6 (3) ◽

pp. 119-124 ◽

Cited By ~ 3

Author(s):

Robert T. Wertz ◽

Michael D. Mead

Keyword(s):

Public School ◽

Cleft Palate ◽

Classroom Teacher ◽

First Grade ◽

Speech Disorders ◽

Third Grade ◽

Second Grade ◽

Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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A Developmental Study of Intonation Recognition

Journal of Speech and Hearing Research ◽

10.1044/jshr.1104.825 ◽

1968 ◽

Vol 11 (4) ◽

pp. 825-832 ◽

Cited By ~ 1

Author(s):

Marilyn M. Corlew

Keyword(s):

Significant Interaction ◽

Multiple Choice ◽

Semantic Content ◽

First Grade ◽

Choice Test ◽

Developmental Study ◽

Multiple Choice Test ◽

The Third ◽

Matching Test ◽

Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

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Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

Perspectives on Language Learning and Education ◽

10.1044/lle15.1.22 ◽

2008 ◽

Vol 15 (1) ◽

pp. 22-33 ◽

Cited By ~ 4

Author(s):

Frank R. Vellutino ◽

Haiyan Zhang

Keyword(s):

Early Intervention ◽

Reading Disability ◽

Intervention Studies ◽

Intervention Study ◽

Reading Difficulties ◽

First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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