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Academic literature on the topic 'Comprehension development in 5'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Comprehension development in 5"

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Conner, Peggy S., and Robin S. Chapman. "The development of locative comprehension in Spanish." Journal of Child Language 12, no. 1 (February 1985): 109–23. http://dx.doi.org/10.1017/s0305000900006267.

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ABSTRACTForty monolingual Spanish-speaking Peruvian children ages 3; 6–5; 5 were given a search task to test comprehension of six locative phrases depicting the four spatial relations in front of, in back of, beside and under. Performance improved with age and was best for under (debajo de) and poorest on beside (al costado de, al lado de). There was no evidence that locatives lacking object part terms (delante de for in front of and al costado de for beside) resulted in poorer performance than locatives that included the object part labels (enfrente de, al lado de). Nor was there evidence to support the positive pole hypothesis that in front of items would be easier than behind. Performance was best when the children themselves were the reference object, next best with a fronted object, and poorest with a nonfronted object, suggesting that preschoolers may understand projective locatives with respect to the reference object's intrinsic orientation, rather than imposing their own point of view.
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GOODWIN, ANTHONY, DEBORAH FEIN, and LETITIA NAIGLES. "The role of maternal input in the development of wh-question comprehension in autism and typical development." Journal of Child Language 42, no. 1 (January 24, 2014): 32–63. http://dx.doi.org/10.1017/s0305000913000524.

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ABSTRACTSocial deficits have been implicated in the language delays and deficits of children with autism (ASD); thus, the extent to which these children use language input in social contexts similarly to typically developing (TD) children is unknown. The current study investigated how caregiver input influenced the development of wh-question comprehension in TD children and language-matched preschoolers with ASD. Children were visited at four-month intervals over 1.5 years; mother–child play sessions at visits 1–2 were coded for maternal wh-question use. At visits 3–5 children watched videos in the Intermodal Preferential Looking paradigm, to assess their comprehension of subject and object wh-questions. Mothers' use of wh-questions with verbs and complex wh-questions positively predicted wh-question comprehension in the TD group; in contrast, mothers' use of wh-questions with ‘be’ as the main verb negatively predicted wh-question comprehension in the ASD group. Thus, TD children and children with ASD appear to use their linguistic input differently.
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Matthews, Danielle. "développement des compétences référentielles : gestes, mots et expressions de 9 mois à 5 ans." Travaux neuchâtelois de linguistique, no. 60 (January 1, 2014): 7–20. http://dx.doi.org/10.26034/tranel.2014.2836.

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Over the first 5 years of life children become increasingly effective communicators and remarkably aware of the co-operative nature of communication. Much of the driving force for these developments comes from the scaffolding provided by caregivers and the child's motivation to engage in and repair communicative exchanges. This review charts the development of reference and presents examples from studies of infants' gestural and verbal development and pre-schoolers' comprehension and production of referring expressions.
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Lepola, Janne, Anu Kajamies, Eero Laakkonen, and Pekka Niemi. "Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3." Reading and Writing 33, no. 5 (January 3, 2020): 1351–73. http://dx.doi.org/10.1007/s11145-019-10010-7.

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AbstractThis is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating the unique contributions of vocabulary, metacognitive knowledge and task orientation to the initial level as well as to the growth of comprehension. A total of 90 Finnish-speaking children participated in the study. The children’s narrative picture book comprehension was assessed at age 5, age 6 and age 9. Vocabulary, metacognitive knowledge and task orientation were evaluated at age 5. Latent growth curve modeling showed a pattern of decreasing achievement gaps in narrative picture book comprehension. Vocabulary and metacognitive knowledge uniquely contributed to the concurrent level of narrative picture book comprehension. The results further showed that metacognitive knowledge and task orientation were positive and statistically significant predictors of the growth of picture book comprehension over and above the initial level of narrative picture book comprehension. These findings add to our knowledge about the development of inter-individual differences in narrative picture book comprehension and the roles of vocabulary, metacognitive knowledge and task orientation in it. They also suggest a novel way to assess the narrative comprehension potential among students with compromised working memory or decoding ability.
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Jumaini, Jumaini. "Development of Reading Comprehension Teaching Materials Using the CIRC Model in Primary School." International Journal of Educational Dynamics 1, no. 1 (January 3, 2019): 162–68. http://dx.doi.org/10.24036/ijeds.v1i1.49.

