Specific Difficulties Research Articles

Differential Influence of Demographic Variables on Dyscalculia Dimensions

Dyscalculia is a specific learning difficulty that affects an individual's ability to perform mathematical tasks. The research was aimed at investigating whether gender and age have a differential influence on the number sense, arithmetic operations, and working memory dimensions of dyscalculia. The research design was an expo facto research design. The population was all 87320 junior secondary school 1 and 2 students in Obio-Akpor local government area. The sample consists of 453 students who have been diagnosed with dyscalculia. This sample was randomly drawn using a multistage sampling procedure. A standardized instrument, the Dyscalculia Test by Eteng-Uket, was used for data collection. High validity and reliability indices were obtained for the test. The data were analyzed using mean, standard deviation, one-way, and two multivariate analyses of variance. The result showed that gender and age independently and in interaction had a differential influence on dyscalculia dimensions, but this differential influence was not significant. Based on these findings, it is recommended that educators use a variety of individualized instructional strategies and materials, including visual aids, manipulatives, and adaptive technologies that are effective for different genders and age groups of dyscalculics

Blood Parameter Profiles and Their Clinical Implications in Hypertensive Patients: A Retrospective Chart Review.

Introduction Hypertension (HTN) is a chronic condition that serves as a major risk factor for cardiovascular diseases, leading to increased mortality and morbidity. It is a frequent modifiable illness affecting global health, resulting in catastrophic fatalities and morbidity. Aim This study aims to investigate blood parameter profiles and their clinical implications in hypertensive patients at the Prince Faisal bin Khalid Cardiac Center in Abha, Saudi Arabia. Methods Utilizing retrospective data from 121 patients at the Prince Faisal bin Khalid Cardiac Center in Abha, Saudi Arabia. The hematological parameter examined were hemoglobin (HB), platelets, hematocrit (HCT), calcium, phosphorus, sodium, potassium, urea, creatinine, and uric acid. The SPSS version 28 software was used for data analysis. Results Significant correlations between various hematological parameters were found in the results, pointing to potential connections between kidney function, the production of blood cells, and electrolyte balance in hypertensive patients. The results align with earlier studies carried out in the area and offer insightful information for clinicians and researchers interested in managing HTN and its complications. Conclusion The study emphasized the significance of considering hypertensive patients' age, gender, and lifestyle when interpreting their blood parameter profiles. The findings imply that a thorough comprehension of these blood parameter values and their potential effects on HTN is necessary for effectively managing HTN in this population. This study on the blood parameter profiles in hypertensive patients in Saudi Arabia provides the relationships between various hematological parameter and their clinical implications. These findings should be considered when creating targeted interventions and strategies to address the specific requirements and difficulties of managing HTN and its associated complications in this population. More research is required to comprehend the underlying reasons for the observed variations in hematological parameter profiles and their effects on the management of HTN.

PhD graduates’ appraisals of work demands: challenging, hindering, and not very threatening

ABSTRACT PhD graduates are often recruited for positions that entail various work demands. Based on theoretical models of work demands, PhD graduates can appraise these demands in three main ways: as challenges, hindrances, or threats. The more aware they are of the skills they developed in their doctoral program, the more likely they are to appraise demands as challenges or hindrances, and the less likely they are to appraise them as threats. However, past studies have shown that PhD graduates report low awareness of their skills, which may lead to high threat appraisal. We conducted semi-directive interviews with 16 PhD graduates from France to examine their appraisal of work demands. We investigated four work demands: important responsibilities, heavy workload, competitive work environment, and challenging work environment. Most participants appraised these demands either as challenges or hindrances. Although some participants reported a low awareness of specific skills (e.g. project management), they still expressed confidence in their ability to handle the demands, leading to low threat appraisal. This was largely due to awareness of transferable skills (e.g. the abilities to learn and adapt), supporting their adaptability to demanding contexts. However, participants rarely attributed these skills to their doctoral experience, which questions how they perceive the benefits of their doctoral program. Moreover, specific difficulties may arise for certain groups (e.g. women, international students) and work demands (i.e. non-constructive criticism).

