Letter Word Research Articles

Effectiveness of a Three-Step Decoding Strategy with Constant Time-Delay to Teach Word Reading to Students with Mild and Moderate Intellectual Disability

The purpose of this study was to examine the effects of a three-step decoding strategy with constant time delay on teaching and acquisition of decoding and word reading skills to four students with mild and moderate intellectual disability and to measure the generalization of those skills to untaught words. A multiple probe design across participants was used to examine the percentage of sounds correctly decoded and words correctly read. The results indicate that all four participants learned to decode and read words using the two strategies. Furthermore, all participants showed an increased learning efficiency in decoding and reading when teaching the second set of similar words. Generalization data showed that only two participants were able to decode and read some of the new words before teaching them, while all participants' ability to decode the letters of the new words was improved. Keywords: Reading, Phonics, Three-step decoding, Time delay, Intellectual disability

An Analytical Study of the Recognition of Silent Letters in the Pronunciation of English Words by Baghdadi Arabic Speakers

The phonetic system in English differs to some extent from that of Arabic. Novice Baghdadi Iraqi speakers encounter numerous challenges in pronouncing English words as a result of this. As an illustration, it is common to hear English learners articulate "assign” /əˈsaɪn/ as / əˈsaɪgn / or "kneel," / niːl/ as /k niːl/. The objective of this study is to detect prevalent distortions in the pronunciation of silent letters in English words among Baghdadi Iraqi English as a Foreign Language (EFL) learners. The methodology employed in this analysis was a qualitative descriptive study. Utilizing purposive sampling methods, a sample of 5 English as a Foreign Language (EFL) novices was chosen from the 1st level of the English Department, Dijlah University, Iraq. These learners were categorized as novice high-level learners (beginners). Analytically descriptive methodology was employed to analyze the data obtained from tests. The findings of this study indicate that EFL novices make errors when pronouncing words that include silent letters such as b, c, d, g, gh, h, k, l, m, n, p, s, t, th, and w. The writers examine three positions of the silent letters in words (beginning, medial, and final), and, by that understanding, it becomes feasible to create valuable instructional resources and teaching techniques to address this matter.

The Contributions of Short-Term Memory to Writing at the Sublexical, Lexical, and Discourse Level in Beginning Writers

ABSTRACT Purpose The purpose of this study was to examine the direct and indirect relations between short-term memory (STM), reading, oral language, and writing at the letter, word, and discourse levels in young, developing writers both cross-sectionally and longitudinally. Method Participants were 449 English-speaking kindergarten students (52% female) from 41 schools in the U.S. Results The cross-sectional analysis indicated that STM was directly related to oral language (β = 0.62), letter naming fluency (β = 0.43), word reading (β = 0.54), and reading comprehension (β = 0.42), all of which were statistically significant. Results supported a complete mediation model with STM having an indirect effect on writing via reading and oral language. In the cross-sectional analysis, the total effects of STM on handwriting (β = 0.51), spelling (β = 0.57), and written composition (β = 0.47) were substantial and statistically significant. In the longitudinal analysis, the total effects of Fall STM on Spring writing outcomes, handwriting (β = 0.42), spelling (β = 0.70), and written composition (β = 0.44) were also substantial and statistically significant. Conclusion Findings confirm that STM is a foundational cognitive skill necessary for early writing; however, they provide a more nuanced understanding by showing that the contribution of STM is indirect through reading and oral language. Writing is complex, requiring interaction among higher-order domain-specific and domain-general components. Along with other recent studies, our findings highlight the need to examine the direct and indirect effects for a more precise understanding of skills that support writing development.

THE THE WORD CHAIN TEST: THE NORMATIVE DATA FOR STUDENTS FROM GRADES 1 TO 9

The Word Chain Test (WCT) is a rapid screening procedure that appears to identify primary and secondary school students with poor silent word decoding abilities. The WCT was adapted to the Latvian language in 2003. However, norms for the test had yet to be established. The study is aimed to develop the WCT normative data set for students from grades 1 to 9. Students from grades 1 to 9 (N = 4476) representing all geographical regions of Latvia, urban and country territories completed the WCT that included two subtests – letter chains and word chains. The descriptive statistic parameters were estimated for each grade. The results demonstrated statistically significant correlations between scores of word and letter chains and the age of students. The statistically significant differences in the average scores of letter and word chains were found between boys and girls. The scores of letter and word chains were scaled separately for boys and girls by grade using a standard nine-point scale. The 5th, 7th, and 16th percentiles were estimated for diagnostic purposes. The developed WCT normative data set allows the examiner to assess students' visual-spatial and word-decoding skills. Future studies should continue the standardization procedures by determining the convergent and clinical validity of the WCT.