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motivated by teaching materials that are used by teachers which do not contain the complete reading process (pre-reading, reading, and post-reading). This study aims to develop reading comprehension teaching materials using the CIRC model for elementary school class V that is valid, practical, and effective. This type of research is development research. This study uses the ADDIE model which consists of 5 stages, namely: the stage of analysis, design, development, and implementation, and evaluation. Validity test data is obtained through assessment sheets of teacher and student responses. Effectiveness is seen from the activities of students, assessment of the process and results of the test of reading comprehension of students. Based on the results of the validity, practicality, and effectiveness tests obtained teaching materials that are valid, practical, and effective, and able to improve reading comprehension skills. It can be concluded that teaching reading comprehension materials using the CIRC model developed can be used in reading comprehension learning in grade V of Elementary School.
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BOPP, KAREN D., and PAT MIRENDA. "Prelinguistic predictors of language development in children with autism spectrum disorders over four–five years." Journal of Child Language 38, no. 3 (July 8, 2010): 485–503. http://dx.doi.org/10.1017/s0305000910000140.

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ABSTRACTThis study examined relationships between prelinguistic variables from the MacArthur-Bates CDI and the development of language comprehension and production in children with autism. Forty-four children were assessed at baseline and 6, 12, 24, 33 and 53 months later. Growth Curve Modeling was used to examine the extent to which three composite CDI variables and three CDI item groupings predicted language development over 4–5 years. When examined individually, prespeech and early gestures were significant predictors of change for both comprehension and production, but late gestures were not. In addition, initiating joint attention and games and routines predicted comprehension and production over 4–5 years, and conventional gestures also predicted production. When all factors were considered simultaneously, children's ability to participate in games and routines was the only significant predictor of language production over time. The results are discussed with regard to their implications for understanding the complex factors that affect developmental outcomes.
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Papera, Massimiliano, Anne Richards, Paul van Geert, and Costanza Valentini. "Development of second-order theory of mind: Assessment of environmental influences using a dynamic system approach." International Journal of Behavioral Development 43, no. 3 (February 6, 2019): 245–54. http://dx.doi.org/10.1177/0165025418824052.

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Theory of mind refers to the ability to attribute beliefs to oneself and others. The present study used a dynamic systems approach to assess how environment may affect the development of second-order theory of mind (e.g., “John knows that Mary knows that he went out yesterday”). Theory of mind is divided into two major dimensions: comprehension (i.e., to understand a mental state) and prediction (i.e., to predict someone else’s future behavior or mental state). Two age groups were assessed: 5–6- and 10–11-year-old children. In both age groups, participants were assigned to a condition of “support” (help provided) or “no support” (help not provided). Results show that second-order theory of mind follows a dynamic growth law that depends on support. Support facilitates performance in theory of mind production (i.e., to predict one’s future behavior) for both the 5–6- and 10–11-year-old children. Interestingly, the 5–6-year-olds who received support presented an increase in the second-order prediction performance at the expense of the second-order comprehension, suggesting that a temporary dip in comprehension performance may facilitate the development of mental rules to predict one’s future behavior.
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Strangmann, Iris, Anneke Slomp, and Angeliek van Hout. "Development of Dutch children’s comprehension of subject and object wh-questions." Linguistics in the Netherlands 31 (November 10, 2014): 129–44. http://dx.doi.org/10.1075/avt.31.10str.

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While Dutch welke ‘which’-questions are structurally ambiguous, number agreement cues can disambiguate them. Despite such agreement cues, children misinterpret object questions as subject questions (Metz et al. 2010, 2012; Schouwenaars et al. 2014). We investigated if adding another cue, specifically, topicality in a discourse context, helps the interpretation of which-questions in two groups of Dutch children (5;5, n = 15 and 8;5, n = 21). Using a referent-selection task, we manipulated number on the verb and postverbal NP to create unambiguous wh-questions. Moreover, the questions were preceded by a discourse which established a topic, relating either to the wh-referent or the postverbal NP referent. Nevertheless, both 5- and 8-year-olds misinterpreted object questions as subject questions, ignoring the number and topicality cues to resolve the (local) ambiguity of which-questions. Our results confirm the effect of a subject-first bias in children’s interpretation of wh-questions. We conclude that topicality, in combination with number agreement, is not strong enough to overrule this subject-first bias.
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Domaneschi, Filippo, Simona Di Paola, and Nausicaa Pouscoulous. "The development of presupposition: Pre-schoolers’ understanding of regret and too." Intercultural Pragmatics 19, no. 3 (May 11, 2022): 345–79. http://dx.doi.org/10.1515/ip-2022-3004.