Procrastination and Individual Study Method of Students with Specific Learning Difficulties [SpLDs] In Reading Comprehension

Procrastination is mainly defined by cognitive factors and significantly affects the performance of students with specific learning difficulties [SpLDs]. The individual method of study seems to be influenced by other factors, such as cognitive- emotional abilities and learning motivation. The aim of the study was to investigate the relationship between procrastination and the individual method of study, with emphasis on the comprehension of academic texts using the pedagogical tool. The use is according with the principles of Targeted Individual Structured Differentiated integration program for teaching students with specific learning difficulties [TISDPfSpLDs]. The participants N=411 undergraduate students come from the departments of the School of Humanities and Cultural Studies of the University of Peloponnese [Kalamata] and from the departments of the Agricultural University of Athens [AUA]. The results showed that procrastination is part of the reading behaviors in reading comprehension with which students’ [SpLDs] are familiar in their individual study method. The conclusions highlight the beneficial effects of training on metacognitive skills using the TISDPfSpLDs, because they help control emotional and academic procrastination.

Supporting learners with special educational needs and disabilities in the foreign languages classroom

AbstractDue to misconceptions about the challenges of language learning, foreign languages classrooms have not always been accessible spaces for all learners. This article seeks to address the needs of students with special educational needs and/or disabilities (SEND) in the foreign languages classroom and challenge the notion that this group of students cannot or should not learn languages. Current research tends to focus on specific learning difficulties in language learning, but little research considers the language learning experiences of children with SEND more broadly. Accordingly, this article delineates the advantages of language learning for learners with SEND, drawing on emerging research that shows that second language acquisition is not only possible but positive for many learners with additional needs. It then considers some of the specific challenges that SEND learners may face in the foreign languages classroom before outlining key strategies to facilitate inclusion among this diverse group of learners. Key points Learners with special educational needs and/or disabilities (SEND) should not routinely be removed from the foreign languages classroom, but instead should be provided with opportunities to thrive within it. This article discusses the unique importance of foreign language learning for learners with SEND. Research evidence suggests that learning new languages is, on the whole, possible—and perhaps hugely beneficial—for children with developmental differences and learning difficulties, but will depend on the circumstances and profile of the individual child. The article explores some specific challenges that students with different additional needs might encounter in their foreign languages education, based on the four areas of need outlined in the SEND Code of Practice: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory or physical needs. To conclude, the article presents a range of key strategies that foreign languages teachers might implement in the classroom to support learners with different special educational needs and disabilities.

Identifying gaps and challenges faced in lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA+) adolescent and young adults (AYA) cancer care: A scoping review.

100 Background: There is a dearth of evidence related to the needs and challenges faced by LGBTQIA+AYA cancer patients and survivors. This scoping review aims to summarize the existing literature about the challenges faced, the nature and currently available services provided for LGBTQIA+ AYA cancer patients and survivors. Methods: In February 2023, a systematic keyword search was conducted on PubMed and Embase. This included the terms, “AYA”, “Adolescent and Young Adults”, “Cancer”, “LGBTQIA+”, “Sexual and Gender Minorities”, “obstacles”, “biases” and “challenges”. The studies selected were screened for further relevant cited references. Papers exploring LGBTQIA+ AYA (ages 15-49) challenges and available services were selected. Exclusion criteria included studies that lacked AYA-specific results, or did not report on challenges/difficulties faced. Included studies were then thematically analyzed according to challenges, available services and help required. Qualitative analysis was subsequently performed. Results: A total of 202 studies were identified. We excluded 185 studies based on the exclusion criteria. 17 studies were included in this review. 7 challenges, 7 help service gaps and 3 available services were identified in LGBTQIA+ AYA cancer care. Major challenges reported include LGBTQIA+ inclusive understanding of psychosocial needs, depression/anxiety, disclosure of sexual and gender minority status to Healthcare Providers (HCPs) and the recognition of partners by HCPs. Deficient services included LGBTQIA+-specific support groups and cultural competence training amongst HCPs. Frameworks are currently being developed to enhance HCP-patient relationships and improve the inclusivity of marginalized LGBTQIA+ patients in the healthcare system. However, the exact available services were unreported or not specific to this population. Conclusions: This review underlined the lack of LGBTQIA+-AYA-specific evidence regarding challenges faced by patients and survivors. While domains relating to mental health outcomes are increasingly reported in the literature, others including identity formation, financial outcomes and fertility needs continue to be underreported. There is also an absence of research on Asian populations and less developed countries. Further research is required to understand and address these specific gaps and difficulties. This is necessary to provide holistic AYA care to improve compliance, and also ensure better cancer treatment and survivorship experiences.