Gender Bias in Artificial Intelligence-Written Letters of Reference.

Letters of reference (LORs) play an important role in postgraduate residency applications. Human-written LORs have been shown to carry implicit gender bias, such as using more agentic versus communal words for men, and more frequent doubt-raisers and references to appearance and personal life for women. This can result in inequitable access to residency opportunities for women. Given the known gendered language often unconsciously inserted into human-written LORs, we sought to identify whether LORs generated by artificial intelligence exhibit gender bias. Observational study. Multicenter academic collaboration. Prompts describing identical men and women applying for Otolaryngology residency positions were created and provided to ChatGPT to generate LORs. These letters were analyzed using a gender-bias calculator which assesses the proportion of male- versus female-associated words. Regardless of the gender, school, research, or other activities, all LORs generated by ChatGPT showed a bias towardmale-associated words. There was no significant difference between the percentage of male-biased words in letters written for women versus men (39.15 vs37.85, P = .77). There were significant differences in gender bias found by each of the other discrete variables (school, research, and other activities) chosen. While ChatGPT-generated LORs all showed a male bias in the language used, there was no gender bias difference in letters produced using traditionally masculine versus feminine names and pronouns. Other variables did induce gendered language, however. ChatGPT is a promising tool for LOR drafting, but users must be aware of potential biases introduced or propagated through these technologies.

Twitter sentiment analysis for Hausa abbreviations and acronyms

The use of natural language processing, to identify, extract and organize sentiment from user generated texts in social networks, blogs or product review of text is known as sentiment analysis or opinion mining. Hausa language belongs to one of the major well-spoken languages in Africa and one of the three major Nigerian languages. Now investigating into such a language will have significant influence on social, economic business political and even educational services and settings. Some of these Hausa texts are abbreviated and some in acronym format which is a challenge to researchers as such comments are in an unstructured format and needs normalization to get further understanding of that text and also there is scarcity of sentiment analysis on Hausa abbreviation and acronym. Abbreviation is a shorten form of a word while acronym is an abbreviation formed from the initial letters of other words and pronounced as a word. This research aims to develop an improved Hausa Sentiment Dataset for the enhancement of sentiment analysis with abbreviation and acronyms. This is achieved by adapting to the approach for Hausa Sentiment Analysis based on Multinomial Naïve Bayes (MNB) and Logistic Regression algorithms using the count vectorizer, along with python libraries for NLP. This research affirmed that the improved dataset with abbreviation and acronym outperforms the plain Hausa dataset by 4% in accuracy using Multinomial Naïve Bayes. The result shows that in addition to normal preprocessing techniques of the social media stream, understanding, interpreting and resolving ambiguity in the usage of abbreviations and acronyms lead to improved accuracy of algorithms with evidence in the experimental result.

Processing difficulty while reading words with neighbors is not due to increased foveal load: Evidence from eye movements.

Words with high orthographic relatedness are termed "word neighbors" (angle/angel; birch/birth). Activation-based models of word recognition assume that lateral inhibition occurs between words and their activated neighbors. However, studies of eye movements during reading have not found inhibitory effects in early measures assumed to reflect lexical access (e.g., gaze duration). Instead, inhibition in eye-movement studies has been found in later measures of processing (e.g., total time, regressions in). We conducted an eye-movement boundary change study (Rayner, Cognitive Psychology, 7(1), 65-81, 1975) that manipulated the parafoveal preview of the word following the neighbor word (word N+1). In this way, we explored whether the late inhibitory effects seen with transposed letter words and words with higher-frequency neighbors result from reduced parafoveal preview due to increased foveal load and/or interference during late stages of lexical processing (the L2 stage within the E-Z Reader framework). For word N+1, while there were clear preview effects, there was not an effect of the neighborhood status of word N, nor a significant interaction. This suggests that the late inhibitory effects of earlier eye-movement studies are driven by misidentification of neighbor words rather than being due to increased foveal load.

