Reading Comprehension Predictors in European Portuguese Adults

THE USE OF DENTAL PATIENT-REPORTED OUTCOMES AMONG COMPARATIVE OBSERVATIONAL STUDIES IN ORTHODONTICS: A METHODOLOGICAL STUDY

OBJECTIVE

To identify and summarize the presence and characteristics of dental patient-reported outcomes (dPROs) and dental patient-reported outcome measures (dPROMs) within comparative observational studies published in 5 leading orthodontic journals.

METHODS

Electronic searching was performed to identify intervention (therapeutic or preventive) related comparative observational studies published in selected journals between 2015 and 2021. Two authors extracted the characteristics of each included study independently and in duplicate and summarized the dPROs and dPROMs used in these studies. All dPROs were classified into 2 general types (oral health-related quality of life [OHRQoL] and others), while dPROMs were divided into 3 categories (single-item questionnaires, generic multiple-item questionnaires, and specific multiple-item questionnaires). In addition, dPROMs were examined, if they evaluated the 4 dimensions of OHRQoL (oral function, orofacial pain, orofacial appearance, and psychosocial impact).

RESULTS

A total of 683 observational studies were eligible and included of which 117 (17.1%) used dPROs and dPROMs. Seven different dPROs (OHRQoL, patients' satisfaction with treatment, preferences, concerns, compliance, duration, and unwanted events) and 33 different dPROMs (including 8 single-item questionnaires, 11 generic multiple-item questionnaires, and 14 specific multiple-item questionnaires) were identified in these studies. OHRQoL was the most commonly used dPRO (92/117, 78.6%), while Oral Health Impact Profile 14 (OHIP-14) was the most frequently used dPROM (20/92, 21.7%). In terms of study design, cross-sectional studies had the highest proportion of dPRO usage (62/148, 41.9%), followed by cohort studies (63/505, 12.5%) and case-control studies (1/30, 3.3%).

CONCLUSIONS

Only one-sixth of comparative observational studies published in leading orthodontic journals could reflect patients' perspectives. Observational studies in orthodontics need to provide more patient-important information through the use of dPROs and dPROMs.

Early predictors of reading success in first grade

Reading acquisition is a complex process that can be predicted by several components which, in turn, can be affected by the orthography depth. This study aims to explore the early predictors of (un)success in reading acquisition within an intermediate transparent orthography. At the beginning of the school year, 119 European Portuguese-speaking first graders were assessed regarding (i) sociodemographic variables: mothers' education and socioeconomic status (SES); (ii) cognitive variables: phonological working memory and vocabulary; (iii) reading-related variables: letter-sound knowledge, phonemic awareness, and rapid naming. Results of the three variable clusters were correlated with the final classification obtained in the Portuguese discipline. Specifically, there was a correlation between the Portuguese discipline classification with all reading and cognitive-related variables, with the highest correlations occurring with mother education and letter spelling. A regression analysis was conducted to assess the predictor impact of mother education and letter spelling (variables that correlated stronger with the Portuguese classification) on Portuguese classifications. Letter spelling was the sole significant predictor of the Portuguese classification. Based on these results, a path analysis was run to test whether letter spelling is a mediator of the relationship between the mother's education and the Portuguese classification. The results of the model test yielded a reasonable fit, indicating a relationship between the mother's education and letter spelling, which in turn, relates to the Portuguese classification. The identification of reading predictors in an intermediate-depth orthography such as European Portuguese contributes to more accurate identification of at-risk children.

Do medium and Context Matter when learning from multiple complementary Digital texts and videos?

Students more than ever learn from online sources, such as digital texts or videos. Little research has compared processes and outcomes across these two mediums. Using a between-participants experimental design, this study investigated whether medium (texts vs. videos) and context (less authoritative vs. more authoritative), independently and in concert, affected students' engagement, integrated understanding, and calibration. The two mediums presented identical information on the topic of social media, which was distributed across two complementary texts in the text condition and across two complementary videos in the video condition. In the less authoritative context, the two information sources (texts or videos) were posted by a friend on Facebook; in the more authoritative context, the same information sources (texts or videos) were posted by a professor on Moodle. Results showed a main effect of medium on behavioral engagement in terms of processing time, as students used longer time watching the two videos than reading the two digital texts. No other main medium or context effects were statistically significant; nor were there any interaction effects of medium with context on any of the outcome variables. The findings are discussed in light of the alternative hypotheses that guided the study and the directions it suggests for future research.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s11251-022-09591-8.

Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia

Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from university involves intensive exposure to long and complex texts. This study examined the cognitive skills underlying both text reading comprehension and text reading fluency (TRF) in a sample of 54 university students with dyslexia and 63 university students without dyslexia, based on a set of tests adapted for an adult population, including listening comprehension, word reading, pseudoword reading (i.e., decoding), phonemic awareness, spelling, visual span, reading span, vocabulary, non-verbal reasoning, and general knowledge. The contribution of these skills to text reading fluency and text reading comprehension was examined using stepwise multiplicative linear regression analyses. As far as TRF is concerned, a regression model including word reading, pseudoword reading and spelling best fits the data, while a regression model including listening comprehension, general knowledge and vocabulary best fits the data obtained for text reading comprehension. Overall, these results are discussed in the light of the current literature on adults with dyslexia and both text reading fluency and text reading comprehension.