Grade Reading Research Articles

Assessing the Functional Accessibility, Actionability, and Quality of Patient Education Materials from Canadian Cancer Agencies.

Patient education materials (PEM)s were extracted from provincial cancer agencies to determine their organizational health literacy by evaluating the quality, actionability, and functional accessibility (e.g., readability and understandability) of their PEMs. PEMs from 10 provincial agencies were assessed for their grade reading level (GRL), using eight numerical and two graphical readability scales, and underwent a difficult word analysis. The agencies were assessed for PEM quality using two methods (JAMA benchmarks and DISCERN), while actionability and understandability were assessed using the Patient Education Materials Assessment Tool (PEMAT). Seven hundred and eighty-six PEMs were analyzed. The overall average GRL was 9.3 ± 2.1, which is above the recommended 7th GRL for health information. The difficult word analysis showed that 15.4% ± 5.1% of texts contained complex words, 35.8% ± 6.8% of texts contained long words, and 24.2% ± 6.6% of texts contained unfamiliar words. Additionally, there was high overlap between the most frequently identified difficult words in the PEMs and the most frequently misunderstood words by cancer patients identified in the literature. Regarding quality indicators, no agency displayed all four indicators according to the JAMA benchmarks and DISCERN scores ranged between 38 (poor) to 66 (excellent). PEMAT scores ranged between 68% to 88% for understandability and 57% to 88% for actionability. PEMs continue to be written at a level above the recommended GRL across all provinces, and there was overall high variability in the quality, understandability, and actionability of PEMs among provincial agencies. This represents an opportunity to optimize materials, thus ensuring understanding by a wider audience and improving health literacy among Canadian cancer patients.

Assessment of App Store Description and Privacy Policy to Explore Ethical and Safety Concerns Associated with the Use of Mental Health Apps for Depression.

Mental Health apps (MH apps) could help address the huge unmet mental health care need of developing countries. This study aimed to explore potential ethical, data safety, and privacy issues associated with using MH apps for depression. A cross-sectional assessment of the top 50 MH apps (by Google Play store search result ordering) for depression available in India was conducted in November 2021. Most apps were listed under the category of health and fitness (54%). The median number of total and dangerous permissions requested at the time of download was nine and three, respectively. Privacy policy in English was available for 76%. The average length of the privacy policy was 2171 words, and the mean Flesch-Kincaid reading grade level was 12 (much higher than the recommended cut-off of eight). Important features relevant to safeguarding consumer confidentiality, including names of third parties with which user data could be shared (42%), explicit consent before sharing data with third parties (16%), and assurance regarding the collection of de-identifiable data (11%), were missing from the majority of privacy policies. There is an urgent need to improve the accessibility and usability of privacy policies by app developers, with the active involvement of other stakeholders.

Realigned Audio-Recorded Materials using Repeated Reading and the of Oral Reading Fluency of Non-Fluent Learners

This study was conducted to determine the significant difference before and after exposure to the Realigned Audio Recorded Reading Materials Using Repeated Reading in Grade 7 learners’ reading fluency, such as expressions, accuracy, phrasing, and pace. With the analysis and interpretation of data, this experimental study used statistical tools such as Mean, Standard Deviation, and T-Test. Hypotheses were tested, and the findings revealed the following information; The null hypothesis that there is no significant difference in reading fluency before and after exposure to the Realigned Audio Recorded Reading Materials is rejected. Having all those findings, the study recommends that teachers may utilize realigned audio-recorded reading materials as an intervention for struggling readers to improve their reading fluency; as realigned audio-recorded reading materials using repeated reading are an innovative method of instruction, teachers should receive training on how to create and implement the program in the classroom; and future researchers may do a similar study to determine the advantages of realigned audio-recorded reading materials and, consequently, improve the reading fluency of readers. Keywords: realigned audio recorded materials, repeated reading, expression, accuracy, phrasing, pace

Randomized control trials in education (RCTs): What is their contribution to education theory about teaching?