Cognitive functioning in adolescents with severe obesity undergoing bariatric surgery or intensive non-surgical treatment in Sweden (AMOS2): a multicentre, open-label, randomised controlled trial

Severe obesity during childhood is associated with cognitive deficits. Studies in adults have suggested improvements in executive functioning and memory after bariatric surgery. Our aim was to explore changes in cognitive function in adolescents over two years after bariatric surgery or intensive non-surgical treatment. The Adolescent Morbid Obesity Surgery 2 (AMOS2) is a multicentre, open-label, randomised controlled trial in which adolescents (aged 13-16 years) with severe obesity (defined as body mass index (BMI) ≥35kg/m2) at three specialised obesity centres in Sweden, were randomly assigned to receive bariatric surgery or intensive non-surgical treatment. Herein we report the results of the prespecified exploratory endpoint of change in cognitive functioning. Inclusion in AMOS2 required Tanner pubertal stage ≥3, previous participation in lifestyle obesity treatment for at least one year, and passed assessment form a paediatrician and a paediatric psychologist. Adolescents with severe intellectual disability or other severe, pervasive developmental disorder were excluded. Participants underwent baseline assessment of general intellectual ability, executive functioning, and memory before randomisation. Tests were administrated by clinical psychologists and repeated at one- and two-year follow-up timepoints. Differences in means between groups during follow-up are provided with confidence intervals. The trial is registered at ClinicalTrials.gov, NCT02378259. Between October 28 2015 and June 7 2017, 46 adolescents (74% girls), with a mean age of 15.8 (±0.92) years and a mean BMI of 42.8 (±5.4) kg/m2, were included and randomised (23 to bariatric surgery and 23 to intensive non-surgical treatment). At baseline 23/46 (50%) of the adolescents had general intellectual functioning classified as borderline or below. For 15/18 (83%) aspects of cognitive functioning, no significant differences in change over two years were identified between groups; Immediate (average difference during follow-up 1.0 [95% CI:-2.6 to 4.6]) and Delayed (0.5 [95% CI:-0.6 to 1.6]) Verbal Recall, Category Fluency (1.1 [95% CI:-1.6 to 3.8]) and Switching (1.5 [95% CI:-0.0 to 2.9]), Number (-6.0 [95% CI:-12.3 to 0.3]) and Letter (0.1 [95% CI:-5.2 to 5.3]) Sequencing, Number-Letter Switching (-10.3 [95% CI:-26.4 to 5.8]), Motor Speed (-8.3 [95% CI:-17.5 to 0.9]), Colour Naming (-1.9 [95% CI:-4.2 to 0.3]), Inhibition (-3.6 [95% CI:-9.6 to 2.5]), Inhibition Switching (-6.7 [95% CI:-15.3 to 1.9]), Mazes (-0.5 [95% CI:-4.9 to 3.9]), Digit Span Forward (0.1 [95% CI:-0.6 to 0.9 ]) and Backward (0.6 [95% CI:-0.4 to 1.6 ]), and Estimated IQ (0.4 [95% CI:-3.9 to 4.8]; all p>0.05). Three sub-tests assessing fundamental cognitive skills improved more over two years in operated adolescents than in intensive non-surgical treatment; Letter Fluency (average difference during follow-up 3.8 [95% CI: 0.1-7.5]; p=0.046), Visual Scanning (-6.5 [95% CI:-11.6 to-1.5]; p=0.011), and Word Reading (-1.9 [95% CI:-3.3 to-0.4]; p=0.011). In contrast to non-randomised studies in adults, we could not demonstrate an association of bariatric surgery and its accompanying significant weight loss with overall greater improvement in executive functions and memory in adolescents over two years compared with a non-surgical group without weight loss. However, lack of statistical power is a potential limitation. The clinical relevance of greater improvements in basic cognitive skills needs to be explored. Sweden's innovation agency (VINNOVA), Swedish Research Council, Joanna Cocozza foundation for paediatric research, The Skane University Hospital Psychology Research and Development Grant, Tore Nilsson's Foundation, SUS Foundations and Donations, and Mary von Sydow's Foundation.