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Abstract Little is known about presuppositional skills in pre-school years. Developmental research has mostly focused on children’s understanding of too and evidence is mixed: some studies show that the comprehension of too is not adult-like at least until school age, while more recent findings suggest that even pre-schoolers can interpret too-sentences in more age-appropriate tasks. Importantly, no study has tested directly, within the same experiment, pre-schoolers’ presupposition understanding in satisfaction versus accommodation, nor with respect to other trigger types. Yet, it is well known that adults’ processing of a presupposition is costlier when accommodation is required and that the type of trigger influences the processing demands. Therefore, both the trigger type and the contextual availability of a presupposition might influence young children’s comprehension. We tested this with a story completion task that assessed 3–5-year-olds’ comprehension of presuppositions activated by either regret or too in contexts that either satisfied the presupposition or required accommodation. Results reveal that pre-schoolers overall exhibit an understanding of presupposition. Crucially, this starkly improves between the age of 3 and 5 and the developmental trajectory depends on both context and trigger type: understanding the presupposition of regret seems easier than that of too for younger children, and less difficulties emerge when the context satisfies the presupposition. Thus, the development of presupposition comprehension in pre-schoolers depends both on the type of trigger and the contextual availability of the presupposition – satisfied versus requiring failure repair.
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Roch, Maja, Kate Cain, and Christopher Jarrold. "Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?" Brain Sciences 11, no. 7 (June 22, 2021): 828. http://dx.doi.org/10.3390/brainsci11070828.

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Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.
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Dissertations / Theses on the topic "Comprehension development in 5"

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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.

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Master of Philosophy in Education
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1758.

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Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1519.

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Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development-three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten literacy skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Hewitt, Anne. "The development of a British assessment of inferential and idiom comprehension for 5:00 to 9:11 year-old typically-developing children." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/618719/.

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Understanding of inferences and non-literal language, such as idioms, is critical for successful communication and academic learning. Assessment of inferential and idiom comprehension is essential for children who are showing difficulties in these areas so that appropriate intervention and support can be provided. There is very little information on the typical development of these specific areas of verbal comprehension in the literature and there are very few current assessments of inferential and idiom comprehension for British school-aged children. While many assessments that do exist have face validity, very few are standardised. Some children with comprehension difficulties do well on existing picture-based assessments of verbal comprehension but they demonstrate significant difficulties with more abstract language comprehension. There is a gap in the current battery of assessments available to paediatric speech and language therapists for assessing inferential and idiom comprehension in detail. The primary aims of this thesis were to develop a robust standardised British assessment of inferential and idiom comprehension for 5:00 to 9:11 year-old children, to provide supporting validity and reliability data for the newly devised assessment, to provide normative and statistically significant data for inferential and idiom comprehension in typically developing children aged 5:00 to 9:11, to provide qualitative information on the typical development of these areas of verbal comprehension and to carry out exploratory studies using the new assessment with children with communication impairments. Secondary aims of the study were to examine if there was any relationship between gender and test performance and between socio-economic status and test performance. A new assessment, the Hewitt Inferential Comprehension and Idioms Test (HICIT) was created following a review of the literature and of the existing assessments in these areas of verbal comprehension. A pilot study was carried out with sixty-two 4:06 to 10:06 year-old children in two primary schools in the North West of England. The fourteen section, 210 item pilot test was reduced to the twelve section, 140 item final version of the HICIT. This was then trialled with a further 200 children, aged 5:00 to 9:11, making an overall standardisation sample of 250 children. Normative data were provided from the application of descriptive and inferential statistics to the results. A two-way ANOVA examined the effects of age group and gender on test scores and a one-way ANOVA and post-hoc independent T tests looked at the relationship between socio-economic status and test performance. The construct validity of the test was examined with exploratory and confirmatory factor analyses. These demonstrated a single factor loading and good model fit measurements. The reliability of the test, as assessed by Cronbach’s Alpha was moderate, similar to an existing published British standardised verbal language assessment. Rasch analysis indicated that the internal consistency of the test was good. The inter-rater reliability of 98.6% was excellent. The descriptive and inferential statistics demonstrated that there was a developmental progression between the age groups for inferential and idiom comprehension but that there was no effect for gender. The idioms sub-section was the only section not to reach ceiling scores by 9:11. The results for the relationship between socio-economic status and test scores were inconclusive. Quantitative analysis of the HICIT data demonstrated that the test is a robust assessment of inferential and idiom comprehension. Some sub-tests of the test are more robust with different age groups so different versions of the test could be used with different age groups. Qualitative analysis of the test responses, exploratory case studies using the HICIT to assess four children with communication impairments and feedback from practising speech and language therapists produced useful information on the possible applications of the test and suggested that it could be very useful to assist in differential diagnosis of different types of communication impairments.
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Toba, Joyce Raquel. "Compreensão literal e inferencial em crianças com distúrbio específico de linguagem." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-03092010-093942/.