Random Controlled Trials (RCTs) have become one of the most sought-after approaches to impact evaluations of large-scale educational interventions in developed and developing countries. In this paper, we examine the contribution of RCT-based evaluations of large-scale early grade interventions to education theory about teaching. After a brief introduction of the development context of RCT-based evaluations, we examine the research model of RCTs in education and some of the knowledge claims made by RCT scholars, with specific attention to their claims about changing modes of teaching. We then introduce, briefly, five multi-pronged interventions to improve early grade reading in three developing countries (India, Kenya, and South Africa). Finally, we discuss two key educational ideas about teaching supported by these early grade interventions and locate them in education theory about teaching. Our argument is that these ideas about teaching are not new; they are debated by education researchers and because RCTs' evaluation research does not provide empirical analysis of these ideas, it cannot be integrated by teacher educators and education researchers into knowledge about teaching and teacher education and development. Teaching is not seen as an empirical object to be theorised by this massive growing research field. If collaboration and dialogue were to emerge between development economists, education researchers, and teacher educators, RCTs' findings of educational interventions could contribute to what is already known in educational theory about teaching.

Evaluation of quality, readability, suitability, and usefulness of online resources available to cancer survivors.

The aim of this study was to evaluate the quality, readability, suitability, and usefulness of resources publicly available to adult cancer survivors (aged 18 +) who have completed primary treatment. Resources were identified in July 2021 through Google. Search completeness was verified using Yahoo, Bing, and MedlinePlus. Retrieved resources were assessed for quality using the DISCERN, readability, suitability using the Suitability Assessment Measure (SAM), andusefulness based on a list of unmet needs and self-management skillsderived from the literature. Descriptive analyses were conducted, and a cluster analysis identified the highest-scoring resources. Forty-five resources were included. The mean DISCERN score was fair at 63.3% (SD 13.7%) with low-rated items being sources, publication date, and risks and mechanisms of treatment. The mean reading grade level was 11.19 (SD 1.61, range 8-16) with only one resource scoring an 8. The mean SAM score was in the adequate range at 48.2% (SD 10.6%), with graphics being the lowest-rated section. On average, included resources addressed 57.7% (SD 27.3%) of the unmet needs and 48.4% (SD 20.9%) of the self-management skills, the least addressed being problem-solving. Quality and suitability were fair, whereas readability exceeded recommended levels. Only one resource had a superior score in both quality and suitability. The most pressing need is to develop resources for cancer survivors that address their unmet needs and are accessible in terms of literacy. Study findings outline the highest-scoring resources currently available to survivors, families, and clinicians.

Third-Grade Educational Outcomes of the Children of Adolescent Women.

To evaluate third-grade reading and math proficiency for children born to adolescent women compared with those born to non-adolescent women. A statewide, retrospective cohort study was conducted in Rhode Island using third-grade year-end examination data from 2014 to 2017 as part of a statewide initiative to improve third grade reading levels. Children's third-grade reading and math proficiencies were compared between those born to nulliparous adolescent women (age 15-19 at the time of delivery), and nulliparous women 20 years or older at delivery. Bivariate analyses were conducted to compare maternal and child characteristics between adolescent and non-adolescent groups. Multivariable logistic regression was used to examine the association between having an adolescent mother and being proficient in reading and math after adjusting for lunch subsidy, core city residence, child race/ethnicity and sex. Of the 8,248 children meeting the inclusion criteria, 20% were born to adolescent women and the remaining 80% were born to non-adolescent women. After adjusting for potential confounders, children born to adolescent women were significantly less likely to be proficient in both reading (adjusted risk ratio (aRR) 0.77, 95% confidence interval (CI): 0.71-0.83) and math (aRR 0.78, 95% CI: 0.72-0.85). Children born to adolescent women had significantly lower rates of reading and math proficiency when compared with children of non-adolescent women. These children may benefit from additional resources focused on early academic performance in order to address disparities in reading and math proficiency.

