scholarly journals Zinc intake of US preschool children exceeds new dietary reference intakes

2003 ◽  
Vol 78 (5) ◽  
pp. 1011-1017 ◽  
Author(s):  
Joanne E Arsenault ◽  
Kenneth H Brown
Keyword(s):  
Preschool Children ◽  
Zinc Intake ◽  
Dietary Reference Intakes

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

Meat and Meat Products Consumption in Italy: Contribution to Trace Elements, Heme Iron and selected B Vitamins supply

2004 ◽  
Vol 74 (4) ◽  
pp. 247-251 ◽  
Author(s):  
Lombardi-Boccia ◽  
Lanzi ◽  
Lucarini ◽  
Di Lullo
Keyword(s):  
Trace Elements ◽  
Daily Intake ◽  
Meat Products ◽  
Heme Iron ◽  
B Vitamins ◽  
Zinc Intake ◽  
Consumption Frequency ◽  
Iron And Zinc ◽  
Iron Heme ◽  
Daily Intakes

This study was undertaken to estimate the contribution of meat and meat products consumption to the daily intakes of trace elements (Fe, Zn, Cu, Se), heme iron, and selected B vitamins (thiamine, riboflavin, niacin) in Italy. Meat and meat products were selected on the basis of their consumption frequency reported by the most recent nationwide dietary individual survey carried out in Italy (INN-CA study). The daily intakes of total iron and heme iron were 1.65 and 1.13 mg/person/day. Zinc intake was 3.65 mg/person/day. Beef made the main contribution to iron, heme iron, and zinc daily intakes. Copper daily intake was 107.3 mug/person/day, with meat products provided the highest contribution (40 mug/person/day). Daily intake of selenium (7.14 mug/person/day) was provided mainly by poultry consumption. Thiamine intake was 228 mug/person/day, and meat products were the main source (110 mug/person/day). Riboflavin intake was 136 mug/person/day, with both beef and meat products as the main contributors (40 mug/person/day). Niacin intake was 7.53 mg/person/day, and poultry was the main source (2.28 mg/person/day). Meat and meat products were a valuable source of micronutrients, supplying 47, 48, and 24% of zinc, niacin, and thiamin daily requirements, respectively, and over 10% of iron, copper, selenium, and riboflavin daily average requirement values of the italian RDAs calculated for the population involved in the survey (INN-CA study).

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

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