Effectiveness of Repetitive Transcranial Magnetic Stimulation in the Treatment of Depression in the Elderly: A Retrospective Natural Analysis.

Depression in the elderly is an understudied condition. Psychopharmacological and psychotherapeutic approaches suffer from specific difficulties with this patient group. Brain stimulation techniques such as repetitive transcranial magnetic stimulation (rTMS) offer a therapeutic alternative. rTMS remains understudied in this age group when compared with younger patients. A cohort of 505 patients with depression was analyzed in retrospect concerning their response to rTMS treatment. A total of 15.5% were 60 years old or older, defined as the elderly group of depressed patients. The majority of these were treated with high-frequency protocols over the left dorsolateral prefrontal cortex (DLPFC). For group comparisons, we used Student t-tests or chi-square-tests, depending on the scales of measurement. As measures for effect size, we used Cohen's d for the relative and absolute change in the HDRS total score. Groups did not differ significantly with respect to baseline depression severity or treatment parameters. In the group of elderly patients, a higher number of females were present. Groups did not differ significantly with respect to treatment efficacy, as indicated by the absolute and relative changes in the HDRS-21 sum score. Elderly patients tended to take higher numbers of mood stabilizers. Elderly patients showed a significantly superior reduction for the item "appetite" and a superior reduction tending towards significance for the item "work and interests". Antidepressant rTMS treatment showed comparable efficacy for patients above 60 years to that in younger patients. Differences between the age groups concerning amelioration of distinct HDRS single items deserve further investigation.

“It is worth hanging in there” – Psychotherapeutic experiences shaping future motivation for outpatient psychotherapy with refugee clients in Germany

BackgroundA high prevalence of mental disorders in refugees contrasts with a low rate of treatment and limited access to health care services. In addition to pre-, peri- and post-migration stress, language, cultural barriers together with lack of information about cost reimbursement, and access to German (mental) health care institutions are discussed as barriers to use of available services. Such barriers together with insufficient experience of treating traumatized refugee clients may lower therapists’ motivation and facilities to accept refugee clients. A model project called “Fearless” trained, and supervised therapists, translators, and peer counsellors to reduce these barriers and increase therapists’ motivation and engagement in future treatment of refugees.MethodsFrom a total 14 therapists participating in the project N = 13 were available for semi-structured interviews. The interviews were scheduled during or after their outpatient psychotherapy of refugee clients and lasted one hour on average. Based on qualitative assessment strategies, open questions addressed the therapists’ experience of challenges, enrichments, and motivation throughout the therapy. Therapists’ responses were analyzed using content structuring qualitative content analysis.ResultsThree major challenges modulated therapists’ future motivation for treating refugee clients: specific bureaucratic efforts (e.g., therapy application), organizational difficulties (e.g., scheduling appointments), and clients’ motivation (e.g., adherence, reliability). Still, most interviewed therapists (n = 12) evaluated the therapy as enriching and expressed their motivation to accept refugee clients in the future (n = 10).ConclusionResults recommend the reduction of bureaucratic effort (e.g., regular health insurance cover for all refugees) and implementation of organizational support (e.g., peer counsellors) in support of therapists’ motivation for future treatment of refugee clients. Further structural support e.g., with organizing and financing professional translators and referring refugee clients to psychotherapists should be deployed nationwide. We recommend the training in, and supervision of, the treatment of refugee clients as helpful additional modules in psychotherapy training curricula to raise therapists’ motivation to work with refugee clients.