Revisiting the traditional conceptualizations of vocabulary knowledge as predictors of dual language learners’ English reading achievement in a new destination state

AbstractThe unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in Tennessee and explored how various vocabulary knowledge conceptualizations predict English reading comprehension achievement, controlling for English word reading skills and grade level. Vocabulary knowledge was assessed using monolingual (English-only and Spanish-only) and bilingual (conceptual and total) scoring methods. Results showed that, while DLLs performed below the national mean for English-only and Spanish-only vocabulary, they performed within the average to above-average range for bilingually scored conceptual vocabulary. More uniquely, the expressive vocabulary knowledge emerged as a robust predictor of English reading comprehension above and beyond the influence of English word reading skills. Findings suggest practical and theoretical value of bilingually driven vocabulary assessment approaches. As expected, bilingually scored vocabulary provided a more comprehensive understanding of DLLs’ vocabulary knowledge by accounting for vocabulary knowledge in both Spanish and English, compared to monolingually scored vocabulary. We discuss theoretical and instructional implications, with a focus on asset-driven and scientific assessment understandings for supporting DLLs’ vocabulary and reading achievement in new destination states.

Analysis of Trustworthiness and Readability of English and Spanish Hypo- and Hyperthyroid-Related Online Patient Education Information.

This study aims to determine the readability and trustworthiness of English and Spanish hypo- and hyperthyroid-related online information. Google searches were conducted for four search terms: hypothyroidism, Hashimoto's Disease, hyperthyroidism, and Graves' Disease. For each search term, the first 10 websites were analyzed with a total of 40 websites analyzed. Readability formulas were used to determine English and Spanish readability. Trustworthiness was determined using HONcode status, JAMA Benchmark Criteria, and NLM Trustworthy Score. Overall readability largely exceeded recommended grade levels. Only 1 website (2.5%) presented information below the eighth-grade reading level based on overall Readability Consensus score, while 31 websites (77.5%) exceeded this threshold for all measures. The mean (SD) English readability grade level was 9.6 (3.44); the mean (SD) Spanish grade was 8.5 (4.58). No significant relationships were found between the JAMA Benchmark Criteria, NLM Trustworthy Score, HONcode status, and readability. 67.5% of websites analyzed (n = 27) were certified with the Health on the Net Foundation's code of conduct. Websites about common thyroid-related conditions have overall poor readability. The availability of resources for Spanish-speaking patients is also poor. Steps should be taken to ensure that online health-related materials are comprehensible. Physicians should recognize that patients may have few trustworthy and easy-to-understand sources to access information. The readability and trustworthiness of sources should be considered when providing patients suggested sources for further reading. It may be particularly helpful for physicians to utilize websites with favorable readability scores such as the American Thyroid Association website.

Characterization of key information sections in informed consent forms posted on ClinicalTrials.gov.

Recent revisions to the US Federal Common Rule governing human studies funded or conducted by the federal government require the provision of a "concise and focused" key information (KI) section in informed consent forms (ICFs). We performed a systematic study to characterize KI sections of ICFs for federally funded trials available on ClinicalTrials.gov. We downloaded ICFs posted on ClinicalTrials.gov for treatment trials initiated on or after the revised Common Rule effective date. Trial records (n = 102) were assessed by intervention type, study phase, recruitment status, and enrollment size. The ICFs and their KI sections, if present, were characterized by page length, word count, readability, topic, and formatting elements. Of the 102 trial records, 76 had identifiable KI sections that were, on average, 10% of the total length of full ICF documents. KI readability grade level was not notably different from other sections of ICFs. Most KI sections were distinguished by section headers and included lists but contained few other formatting elements. Most KI sections included a subset of topics consistent with the basic elements of informed consent specified in the Common Rule. Many of the KI sections in the study sample aligned with practices suggested in the preamble to the revised Common Rule. Further, our results suggest that some KI sections were tailored in study-specific ways. Nevertheless, guidelines on how to write concise and comprehensible KI sections would improve the utility and readability of KI sections.