Literacy in nonspeaking autistic people.

Many autistic people who do not talk cannot tell other people what they know or what they are thinking. As a result, they might not be able to go to the schools they want, share feelings with friends, or get jobs they like. It might be possible to teach them to type on a computer or tablet instead of talking. But first, they would have to know how to spell. Some people do not believe that nonspeaking autistic people can learn to spell. We did a study to see if they can. We tested 31 autistic teenagers and adults who do not talk much or at all. They played a game on an iPad where they had to tap flashing letters. After they played the game, we looked at how fast they tapped the letters. They did three things that people who know how to spell would do. First, they tapped flashing letters faster when the letters spelled out sentences than when the letters made no sense. Second, they tapped letters that usually go together faster than letters that do not usually go together. This shows that they knew some spelling rules. Third, they paused before tapping the first letter of a new word. This shows that they knew where one word ended and the next word began. These results suggest that many autistic people who do not talk can learn how to spell. If they are given appropriate opportunities, they might be able to learn to communicate by typing.

Lexical and Sublexical Skills in Children's Literacy

Letter knowledge and word identification are key skills for reading and spelling. Letter knowledge facilitates the application of sublexical letter-sound mappings to decode words. With reading experience, word identification becomes a key lexical skill to support decoding. In transparent orthographies, however, letter knowledge might be an enduring predictor of decoding and spelling, even in children with some reading experience. This study investigated the association of children's sublexical (letter knowledge) and lexical skills (word identification and vocabulary) with word decoding and spelling accuracy in Spanish, which is a transparent orthography. The sample consisted of 117 Spanish-speaking children, aged 8 to 10. Results revealed that (1) letter knowledge and word identification were independently associated with children's word spelling; (2) word identification was uniquely associated with word decoding; and (3) children's vocabulary level was associated with word identification. The implications of these findings were examined within the framework of reading models and the characteristics of a transparent orthography.

Human-verifiable proofs in the theory of word-representable graphs

A graph is word-representable if it can be represented in a certain way using alternation of letters in words. Word-representable graphs generalise several important and well-studied classes of graphs, and they can be characterised by semi-transitive orientations. Recognising word-representability is an NP-complete problem, and the bottleneck of the theory of word-representable graphs is convincing someone that a graph is non-word-representable, keeping in mind that references to (even publicly available and user-friendly) software are not always welcome. (Word-representability can be justified by providing a semi-transitive orientation as a certificate that can be checked in polynomial time). In the literature, a variety of (usually ad hoc) proofs of non-word-representability for particular graphs, or families of graphs, appear, but for a randomly selected graph, one should expect looking at O(2#edges) orientations and justifying that none of them is semi-transitive. Even if computer would print out all these orientations and would point out what is wrong with each of the orientations, such a proof would be essentially non-checkable by a human. In this paper, we develop methods for an automatic search of human-verifiable proofs of graph non-word-representability. As a proof-of-concept, we provide “short” proofs of non-word-representability, generated automatically by our publicly available user-friendly software, of the Shrikhande graph on 16 vertices and 48 edges (6 “lines” of proof) and the Clebsch graph on 16 vertices and 40 edges (10 “lines” of proof). Producing such short proofs for relatively large graphs would not be possible without the instrumental tool we introduce (allowing to assume orientations of several edges in a graph, not just one edge as it was previously used) that is a game changer in the area. As a bi-product of our studies, we correct two mistakes published multiple times (two graphs out of the 25 non-word-representable graphs on 7 vertices were actually word-representable, while two non-word-representable graphs on 7 vertices were missing).