Application of Hot Potatoes 6 Software in Teaching English Listening Comprehension Skills for Primary Education Students at Tan Trao University

The article is based on the theory of English reading comprehension skills, Hot Potatoes 6 software, and a survey conducted to assess the current state of English listening skills among students majoring in elementary education at Tan Trao University. Through an exploration of the teaching and learning practices of English, it can be said that students encounter specific difficulties in learning listening skills. They often lack interest in this subject and do not allocate much time for it. Based on these findings, the application of Hot Potatoes 6 software is introduced through four steps. The experimental results of implementing Hot Potatoes 6 software in teaching English listening skills for students majoring in elementary education demonstrate that students exhibit better listening skills, improved effectiveness, and a more proactive approach to learning.

The Influence Of Dyslexia On Children's Psychological Development

Dyslexia is one of the most common forms of specific learning difficulties among the two other forms of specific learning difficulties, namely dysgraphia and dyscalculia. The main objective of this study is to analyse the effect of dyslexia on children's psychological development. In accordance with the aims and objectives of this research, the research method used in this research is library research. The literature review is obtained through literature review and documentation data. This literature review is not only in the form of concepts but also criticises the study of existing theories to strengthen the results of this literature. Dyslexia is a disorder in the learning process characterised by difficulties in reading, writing, counting and becoming withdrawn, shy and aloof. It is related to changes in the structure and function of the left hemisphere of the brain. Genetic factors, family environment and sleep problems are believed to be closely related to the occurrence of dyslexia in children. Intervention efforts that can be made by parents in dyslexic children are "listen, listen, and learn" this method can reduce the risk of dyslexia in children. The effect of dyslexia on child development can be in the form of difficulties in reading skills, personality disorders, behaviour, and quality of life. It also affects language development disorders, declarative consolidation disorders during sleep, and dyslexia comorbidities.

Still viable despite criticism: complexities of evaluating the performance of ICDPs

Integrated Conservation and Development Projects (ICDPs) are widely used in countries of the Global South to link conservation with rural socio-economic advances. Notwithstanding, ICDPs face much criticism. A dominant complaint is that ICDPs fail to provide evidence concerning the very purpose they were established for, namely, to erase poverty and institutional capacity barriers, which invariably lead to the reduction of adverse human impacts on nature. Here, I explore the challenges that ICDPs face in seeking to provide empirical proof for positive long-term effects at the local level. I highlight certain specific difficulties in monitoring and evaluating ICDPs, and also examine the role that performance evaluation may play for ICDPs as instruments leading to transformative change. Besides the fact that a diverse set of stakeholders, through negotiations of power, constantly challenge the implementation of ICDPs, I argue that the goals and values of donor parties ultimately drive the overall evaluation and long-term sustainability of ICDPs and will govern transformative change. Future research is needed to explore this relationship more fully.

Provision of speech therapy assistance and organization of education for children with obstetric palsy and arthrogryposis multiplex congenita with impaired upper limb function