Coaching Early Grade Reading Teachers in Afghanistan: Promises and Practices in Afghan Children Read (ACR) Intervention Schools

One of the rationales for the introduction of coaching in early grade literacy program in Afghanistan was to support teachers to improve their instructional practices in the classroom. However, it was not fully clear how much of this promise has been practiced in schools. The purpose of this study was to explore how coaching of early grade literacy teachers has been implemented and find out if enacted roles were actually practiced in USAID supported schools. A thorough review of literature provided the conceptual framework which guided the assessment of the coaching practice at different stages of implementation. A multiple case study design was adopted to do the investigation using interviews of multiple sources of data. Findings indicate that the coaching of individual teachers has been practiced in most of the surveyed cases. Coaches were co-planning lessons with teachers, modelling lessons as required, observing lessons to get data on how to support teachers, analyze those data to provide feedback, provide feedback and co-plan the upcoming lessons. Several conditions supported the realization of coaching teachers in Afghan Children Read Schools including school management support; training of coaches, supervisors and principals; availability of learning materials and the super commitment of teachers and coaches. Very few problems were detrimental to the implementation of coaching particularly the lack of integration of coaching support to the normal workload of coaches. It was implied that the promises of coaching can even be actualized under unfavorable contexts if relevant conditions for implementation are created. Keywords: Coaching, early grade reading, teachers’ professional development, Afghan Children Read, policy implementation DOI: 10.7176/RHSS/13-2-01 Publication date: January 31 st 2023

Patient-Directed Vasectomy Information: How Readable Is It?

To assess the quality and readability of online health information on vasectomy using validated readability and quality assessment tools. The top 50 search results for "vasectomy" on Google, Bing, and Yahoo were selected. Duplicate links, advertisements, blog posts, paid webpages, and information intended for healthcare providers were excluded. Flesch Reading Ease score, Flesch-Kincaid Grade level, Gunning Fog Index, and Simple Measure of Gobbledygook (SMOG) index were used to assess readability, with optimal readability level for online health information established as being at sixth grade reading level. DISCERN Instrument and JAMA Benchmark were used to assess the quality of selected webpages. Inter-assessment score correlation and results by webpage type were analyzed. We analyzed 44 webpages, including 16 academic, 5 hospital-affiliated, 6 commercial, 13 non-profit health advocacy, and 4 uncategorized sources. The average readability of the evaluated webpages was at a 10th grade reading level as measured by the Flesch Kincaid Assessment tool, and an undergraduate reading level per the SMOG and Gunning Fog indices. Non-profit health advocacy webpages had the best reading level but still was not at the recommended level of grade 6 to 7. The overall DISCERN quality of the webpages was "fair", with non-profit health advocacy pages performing best. The assessed webpages offer education on vasectomy in a language that is too complex for the general population to understand. Furthermore, several sources for online health information, such as non-profits, outperformed webpages by academic institutions. Increased healthcare collaboration and dedication to producing quality online patient resources is necessary to address these shortcomings and build trust among patients to increase utilization of vasectomy and decrease decisional regret.

Assessment of online patient education material for eye cancers: A cross-sectional study.

The objective of this study was to assess online American patient education material (PEM) related to eye cancers in order to determine the quality of the content and appropriateness of the contents' reading level as it relates to the American population. PEMs were extracted from fifteen American cancer and ophthalmology associations and evaluated for their reading level using ten validated readability scales. PEMs then had all words extracted and evaluated for their difficulty and familiarity. The quality of the PEMS were assessed according to DISCERN, Heath On the Net Foundation Code of Conduct (HONCode), and JAMA benchmarks. Overall, online PEMs from the associations were written at a 11th grade reading level, which is above the recommended 6th grade reading level. The difficult word analysis identified that 26% of words were unfamiliar. Only one of the fifteen association held a HONCode certification while no organization met the standards of all four JAMA benchmarks. The average score for DISCERN was 2.4 out of a total of 5 for the fifteen questions related to treatment option information quality. Consideration should be made to create PEMs at an appropriate grade reading level to encourage health literacy and ultimately promote health outcomes. Associations should also focus on incorporating easily identifiable quality indicators to allow patients to better identify reputable resources.