New words and meanings arising from literature in modern Chinese: A case study of English loanwords in Lu Xun's novel Call to Arms

In the period of the May Fourth New Culture Movement, under the background of the Europeanization of Chinese with Western learning in the East, a large number of loanwords were absorbed into Chinese in this period due to the extensive language contact. The use of loanwords in Lu Xun's representative vernacular novel Call to Arms embodies Lu Xun's vocabulary concept of constructing modern vernacular. This paper focuses on the study of English loanwords in Call to Arms, and classifies them into four categories: pure transliteration, transliteration and free translation, letter words and Japanese borrowing form words. These words mainly involve the fields of science, technology, politics, humanities and society, at the same time, new affixes and word formation have appeared in modern Chinese. After being introduced and transformed into the Chinese language, they have been continuously integrated into the specific meanings in the Chinese cultural background during the development process, and gradually localized, forming a unique Chinese vocabulary form.

Normative and registration functions of the dictionary of toponyms

The instability and lack of uniformity in the spelling of toponyms in both official and informal communication poses a significant social concern in the Republic of Sakha (Yakutia). The nominative function of geographical names is directly associated to their stable orthography. However, currently, there exist inconsistencies and significant discrepancies in the spelling of toponyms in official documents and reference books, including the state register, that are responsible for registering the correct spellings of geographical objects. This increases errors in all areas where this vocabulary is used. The relevance of the study is due to the fact that standardisation of proper names, including toponyms, is understudied in modern linguistics, and there is an urgent need to develop the principles of strengthening the spelling and pronunciation of names of geographical objects, in particular oikonyms, taking into account regional characteristics. The aim of the work is to consider the problems of standardising the oikonyms of the Republic of Sakha (Yakutia) in various normative and reference sources and suggest ways of their registration in the toponymic dictionary in accordance with language rules. The article analyses the main types of spelling errors made in the existing toponymic sources and suggests strategies for choosing the spelling of geographical names. The complicated cases of fused/separate and hyphenated spelling, the choice of letters e/ ё, the use of lowercase or uppercase letters in compound words, as well as the discrepancies in choosing a grammatical gender of an oikonym are considered. The article describes the ways of standardising all the listed cases as well as spelling options used in the ‘Dictionary of Toponyms of the Sakha Republic (Yakutia): Settlements’ and suggests the options for their standardisation.

Feasibility Study of Parkinson's Speech Disorder Evaluation With Pre-Trained Deep Learning Model for Speech-to-Text Analysis.

This study investigates the feasibility of employing a pre-trained deep learning wave-to-vec model for speech-to-text analysis in individuals with speech disorders arising from Parkinson's disease (PD). A publicly available dataset containing speech recordings including the Hoehn and Yahr (H&Y) staging, Movement Disorder Society Unified Parkinson's Disease Rating Scale (UPDRS) Part I, UPDRS Part II scores, and gender information from both healthy controls (HC) and those diagnosed with PD was utilized. Employing the Wav2Vec model, a speech-to-text analysis method was implemented on PD patient data. Tasks conducted included word letter classification, word match probability assessment, and analysis of speech waveform characteristics as provided by the model's output. For the dataset comprising 20 cases, among individuals with PD, the H&Y score averaged 2.50±0.67, the UPDRS II-part 5 score averaged 0.70±1.00, and the UPDRS III-part 18 score averaged 0.80±0.98. Additionally, the number of words derived from decoded text subsequent to speech recognition was evaluated, resulting in mean values of 299.10±16.79 and 259.80±93.39 for the HC and PD groups, respectively. Furthermore, the calculated degree of agreement for all syllables was based on the speech process. The accuracy for the reading sentences was observed to be 0.31 and 0.10, respectively. This study aimed to demonstrate the effectiveness of wave-to-vec in enhancing speech-to-text analysis for patients with speech disorders. The findings could pave the way for the development of clinical tools for improved diagnosis, evaluation, and communication support for this population.