BACKGROUND:The pathology of upper limb deformities often leads not only to impaired self-ability but may be one of the factors that lead to the development of specific difficulties inachild at various stages of learning. Deficiency of visual-motor integration and/or its subcomponents (visual perception and motor coordination) are the risk factors for academic failure. Children aged 3 years with arthrogryposis multiplex congenita and obstetric palsy are have delayed speech development and behavioral disorders, which require correction, including speech therapy atanearly age.
 AIM:To examine the features of the organization of correctional and developmental education of children with arthrogryposis multiplex congenita and obstetric palsy, depending on their speech development and motor disorders, and assess the features of speech development of children with obstetric palsy.
 MATERIAL AND METHODS:From 2020 to 2022, we examined 46 children aged 615 (average age, 9.57 2.91) years with upper limb deformities caused by arthrogryposis multiplex congenita and obstetric palsy. Speech therapy and orthopedic and statistical methods were used.
 RESULTS:The study included 25 children (54.3%) with arthrogryposis multiplex congenita and 21 (45.7%) with obstetric palsy. In addition, 5.09 4.34 procedures were performed for the correction of orthopedic pathology. Most of the patients had mild (n= 17, 36.9%) and moderate (n= 20, 43.5%) functional disorders of the upper extremities, and 30 (65.2%) had problems with hand function. Moreover, 11 (23.9%) children had delayed speech development atanearly age. Speech pathology was detected in 41 (89.1%) children (general speech underdevelopment,n= 20, 43.9%; lexical-grammatical underdevelopment,n= 12, 26.1%; and phonetic-phonemic underdevelopment,n= 9, 19.8%. Dysarthria was the main speech pathology in 25 patients of different age groups (54.3%). Moreover, 18 (52.9%) schoolchildren had impaired writing ability. The speech pathology in patients with arthrogryposis multiplex congenita and obstetric palsy were the same. These groups differed from each other by the form of learning (p 0.05).
 CONCLUSIONS:Children and adolescents with arthrogryposis multiplex congenita and obstetric palsy have special educational needs and often need speech therapy assistance taking into account the specific orthopedic pathology.

Implicación de las funciones ejecutivas, la inteligencia emocional y los hábitos y técnicas de estudio en la resolución de problemas matemáticos y el cálculo en la escuela primaria

As mathematics is the most difficult subject for students from an early age, it is necessary to understand the underlying processes. Thus, the aim of this study was to analyze the relationship between calculation and mathematical problem-solving (MPR) skills with Executive Functions (EF), Emotional Intelligence (EI), and Study Habits and Techniques (SHT) in children aged 9-12 years. The study was carried out with 70 students (40 girls) from five schools in the Autonomous Community of the Basque Country of Spain. The results showed that MPR was significantly related to EF, SHT, and EI, while calculation was only related to EF and SHT, all this controlling the effect of IQ. Furthermore, MPR has correlated with a greater number of EF, EI, and SHT subscales than calculation. Along with this, significant differences have been observed in EF and EI depending on the level of performance in MPR, while in calculation the significant differences have been found in EF and SHT. Therefore, different neuropsychological processes underlie each mathematical skill, which implies the need for differential intervention with each of them. All of this through programs that encourage the mathematical learning of all students indiscriminately or that promote the development of mathematical skills according to the specific difficulty of the student.

Diversity of employment biographies and prospects of middle-aged welfare recipients

Employment re-entry opportunities decrease with age. For middle-aged welfare benefit recipients, employment obstacles connected to age exacerbate further disadvantages connected to welfare receipt. At the same time, there is considerable diversity in middle-aged welfare benefit recipients’ long-term employment trajectories, which has thus far received little attention. Policies aim to increase labour market participation at higher ages. To this end, it is important to understand specific difficulties and to be realistic when formulating goals for people with very diverse types of employment histories. Using large-scale register data, this paper’s focus is on a cohort aged 45–54 in August 2012 in Germany. Sequence analysis aids in identifying characteristics relevant to employment histories over the past 19 years, from January 1993 to July 2012. Subsequent employment outcomes over the time span September 2012 to December 2018 are investigated, differentiating between jobs of different quality, and effects of training programmes on these outcomes are analysed using entropy balancing methods. Findings are that middle-aged welfare recipients’ employment biographies are very diverse, ranging from very little employment experience, over long histories of intermittent employment, to long continuous employment histories. Employment history attributes significantly affect employment prospects. The analyses further show that it is not too late to invest in skills, independent of employment history type.