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O diagnóstico precoce das alterações de compreensão oral é imprescindível para a intervenção efetiva. Porém, avaliar a compreensão é uma tarefa difícil, pois estratégias compensatórias podem mascarar dificuldades. Dada a importância de instrumentos apropriados para a avaliação de habilidades receptivas, o estudo comparou crianças com Distúrbio Específico de Linguagem (DEL) com um Grupo Controle quanto à compreensão de discurso. Participaram do estudo 47 sujeitos, distribuídos em dois grupos: Pesquisa e Controle. No Grupo Pesquisa, havia 21 sujeitos com DEL entre 8:0 e 8:9 anos, frequentadores do Laboratório de Investigação Fonoaudiológica em Desenvolvimento da Linguagem e suas Alterações da Universidade de São Paulo. No Controle, 26 sujeitos com desenvolvimento normal de linguagem entre 7:10 e 8:11 anos, frequentadores de duas escolas públicas de São Paulo. Ambos os grupos responderam a perguntas literais e inferenciais sobre duas narrativas gravadas digitalmente. Os materiais e os procedimentos basearam-se nos critérios de Bishop e Adams (1992), Norbury e Bishop (2002). Havia três formas de resposta: espontânea, com incentivo e por múltipla escolha. Priorizou-se a primeira. Ausente a resposta, forneceu-se auxílio na forma de encorajamento ou de alternativas. Utilizou-se um sistema de três pontos para a análise quantitativa das respostas. As completamente corretas receberam dois pontos. As parcialmente corretas, um ponto. Já as ausentes ou totalmente incorretas, nenhum. Os erros foram classificados quanto à natureza em: (1) Alternativa Incorreta; (2) Falha de Compreensão Literal; (3) Inferência Errada; (4) Resposta Atípica I; (5) Resposta Atípica II e (6) Falha de Compreensão do Escopo da Pergunta. Foram observadas diferenças quantitativas e qualitativas entre os grupos. O teste não paramétrico de Wilcoxon revelou que o Grupo Pesquisa obteve pontuações estatisticamente mais baixas, tanto em compreensão literal como inferencial de discurso. Ambos os grupos produziram predominantemente respostas espontâneas. Porém, a Análise de Variância demonstrou que as crianças com DEL precisaram de alternativas com mais frequência. Essa análise também confirmou diferenças nos padrões de erro. A tipologia de erro predominante em ambos os grupos foi a Inferência Errada. Contudo, o Grupo Pesquisa cometeu os seguintes erros com mais frequência que o Controle: Alternativa Incorreta, Falha de Compreensão Literal e Resposta Atípica I. Por fim, o Modelo de Regressão de Poisson revelou que o desempenho do grupo com DEL esteve diretamente relacionado ao tempo de terapia e inversamente à idade. Em suma, as crianças com DEL apresentaram desempenho quantitativa e qualitativamente pior que os pares cronológicos na tarefa de compreensão de discurso. Tais resultados corroboram os achados descritos na literatura. Portanto, reforçam a necessidade de identificação precoce das dificuldades de compreensão de escolares com DEL
Early identification of comprehension deficits is of extreme importance for effective intervention. However, assessing comprehension is challenging. Comprehension problems may be not entirely obvious due to compensatory strategies. Seeing that appropriate instruments are crucial, this study compared schoolchildren with SLI to age-matched peers in a comprehension task. Two groups participated in this research: SLI (n=21, age range: 8:0 8:9 years) and Control (n=26, age range: 7:10 8:11 years). Subjects with SLI were recruited from a language unit affiliated to University of São Paulo, whereas age-matched peers, from public schools. Both groups answered to literal and inferential questions about two digitally recorded narratives. Material and procedure were based on criteria proposed by Bishop and Adams (1992), Norbury and Bishop (2002). Spontaneous responses were encouraged. In case of no response, children were helped. The researcher provided them with either encouragement or multiple choices. The responses were scored according to a 3-point scoring system. Correct and fully adequate responses received two points. Partial responses received one. No response or incorrect ones received no point. Wrong responses were classified into six typologies: (1) Incorrect Alternative; (2) Failure of Literal Comprehension; (3) Wrong inference; (4) Odd Response I; (5) Odd Response II and (6) Scope of Question Misunderstood. According to Wilcoxon Test, the SLI group performed poorly in literal and inferential comprehension of discourse. Both groups produced mostly spontaneous responses. However, ANOVA revealed that children with SLI needed alternatives more often. This analysis also confirmed that there were different error patterns. In both groups, Wrong Inference was the predominant error. Nevertheless, the SLI group used these typologies more often: Incorrect Alternative, Failure of Literal Comprehension and Odd Response I. The Poisson Regression was carried out in order to verify whether age, intervention time and level of education affected performance of children with SLI. This model showed that performance was directly related to intervention time and inversely connected with age. Concluding, the group with SLI performed quantitative and qualitatively worse than age-matched peers in the comprehension task. The results support the necessity of early identification of comprehension deficits in schoolchildren with SLI
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Puglisi, Marina Leite. "Compreensão de sentenças em crianças com desenvolvimento normal de linguagem e com distúrbio específico de linguagem." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/5/5162/tde-07052010-163722/.