Taṭwīr Ta`līm Mahārah al-Qirā‘ah Bi Ṭarīqah “Anṭiq Wa Mayyiz” `Alā Asās al-Madkhal as-Siyāqī Wa al-Madkhal al-Binā‘ī Bi MIN 9 Aceh Selatan

Based on the observation of the first-in-class fourth of the Government Islamic Primary School 9 South Aceh students are weak in pronouncing words and sentences in the text and students find it difficult to pronounce letters in Arabic words and have difficulty distinguishing the correct pronunciation. This also makes them feel weak in mastering the meaning of vocabulary and unable to understand the text. When the teacher distributes to groups and asks students to pronounce the words in the text and asks students to take turns reading they find it difficult to read. In the teaching and learning process, students cannot answer the teacher's questions about the text. With these problems, researchers want to develop learning reading skills with the "Intiq Wa Mayyiz" method based on the CTL approach and the constructivism approach. The purpose of this thesis is to identify the student's response, the validation of experts, and the effectiveness of developing the teaching of reading skills in an " Intiq Wa Mayyiz " manner, on the basis of a contextual approach and a constructivist approach. In this study, researchers used research and development methods with the type of One Group Pre-test and Post-test Design. The researcher presented questionnaires, pre-tests, and post-tests as research tools. As for the results of the research, the development of teaching reading skills using the "Intiq Wa Mayyiz" method has a positive response among students, and the researchers found their response results to be very good because this method can improve students' abilities, tendencies and desires in reading skills. The validity assessed by experts in teaching reading skills using the "Intiq Wa Mayyiz" method obtained a result of good and pleasant traits. The development of teaching reading skills using the "Intiq Wa Mayyiz" method is effective for improving reading skills.

Contributed Session II: Neural correlates of serial processing during divided attention across multipart objects.

Judgments of multiple simultaneously presented stimuli produce a variety of divided attention effects. For example, participants can detect colors in two locations as well as in one, but can recognize only one masked word at a time (White, Palmer, & Boynton, Psych Science 2018). Here, we ask whether judging objects with interchangeable parts, similar to letters in words, also produces performance deficits consistent with serial processing, and which brain areas subserve this process. In a probe recognition task, participants discriminated abstract objects made of Duplo™ parts. On each trial, two objects were presented, with either one or both objects cued as relevant (single- and dual-task conditions, respectively). The distractor probes were made of the same parts in a different order. The difference in performance between the single- and dual-task conditions was 17±1% (n=13), consistent with the prediction of a serial model and rejecting the fixed-capacity parallel model. This result suggests that there is a visual brain area where information can be processed about only one object at a time. Currently, we are using fMRI to examine activity in object-selective regions of the human lateral occipital cortex. To seek evidence of serial processing, we are assessing how stimulus-related modulation is mediated by selective attention; the area of interest should show a modulation for only the attended stimulus location.

The Japan‐multimodal intervention trial for prevention of dementia (J‐MINT): a multi‐center, randomized, 18‐month controlled trial

AbstractBackgroundThe Japan‐multimodal intervention trial for prevention of dementia (J‐MINT) aimed to examine the efficacy of the multi‐domain intervention in the prevention of cognitive decline in older adults at high risk of dementia.MethodThe J‐MINT is an 18‐month, multi‐centered, randomized controlled trial. Participants aged 65‐85 years with mild cognitive deficits were recruited and randomized into multi‐domain intervention (management of vascular risk factors, group‐based physical exercise, nutritional counseling, and cognitive training) and control groups (health‐related information in writing every 2 months) at a 1:1 allocation ratio using the dynamic allocation method. The primary outcome was a change from baseline to 18‐month follow‐up in a composite Z score combining several neuropsychological tests, which include tests of global cognitive function (MMSE); memory (Logical memory I and II subset of the Wechsler Memory Scale‐Revised and the Free and Cued Selective Reminding Test); attention (Digit Span); executive function/processing speed (Trail Making Test, Digit Symbol Substitution Test, and Letter word fluency test).ResultBetween November 26, 2019, and December 28, 2020, 1677 participants were screened and 531 were randomly assigned to the multi‐domain intervention group (n = 265) or control group (n = 266). Four hundred and three (75.9%) participants completed the trial. The full analysis set included 433 patients who received the intervention program/health‐related information at least once. In the primary efficacy analysis, there were no significant differences in the change of composite Z score between the intervention group and the control group (mean difference 0.047 [95% CI ‐0.029 to 0.124]). In the analysis for each neuropsychological test, the score of the letter word fluency test in the intervention group significantly improved by a mean of 0.827 (95% CI = 0.356 to 1.298) points, whereas the mean difference between the intervention group and control group was not significant (mean difference 0.625 [95% CI ‐0.039 to 1.289]). In subgroup analyses, the intervention effect on composite Z score was significant among older adults with the apolipoprotein‐E (APOE) ε4 allele (mean difference 0.164 [95% CI 0.011 to 0.317]).ConclusionThe multi‐domain intervention showed significant efficacy for the prevention of cognitive decline among Japanese older adults with the APOE ε4 allele.