Involvement of executive functions, emotional intelligence, and study habits in mathematical problem-solving and calculation in elementary school

As mathematics is the most difficult subject for students from an early age, it is necessary to understand the underlying processes. Thus, the aim of this study was to analyze the relationship between calculation and mathematical problem-solving (MPR) skills with Executive Functions (EF), Emotional Intelligence (EI), and Study Habits and Techniques (SHT) in children aged 9-12 years. The study was carried out with 70 students (40 girls) from five schools in the Autonomous Community of the Basque Country of Spain. The results showed that MPR was significantly related to EF, SHT, and EI, while calculation was only related to EF and SHT, all this controlling the effect of IQ. Furthermore, MPR has correlated with a greater number of EF, EI, and SHT subscales than calculation. Along with this, significant differences have been observed in EF and EI depending on the level of performance in MPR, while in calculation the significant differences have been found in EF and SHT. Therefore, different neuropsychological processes underlie each mathematical skill, which implies the need for differential intervention with each of them. All of this through programs that encourage the mathematical learning of all students indiscriminately or that promote the development of mathematical skills according to the specific difficulty of the student.

DISTINGUISHABLE HARDSHIPS FOR A SAMPLE OF MIDDLE SCHOOL STUDENTS FROM VRANCEA COUNTY

The present research is part of the project “Sustainable social and educational integration by sport activities”. The project aims to lower truancy rates and enhance educational attainment up to ISCED3 levels. Vrancea county is characterised by a prominent level of impoverishment (below the national level) and a notablerate of school dropout during the middle school years (above the national level). Our study aims to outline the multifaceted difficulties experienced by middle school students in Vrancea County, which can be categorized into eight distinct groups. These categories include Roma students, students with one or both parents working abroad, remigrated students, students from disorganized or single-parent families, students from child protection institutions, student coming from a family of immigrants/refugees in Romania, students with disabilities, and students at risk of early school dropout. This research is of an applied nature and was carried out over a period of 3 years, focusing on students enrolled in two schools with a moderate ISCED3 transition level, comprising a total of 204 students, including 124 boys and 80 girls. It is worth noting that specific difficulties and vulnerabilities differ between genders. The risk of early school leaving, mainly due to poverty, is more prevalent among g, while belonging to the Roma ethnicity poses a greater challenge for boys. The findings from this study serve as a foundational resource for guiding the counselling activities within the project

Wybrane problemy procesowej kontroli i utrwalania rozmów

This study addresses certain aspects of procedural surveillance and recording of wiretapped calls which are relevant to prosecutorial practice. This subject matter, regulated in Chapter 26 of the Code of Criminal Procedure, involves fundamental rights of individuals which are strictly protected under the Constitution and the highest-ranking instruments of international law. Therefore, it is of utmost importance to not only appropriately elaborate the legal regulations that permit the surveillance of citizens, but apply them in the everyday practice of law enforcement and the judiciary. The author discusses the evolution of procedural wiretapping in the Polish legal order in order to facilitate the understanding of the current regulations in this field. He also points out to specific difficulties in interpreting certain vague terms such as ‘an urgent case’, whereby a public prosecutor may order surveillance and recording of the content of telephone conversations; or a ‘particularly justified case’ which constitutes the grounds for extended surveillance and wiretapping of telephone conversations. In addition, the article takes a closer look at a possibility of procedural wiretapping under a relatively new legal institution, i.e., the European Investigation Order. With regard to this issue, mention was made of numerous controversies amongst legal scholars as to the amendment to Article 237a of the Code of Criminal Procedure, which has eliminated the so-called ‘subsequent consent of a court of law’ and placed the decision on the use of the information obtained by way of procedural wiretapping in the hands of a public prosecutor within the framework of expanding the objective or subjective boundaries of surveillance.