Bringing Books to Life: Engaging Papuan Children to Read

Bringing Books to Life: Engaging Papuan Children to Read Wigati Yektiningtyas (bio) and James Modouw (bio) Compared to other Indonesian children, the literacy rate of Papuan children is pretty low. According to 2014 USAID’s Baseline Study for Rural and Remote Education Initiative for Papuan Provinces, the EGRA (Early Grade Reading Assessment) is also low, scoring only 14.61 percent (as opposed to the national score of 62.80 percent). This also means that despite Papuan children’s ability to read, they do not understand what they have read. Instead of reading, Papuan children generally prefer to play in the wild (Modouw 34). There is no encouragement from the parents as reading is considered unimportant and education is left entirely to the school. This calls for a strategy to foster Papuan children’s reading interest so they can gain new knowledge and experiences, develop imagination, and improve their language skills. In the early 2013, Community Reading Centers (CRCs) were established in Papua as an answer to this call (Yektiningtyas-Modouw and Karna 67–86). The books in CRC collections initially came from outside Papua and unfortunately, were not very attractive. Despite the improvement in 2020, CRCs still could not successfully attract children to read. During a 2021 observation of CRCs in Jayapura Regency, the children were seen just playing aimlessly. They merely browsed through the books before putting them back, showing no interest in reading. Interviews with several elementary schoolchildren reveal their disinterest in the contents of the books. “I don’t know rice fields, I don’t know elephants, I don’t like reading what I don’t know,” one of them said. Two teachers from CRCs in East Sentani and West Sentani Districts added that the children would read if they were forced to. Meanwhile, teachers from CRCs in Demta District and Kemtuk Gresi District said that while the children read books, they did not understand the contents. The teachers from CRCs in Central Sentani District also mentioned that the children would close the book immediately when they encountered unfamiliar terms, places, trees, objects, or animals. Even unfamiliar proper names could be an excuse for them to stop reading. These children seem to prefer reading folktales from the area where they came from (Yektiningtyas and Gultom 224). They find it easier to read and understand texts with familiar landscapes, animals, plants, daily routines, traditions, or proper names—a phenomenon referred to as “emotional ties” (Lazar). These connections become good bridges to motivate children to read and write, eliminating the burden of alienating materials (Yektiningtyas-Modouw and Karna; Dickinson et al.). [End Page 58] The Use of Papuan Folktales One of Papua’s local excellences that needs to be utilized in education is none other than folktales. This utilization is also in line with Jayapura’s new regulation of local languages and tradition in education in nine customary areas of the regency (Awoitauw 17). This is an attempt to preserve the rarely acknowledged cultural heritages and, simultaneously, further facilitates children’s reading through their emotional connection with local folklores. The texts, loaded with local values, can attract children to read, promoting reading habits and transforming them into independent readers. When all these things have been achieved, children can be introduced to various books from across cultures. The problem of reading difficulty becomes less apparent when folktales are used. Children easily recognize places, plants, animals, and proper names. For example, Ebi dan Kandei (Ebi and Kandei)—a famous fable from Sentani about friendship, fights, and betrayal between a bird and a fish— refers to the name of a Sentani endemic bird (Ebi) and an almost-extinct endemic fish in the Lake Sentani area (Kandei / Glossamia beauforti). Children’s familiarity with the content facilitates deeper engagement with the book. When Ebi and Kandei was used in the reading session, it was generally followed up by listing other birds around the Sentani area, such as the cassowary, mambruk (Goura victoria), kumkum, eagles, and cockatoos. They also listed the native fish in the lake area, such as kahe (Glossamia wichmani) and the rare kanseli (Neoarius velutinus). This activity led to an interesting discussion about extinction in nature and environmental preservation. NM (ten...

Longitudinal predictors of French word reading difficulties among French Immersion children.