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INTRODUÇÃO: Tarefas de compreensão de sentenças exigem grandes demandas de processamento linguístico e consistem em uma ferramenta útil para investigar diferenças entre o desempenho de crianças de diferentes grupos. O objetivo desta tese foi verificar a existência dos efeitos crosslinguísticos, sócio-econômicos e do Distúrbio Específico de Linguagem (DEL) nas habilidades de compreensão de sentenças de crianças pequenas. MÉTODO: Participaram deste estudo 269 crianças de 4 a 6 anos, divididas em quatro grupos: 1) Brasileiras de escola pública; 2) Brasileiras de escola privada; 3) Inglesas de escola pública; e 4) Brasileiras com DEL, de escola pública. As sentenças utilizadas neste estudo exigiam a compreensão de duas variáveis lingüísticas: a ordem das palavras e o morfema gramatical de número. RESULTADOS: O efeito sócio-econômico foi caracterizado por uma dificuldade específica em processar a informação morfológica de número. Houve um pequeno efeito crosslinguístico, especialmente relacionado à compreensão da ordem das palavras. A principal diferença entre os grupos foi encontrada para as crianças com DEL: enquanto as mais novas apresentaram padrões atípicos de resposta, as mais velhas tiveram um desempenho semelhante ao das crianças mais novas, em desenvolvimento normal de linguagem, pertencentes a baixos níveis sócio-econômicos. CONCLUSÕES: Os achados indicaram que o desempenho de crianças de 4 a 6 anos nesta prova de compreensão foi diferente de acordo com o grupo estudado, evidenciando efeitos sócio-econômicos, crosslinguísticos (embora em menor extensão) e do DEL. Esta prova foi particularmente útil para discriminar as crianças com DEL das demais, contribuindo para o diagnóstico da patologia.
INTRODUCTION: Sentence comprehension tasks require high linguistic processing demands and constitute an useful tool for investigating differences between various groups of children. The aim of this thesis was to verify the existence of crosslinguistic, socio-economic and Specific Language Impairments (SLI) effects on young childrens sentence comprehension abilities. METHODS: Participated on this study 269 children aged 4 to 6 years-old, divided into four groups: 1) Brazilian children from state schools; 2) Brazilian children from private schools; 3) English children from state schools; and 4) Brazilian SLI children from state schools. The sentences used in this study required the comprehension of two linguistic variables: word order and the number grammatical morpheme. RESULTS: The socioeconomic effect consisted on a significant difficulty in processing number morphological information. There was a small crosslinguistic effect, particularly related to word order comprehension. The main difference between groups was found for SLI children: while the youngest group showed atypical patterns of response, the oldest one performed similarly to younger children within normal language development, from low socioeconomic status. CONCLUSIONS: The findings indicated that 4- to 6-yearold childrens performance on this sentence comprehension test varied regarding group, demonstrating socio-economic, crosslinguistic (although in less extent) and SLIs effects. This test was particularly useful to discriminate between SLI and normally developing children, contributing to differential diagnosis.
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Almeida, Maria Inês Sá Correia Leite de. "Como é que as crianças de 3, 4 e 5 anos resolvem a tarefa de comparação de numerosidade de conjuntos?" Master's thesis, Instituto Superior de Psicologia Aplicada, 2003. http://hdl.handle.net/10400.12/293.