The multidomain intervention trial for prevention of dementia among older adults with type 2 diabetes: a multi‐center, randomized, 18‐month controlled trial

AbstractBackgroundThe aim of the Japan‐Multidomain Intervention Trial for Prevention of Dementia in Older Adults with Diabetes (J‐MIND‐Diabetes) was to examine the efficacy of multi‐domain intervention in prevention of cognitive decline in older adults with type 2 diabetes and mild cognitive impairment (MCI).MethodThe J‐MIND‐Diabetes is an 18‐month, multi‐centered, randomized controlled trial. Outpatients with type 2 diabetes aged 70‐85 years with MCI were recruited and randomized into multi‐domain intervention (management of metabolic and vascular risk factors, physical exercise, nutritional guidance, and promotion of social participation) and control groups (general instructions on dementia prevention) at a 1:1 allocation ratio using the stratified permuted‐block randomization methods. The primary outcome was a change from baseline to 18‐month follow‐up in a global composite score combining several neuropsychological tests, which include the MoCA‐J, the MMSE, the Rey‐Osterrieth Complex Figure Test (ROCFT), delayed recall test of a 10‐word list, the Digit Span, the Trail Making Test, the Digit Symbol Substitution Test, and the Letter Word Fluency Test.ResultBetween March 13, 2019, and May 8, 2020, 361 patients were screened and 154 were randomly assigned to the multi‐domain intervention group (n = 81) or control group (n = 73). 110 (71%) participants completed the trial. The full analysis set included 136 patients. In the primary efficacy analysis, there was no significant differences in the change of composite score from baseline to 18‐month follow‐up between the intervention group and the control group (mean difference 0.066 [95% CI ‐0.089 to 0.222]). In the analysis for each neuropsychological test, scores of immediate and delayed recall tests of the ROCFT in the intervention group significantly improved by a mean of 1.627 points and 1.793 points, respectively. The mean difference in the change of score of delayed recall test of the ROCFT between intervention group and control group was significant (mean difference 1.803 [95% CI 0.169 to 3.436]). In subgroup analyses, intervention effect on composite score was significant among patients with moderate to severe white matter hyperintensities (mean difference 0.351 [95% CI 0.088 to 0.614]).ConclusionThe multi‐domain intervention could improve memory function in older adults with type 2 diabetes and MCI.

43 Interactions of Decoding, Working Memory, and Mind Wandering on Reading Comprehension

Objective:Reading is an important skill, and becomes even more so beyond elementary years, when the focus shifts to comprehension as a means of learning and understanding academic material across subjects (Kamil et al., 2008; Shanahan et al., 2010; Snow, 2002). One construct receiving much recent interest in research, especially that related to academic achievement, is mind wandering (MW). MW has been defined as "a shift away from a primary task toward internal information" (Smallwood & Schooler, 2006). Though it is known to be ubiquitous among people (McVay & Kane, 2012), there are numerous theories about why MW occurs, in different contexts, and in relation to various other factors, and no one theory is currently dominant. MW and other factors such as working memory (WM) and decoding are all known to influence functional outcomes such as reading comprehension (RC), but there is little information on how all of these factors interact with one another with regard to RC. Most prior work focuses on adults and thus generalization to children is still needed. Therefore, the goals of this project were to examine the roles of WM, MW, decoding, and their interactions in relation to RC. It was hypothesized that each would demonstrate a significant relationship with the outcome of RC and that they would interact with one another beyond their individual main effects.Participants and Methods:The sample included 214 6th and 7th grade students with a larger proportion of struggling readers. Participants were each administered the Kaufman Test of Educational Achievement -Third Edition (KTEA-3; Kaufman & Kaufman, 2014) Letter Word Recognition subtest (decoding), the Weschler Intelligence Scale for Children - Fifth Edition (WISC-5; Wechsler, 2014) Digit Span and Picture Span subtests(WM), and the Gates-MacGinitie Reading Tests - Fourth Edition (GMRT-4; MacGinitie, 1978) Comprehension subtest (RC). Four measures of MW were administered: the trait-based Mind Wandering Questionnaire (MWQ; Mrazek et al., 2013); two task-based (or state-dependent) retrospective reporting (TBRR) questionnaires (Matthews et al., 2002), and a researcher-generated single-item task-based retrospective report administered after four tasks. Correlations and regression were utilized to evaluate the relationships among predictor variables, and with regard to RC, including how predictors moderate one another.Results:All three key predictors demonstrated a significant relationship with RC both via zero-order correlations and main effects in the context of interactive relationships. WM and decoding demonstrated positive relationships with RC and MW demonstrated a negative relationship with RC, though only when one (MWQ) measure of MW was used, rather than the TBRR measure. There was a significant interaction of decoding and MW as measured by the TBRR questionnaires on the outcome of RC. Other interactions were not significant.Conclusions:These results clarify the interactive relationships of these three key predictors on the important academic achievement outcome of RC, ultimately suggesting that intervention strategies for achievement problems in areas such as RC should consider MW in conjunction with decoding abilities in order to implement effective strategies that capitalize on individual children's strengths and build on their particular weaknesses.