Functional connectivity explains how neuronavigated TMS of posterior temporal subregions differentially affect language processing

Background“Wernicke's area” is most often used to describe the posterior superior temporal gyrus (STG) and refers to a region traditionally thought to support language comprehension. However, the posterior STG additionally plays a critical role in language production. The purpose of the current study was to determine to what extent regions within the posterior STG are selectively recruited during language production. Methods23 healthy right-handed participants completed an auditory fMRI localizer task, resting-state fMRI and underwent neuronavigated TMS language mapping. We applied repetitive TMS bursts during a picture naming paradigm to probe speech disruptions of different categories (anomia, speech arrest, semantic paraphasia and phonological paraphasia). We combined an in-house built high precision stimulation software suite with E-field modeling to map the naming errors to cortical regions and revealed a dissociation of language functions within the temporal gyrus. Resting state fMRI was used to explain how E-field peaks of different categories differentially affected language production. ResultsPeaks for phonological and semantic errors were found in the STG while those for anomia and speech arrest were located in the MTG. Seed-based connectivity analysis revealed a local connectivity pattern for phonological and semantic errors, while anomia and speech arrest seeds resulted in a larger network between IFG and posterior MTG. ConclusionsOur study provides important insights into the functional neuroanatomy of language production and might help to increase the current understanding of specific language production difficulties on a causal level.

A case for emojis, more or less: An analysis of word and emoji expressivity in text messaging for high and low alexithymia levels

The impact of alexithymia on verbal and non-verbal expressivity was investigated in one of the most prevalent mediums for present-day human interacting, smartphone text messaging. The variety of words and emojis used to express negative, neutral and positive feelings was compared between people with higher and lower levels of alexithymia measured by the Perth Alexithymia Questionnaire, controlling for covariates anxiety and depression. Verbal expressivity was not impacted by higher levels of alexithymia, for total scores nor by subscale. Non-verbal expressivity for high-level alexithymia showed differences in variety of emoji on two subscales: compared to low-level alexithymia, higher scores on difficulty describing negative feelings used greater variety of emojis when describing negative feelings, while higher scores on externally oriented thinking used less variety of emojis when describing positive feelings. This may be related to greater and lesser interoceptive ability. Further research is warranted. Findings support facet-level over total scores analyses in informing more nuanced understandings of the impacts of alexithymia in interpersonal communication. They suggest that text messaging may attenuate the impacts of the verbal deficits associated with higher-level alexithymia and that emoji use may be more sensitive to specific alexithymic difficulties in particular valence contexts.

Comparing the effectiveness of two reciprocal reading comprehension interventions for primary school pupils in disadvantaged schools.

Effective reading comprehension teaching is an aspiration of education systems across the world. Teaching incorporating reciprocal reading theory and evidence is an internationally popular approach for improving comprehension. This paper uses two large cluster randomized controlled trials of similar reciprocal reading interventions implemented in different ways to compare their effectiveness. The two interventions had the same teacher professional development, reciprocal reading activities and dosage/exposure, but varied in their implementation, with one delivered as a whole-class ('universal') version for pupils aged 8-9 years and the other a small group ('targeted') version for pupils aged 9-11 years with specific comprehension difficulties. Two large-scale cluster RCTs were conducted in 98 schools with N = 3699 pupils in the universal trial and N = 1523 in the targeted trial. Multi-level models showed significant effects for the targeted version of the intervention on pupil reading comprehension (g = .18) and overall reading (g = .14). No significant effects were found for the whole class version. A sub-group analyses of disadvantaged pupils showed the targeted intervention's effects were even larger on reading comprehension (g = .25). The evidence suggested that this reciprocal reading intervention worked best when implemented in small groups and targeted for pupils with specific comprehension difficulties and particularly for pupils in disadvantaged circumstances. This evaluation shows that even if a reading comprehension intervention is underpinned by strong theory and evidence-based practice, its effectiveness can still depend on implementation choices.