In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French word reading difficulties in such programs. Within this context, and in the interests of informing early identification of second language reading challenges, we examined early English predictors of French word reading difficulties. We also examined potential overlap of these difficulties as well as the stability of these difficulties over time. A total of 108 children in FI participated, completing measures of English nonverbal intelligence, phonological awareness, rapid automatized naming, and receptive vocabulary in kindergarten, as well as English and French word reading in grades 1, 2, and 3. Logistic regressions revealed that kindergarten English phonological awareness and rapid automatized naming (RAN) distinguished between good and poor French word readers in grade 3, with adequate sensitivity and specificity. These results suggest that English phonological awareness and RAN may be appropriate early skills to identify children at risk of word reading challenges in bilingual programs. Chi-square analyses demonstrated significant overlap of English and French word reading challenges in grades 1, 2, and 3, highlighting the possibility that English and French word reading difficulties do not exist independently. Finally, chi-square analyses revealed retrospectively stable word reading difficulties in English and French. Interestingly, prospective stability was stronger for French than English word reading challenges. Overall, our results underscore the importance of considering the specific nature of word reading difficulties in bilingual readers.

Gradation of Javanese reading teaching materials for lower elementary grades

Gradation of teaching materials will show the material leveling according to the developmental stages and student needs. This study aims to develop the gradation of Javanese reading for the lower elementary grades. This development research (R&D) used the ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The research samples were teachers and students in grades 1 to 3 in 14 randomly selected schools. The data collection methods used document analysis, interviews, and tests. The study result was in the form of a product of Javanese reading teaching material. Using the t-test, the field trial results revealed a significant difference between grades using gradation books and non-gradation books, grade 1 had significance value of 0.017, grade 2 had 0.000, and grade 3 had 0.000. Suggestion for further research is the development of gradations of Javanese reading teaching materials for upper elementary grades. Keywords: Gradation, javanese language, lower grades, elementary school, ADDIE model;

The cooperative type cooperative integrated reading and composition (CIRC) model is being used to enhance reading comprehension skills.

The Use of a Cooperative Learning Model of the CIRC Type to Improve Reading Comprehension Skills The research goal is to define cooperative learning model processes in order to improve reading comprehension skills in SD Muhammadiyah 2 Sorong City. This study makes use of classroom action research (CAR). The process of observing actions entails preparing, doing, observing, and reflecting. There are two cycles involved in accomplishing an action. With a total of 30 pupils, the topics were 4th grade in SD Muhammadiyah 2 in Sorong City. employing observation, questionnaires, interviews, and tests as methods of data collection. The study's finding indicates that using a cooperative learning model like CIRC can improve students in SD Muhammadiyah 2 Sorong City's fourth grade reading comprehension skills.

Readability and Quality of English and Spanish Online Health Information about Cochlear Implants.

According to the American Medical Association, Internet web site health information should be written at or below a 6th grade reading level. The purpose of this study was to evaluate the readability and quality of cochlear implant web site health information. Cross-sectional web site analysis. Four Internet search engines involving the top 200 web sites (English and Spanish). "Cochlear implant" was queried in four Internet search engines, and the top 200 English and Spanish web sites were aggregated. After removing duplicates, the web sites were evaluated for readability by using the following validated online readability calculators: Flesch Reading Ease score for English web sites and the Fernandez-Huerta Formula for Spanish web sites. Information quality was assessed using the validated DISCERN quality criteria and the presence of Health on the Net Code of Conduct (HONcode) certification. A total of 80 non-industry-sponsored (43 English and 37 Spanish) and 11 industry-sponsored (4 English and 7 Spanish) cochlear implant health information web sites were included in the study. English web sites were written at a higher reading level (mean = 50.88, SD = 11.98) compared with Spanish web sites (mean = 59.79, SD = 6.04) ( p < 0.01). For both English and Spanish web sites, these scores correlate to the reading level of the average 10th to 12th grade student. Only 12% of Spanish web sites and 27% of English web sites were HONcode certified. The average DISCERN quality score was 41.67 for English web sites and 43.46 for Spanish, indicating significant concerns for quality. There was no association found between readability and quality of the web sites analyzed. Patient-directed English and Spanish web sites regarding cochlear implantation were written at reading levels that significantly exceed those recommended by the AMA. Furthermore, these web sites have significant quality shortcomings. Patients would benefit from more rigorous editing to improve readability and quality of content.