46 Are Reading Strategies Related to the Orthographic Depth of Languages Acquired Through Bilingual Education?

Objective:This longitudinal study investigates whether reading strategies are influenced by the orthographic depth of languages, specifically Spanish or Cantonese, acquired through enrollment in bilingual immersion programs. Spanish shares an alphabet with English and is considered a phonologically transparent language (Sun et al., 2022). Research has shown that second language learners of Cantonese, an opaque language, performed better on orthographic awareness tasks that involve whole-word visual information processing (Wang and Geva, 2003). We hypothesize that students enrolled in a bilingual immersion program will outperform peers in general education (GENED) on selected reading tasks. More specifically, those in Spanish-immersion programs will perform better on English tasks involving phonological processing; whereas those in Cantonese-immersion programs will perform better on single-word/character processing tasks.Participants and Methods:Participants (n=102) were native English speakers recruited from the San Francisco Unified School District. Our sample included 42 females and 60 males. Thirty-nine identified as White, 33 Mixed Race, 25 Asian, 4 Latinx, and 1 Black. Thirty-nine children were in GENED, 33 in Spanish immersion programs (Sp), and 30 in Cantonese immersion programs (Cn). Each child was assessed on a core language/behavioral battery at Kindergarten (T1) and 2nd-3rd grade (T2). Time 2 participants were between 7 and 9 years old.Those that scored at least one standard deviation below the mean (SS=85) on a nonverbal intelligence screener (KBIT-2 Matrices) were excluded to mitigate confounds of intellectual disabilities. Groups' performance in English was compared on English tasks involving phonological processing (CTOPP-2 Blending Words and Elision) and single-word/character information processing tasks (WJ-IV Letter Word Identification and KABC-II Rebus).Results:Simple main effects analysis showed that time did have a statistically significant effect on test performance (p <0.001). At T2, analysis revealed a significant impact of school enrollment on Blending Words [F (2, 51.0) = 4.19, p = 0.018]. As predicted, post-hoc analysis revealed the students enrolled in the Spanish-immersion program significantly outperformed those in general education on this task. Across the other three tasks, those enrolled in Spanish and Cantonese immersion programs performed as strong as or better than those in GENED, but the variability was not statistically significant.Conclusions:This study uniquely isolated the effects of bilingual education without confounding factors of access to resources of a more heterogeneous socioeconomic sample. Mixed results partially supported our hypotheses: Spanish-immersion participants performed significantly better than those in GENED on one English phonological processing task (Blending Words). Although Cantonese immersion students had a higher mean performance than those in GENED on single-word/-character processing tasks, the variance was not statistically significant. This implies that bilingual education may offer advantages in either reading strategy. According to the literature, characteristics of a language may influence literacy acquisition; thus, subsequent research may continue to examine the effect of learning multiple languages with varying levels of orthographic depth on the development of English reading strategies.