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Dissertação de Mestrado em Psicologia Educacional
Este trabalho teve como base três objectivos, que passamos a descrever; avaliar se as estratégias parentais a que os pais recorrem para lidar com as emoções positivas e negativas expressas pelos seus filhos estão ou não associadas; estudar a relação entre as reacções parentais a essas expressões emocionais e o desenvolvimento de competências sociais e interpessoais da criança, através de relatos maternos, paternos e das educadoras; verificar se existem diferenças significativas na forma como os pais lidam com as emoções dos filhos em função do género. Teve como universo populacional os pais e as mães de crianças com 5 anos, a frequentarem o último ano do pré-escolar em estabelecimentos de ensino privado, e as suas educadoras, perfazendo um total de 32 crianças, 31 mães, 30 pais e 5 educadoras. Foram utilizados os seguintes instrumentos: para a avaliação das reacções parentais ás emoções negativas e positivas das crianças utilizaram-se, respectivamente, uma versão traduzida reduzida do Coping with Children's Negative Emotions Scale (CCNES, Fabes, Eisenberg & Bemzweig, 1990; in Melo, 2005) e o Questionário de Coping com as Emoções Positivas-Pais (QCEP, Melo, Moreira & Soares, 2004). A avaliação das competências sociais e interpessoais da criança foi feita através da Escala de Competências Sociais e de Avaliação do Comportamento (versão reduzida e traduzida do Social Competence and Behavior Evahation, SCBE-30, Lafraniere & Dumas, 1998; in Veríssimo, 2001) e a Escala de Competências Interpessoais (versão traduzida da Interpersonal Competence Scale, ICS-T, Caims, Leung, Gest & Cairns, 1995; in Veríssimo, 2001). Relativamente aos resultados, apesar das escassas associações encontradas entre as reacções maternas e paternas às expressões emocionais dos filhos, foi possível confirmar a influência dessas mesmas reacções no desenvolvimento das competências sociais e interpessoais da criança, tendo-se verificado também a existência de associações entre os relatos dos progenitores e das educadoras em relação às avaliações das referidas competências. Face às diferenças em função do género, constatou-se que os pais, mas não as mães, reagiam de forma mais negativa às expressões emocionais negativas e positivas das raparigas.
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Cena, Johanna E. 1971. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10200.