Development of Picture Story Book Learning Media to Increase Elementary School Students' Interest in Reading English

This study aimed to develop a picture storybook learning media to increase interest in reading English for elementary school students in grade 5 SDN Pekanbaru Riau. This study uses research and development methods (Research and Development). This research will produce learning tools in the form of learning media, which will be tested for validity and practicality. The steps in developing picture storybooks for learning to read follow the 4-D model (Define, Design, Development, Disseminate). The test subjects in this research and development were class V students at SDN Pekanbaru Riau. This research and development trial was conducted on a small group of 5 students. The type of data taken in this research is qualitative and quantitative data. At the product validation stage, the data obtained is qualitative in the form of responses and comments from student interviews after using the media, as well as input, criticism, and suggestions from validators and teachers in improving picture storybooks. Furthermore, quantitative data is obtained from statements in providing assessments of media products during validation by media, material, and language validators, and teacher response questionnaire assessments. After the data is obtained, the next step is to analyze the data. The data that will be obtained in this research is quantitative and qualitative. Quantitative data was obtained from media, material and language validation sheets, and teacher response questionnaires. Furthermore, qualitative data was obtained from student interviews and input from validators and teachers. Responses, suggestions, and validator input are considered and analyzed to improve the product. The results of this research are the result of expert validation of picture storybook learning media material of 81%. They are included in the 80-100% interval so that they are included in the high category and are very suitable for use. The results of this study are the results of expert validation of picture storybook learning media material as much as 81 % and belonging to the 80-100% interval so that it is included in the high category and is very feasible to use. The results of the validation from media experts on the development of picture storybook learning media to increase interest in reading for grade 5 SDN students are in the high category with the eligibility of 78% from 3 aspects. The validated aspects included the suitability of the presentation with the demands of student-centered learning, the way of presentation, readability, and communicativeness. The suitability of the presentation with the demands of student-centered learning has a feasibility of 68%, which is in the high category.

Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1–3: Results and Policy Implications

Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1–3: Results and Policy Implications

Online information on mandibular advancement device for the treatment of obstructive sleep apnea: a content, quality and readability analysis.

Despite increasing scientific interest in the effectiveness of mandibular advancement device (MAD) for the treatment of obstructive sleep apnea (OSA), laypeople lack knowledge about this treatment option. To investigate content, quality and readability of the online information regarding MAD. Google, Yahoo and Bing were searched for "sleep apnea", "mandibular advancement device" and "oral appliance". Websites were analyzed for content (multidisciplinary care team, qualified dentist, treatment contraindications and side effects), as well as for quality (DISCERN instrument, HONcode) and readability scores (Flesch Reading Ease, FRE, and Flesch-Kincaid Reading Grade, FKG). 155 websites were included: 53% from health professionals, 20% commercial, 17% academic, 10% from non-health professionals. Content was incomplete, especially for commercial ones. 71.61% websites failed to acknowledge treatment contraindications, approximately 40.00% did not mention side effects and the need for a multidisciplinary care team, while 22.58% did not address the need to consult a qualified dentist. Quality and reliability were poor. Mean DISCERN score was 39.93 (95% CI 37.90-41.96), with lower scores for commercial websites compared with others. Only nine websites displayed HONcode certification. Readability was quite difficult, with mean FRE score of 59.50 (95% CI 57.58-61.42) and mean FKG level of 6.92 (95% CI 6.64-7.21). Health care professionals should be aware that currently available online information do not fulfill the most important aspects of MAD therapy and may be difficult to understand by laypeople. This could contribute to cause delays in appropriate OSA care and unrealistic treatment expectations, increasing the risk of treatment discontinuation.