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xv, 110 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
In this dissertation study, the efficacy of Vocabulary Enhanced Systematic and Explicit Teaching Routines (VE SETR) as a vocabulary intervention was examined for first grade Spanish-speaking English Language Learners (ELLs). The quasi-experimental study included two groups of elementary students in two schools that had an "early exit" Spanish language arts programs, meaning students are instructed in their native languages for the purposes of early reading instruction for 2-3 years before they are transitioned to reading in English. The study examined the efficacy of a 15 minute daily vocabulary intervention using VE SETRs to enhance the vocabulary instruction in a first grade Spanish reading program. The VE SETR treatment cohort of students received 75 minutes of core reading instruction using the Macmillan McGraw-Hill reading curriculum, Tesoros, in conjunction with systematic and explicit teaching routines (SETR) that addressed all areas of reading instruction (e.g., phonics, phonemic awareness, fluency, vocabulary and comprehension) plus 15 minutes of small group VE SETR instruction. The SETR comparison group received 90 minutes of the general core-reading curriculum using Tesoros and the SETRs only, without the 15 minutes of vocabulary enhanced instruction. The study examined whether the VE SETR intervention improved vocabulary development for students in the VE SETR treatment cohort. Assessment measures included the Bilingual Verbal Ability Test (BVAT), the Test de Vocabulario en Imagenes Peabody PVT-III (TVIP), Indicadores Dinámicos del Éxito en la Lectura (IDEL) oral reading fluency measure and the Depth of Knowledge (DOK) measure. Research findings indicated a statistically significant difference in favor of VE SETR treatment on students' ability to define and use target vocabulary words as measured by the Depth of Knowledge assessment. However, the VE SETR treatment had no statistically significant effect on the treatment students' oral reading fluency and on their receptive vocabulary as measured by the TVIP, or their bilingual verbal ability as measured by the BVAT. Overall, the VE SETR treatment had a positive effect for the VE SETR treatment group on one of the four measures.
Committee in charge: Edward Kameenui, Chairperson, Special Education and Clinical Sciences; Gerald Tindal, Member, Educational Leadership; Paul Yovanoff, Member, Educational Leadership; Scott Baker, Member, Not from U of 0; Robert Davis, Outside Member, Romance Languages
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Karlsson, Lina. "Språkutvecklande stödstrukturer : En observations- och intervjustudie om lärares arbete med läsning i SO i åk 4–5." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-90802.

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The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.
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Stables, Roderick Gwyn. "The effects of text organization and headings on grade 5 through 10 students’ written recall of expository prose with emphasis on grades 5 and 6." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25535.

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This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 5 and 6. This study was a component of a three part study. The other two parallel studies emphasized grades 7 and 8 (King, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; King, 1985). There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Books on the topic "Comprehension development in 5"

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Seropian, Michael A., George R. Keeler, and Viren N. Naik, eds. Comprehensive Healthcare Simulation: Program & Center Development. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46812-5.

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Rothenberg, B. Annye. Parentmaking educators training program: A comprehensive skills development course to train early childhood parent educators (birth to 5). Menlo Park, Calif: Banster Press, 1992.

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David, Coulson, ed. Reading comprehension: Grade 5. New York: Flash Kids, 2007.

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Sitter, Janet P. Reading comprehension practice: Grade 5. Edited by Dieterich Mary. Place of publication not identified]: Mark Twain Media/Carson-Dellosa Publishing LLC, 2017.

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Methold, Ken. New integrated listening comprehension 5. London: Longman, 1989.

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Sitter, Janet P. Reading comprehension practice: Grade 5. Edited by Dieterich Mary. Place of publication not identified]: Mark Twain Media/Carson-Dellosa Publishing LLC, 2017.

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Inc, ebrary, ed. JBoss AS 5 development. Birmingham, U.K: Packt Pub., 2009.

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Mark, Dave, Jack Nutting, and Jeff LaMarche. Beginning iOS 5 Development. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3606-1.

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Guernsey. States. Island Development Committee. Detailed development plan no. 5. St Peter Port [Guernsey]: States of Guernsey, 1985.

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Jarol, Scott. Visual Basic 5 Web development. Albany, NY: Coriolis Group Books, 1997.

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Book chapters on the topic "Comprehension development in 5"

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Williams, Diana. "The development of verbal comprehension." In Working with Children's Language, 128–98. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003031109-5.

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Jha, Lakshmi, and Harshali Patil. "A Comprehensive Study of and Possible Solutions for A Hostel Management System." In Computing and Communications Engineering in Real-Time Application Development, 47–54. Boca Raton: Apple Academic Press, 2022. http://dx.doi.org/10.1201/9781003277217-5.

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Oakhill, Jane, Kate Cain, and Carsten Elbro. "Reading Comprehension and Reading Comprehension Difficulties." In Reading Development and Difficulties, 83–115. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26550-2_5.

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Takahashi, Hidenori, Alessandra Bartolozzi, and Thomas Simpson. "Discovery of the Novel Oxadiazole-Containing 5-Lipoxygenase Activating Protein (FLAP) Inhibitor BI 665915." In Comprehensive Accounts of Pharmaceutical Research and Development: From Discovery to Late-Stage Process Development Volume 1, 101–19. Washington, DC: American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1239.ch004.

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Fandrick, Keith, Jason Mulder, Jean-Nicolas Desrosiers, Nitin Patel, Xingzhong Zeng, Daniel Fandrick, Carl A. Busacca, Jinhua J. Song, and Chris H. Senanayake. "Development of an Efficient Asymmetric Synthesis of the Chiral Quaternary 5-Lipoxygenase Activating Protein Inhibitor." In Comprehensive Accounts of Pharmaceutical Research and Development: From Discovery to Late-Stage Process Development Volume 1, 121–46. Washington, DC: American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1239.ch005.

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van den Broek, Paul, and Panayiota Kendeou. "Development of reading comprehension." In Studies in Written Language and Literacy, 283–306. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.16van.

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Filippova, Eva. "Irony production and comprehension." In Pragmatic Development in First Language Acquisition, 261–78. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/tilar.10.15fil.

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Oakhill, J. V., and K. Cain. "The Development of Comprehension Skills." In Handbook of Children’s Literacy, 155–80. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_9.

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Ritchie, Graeme. "Processing and prediction." In The Comprehension of Jokes, 65–71. Abingdon, Oxon; New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351232753-5.

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Pennell, Colleen. "Evaluating Comprehension Grades 4–12." In Evaluating the K–12 Literacy Curriculum, 69–86. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261107-5.

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Conference papers on the topic "Comprehension development in 5"

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"Assessing computer program reading comprehension skill in pre-service teachers: The development and piloting of a screening instrument in Scratch." In 5° Convegno sulle didattiche disciplinari. Dipartimento formazione e apprendimento – SUPSI, Svizzera / swissuniversities, Svizzera, 2022. http://dx.doi.org/10.33683/dida.22.05.70.

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Vithani, Tejas, and Anand Kumar. "Presentation 5. A comprehensive mobile application development and testing lifecycle." In 2014 IT Professional Conference (IT Pro). IEEE, 2014. http://dx.doi.org/10.1109/itpro.2014.7029288.

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Compton, Carolyn C., and The NBDA Team. "Abstract 3834: The National Biomarkers Development Alliance (NBDA): A comprehensive solution." In Proceedings: AACR Annual Meeting 2014; April 5-9, 2014; San Diego, CA. American Association for Cancer Research, 2014. http://dx.doi.org/10.1158/1538-7445.am2014-3834.

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Cibulskis, Carrie, and Andrew Hollinger. "Abstract 5390: Broad Genomics and Cancer Program development of comprehensive blood biopsy sequencing capabilities to support direct-to-patient cancer research initiatives." In Proceedings: AACR Annual Meeting 2017; April 1-5, 2017; Washington, DC. American Association for Cancer Research, 2017. http://dx.doi.org/10.1158/1538-7445.am2017-5390.

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Middlebrook, Aaron J., Eileen Snowden, Warren Porter, Friedrich Hahn, Mitchell Ferguson, Brian Soper, James Keck, et al. "Abstract 1656: Comprehensive evaluation of human immune system reconstitution in NSGTMand NSGTM-SGM3 toward the development of a novel Onco-HuTMxenograft model." In Proceedings: AACR Annual Meeting 2017; April 1-5, 2017; Washington, DC. American Association for Cancer Research, 2017. http://dx.doi.org/10.1158/1538-7445.am2017-1656.

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Dorofeeva, Lyudmila V., and Olga D. Ustinova. "Public-private partnership: potential and development prospects." In Problems of transformation and regulation of regional socio- economic systems. Saint Petersburg State University of Aerospace Instrumentation, 2021. http://dx.doi.org/10.52897/978-5-8088-1635-0-2021-49-46-53.

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The article analyzes the mechanism of public-private partnership in the Russian Federation, as one of the methods of infrastructure development, its implementation and the problems that need to be solved for the formation of an effective system. The use of private funds by the regions for the development of their social fund: kindergartens, schools, medical institutions demonstrates the interest of the state and business in the implementation of such projects. But in a pandemic, risks increase, while the number of investors willing to invest in the social sphere decreases. To change this situation, it is necessary to form comprehensive solutions for the further development of the mechanism of public-private partnership.
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Klemeshova, K. V., and A. A. Budarin. "Assimilation apparatus of garden roses in Russian wet subtropics." In CURRENT STATE, PROBLEMS AND PROSPECTS OF THE DEVELOPMENT OF AGRARIAN SCIENCE. Federal State Budget Scientific Institution “Research Institute of Agriculture of Crimea”, 2020. http://dx.doi.org/10.33952/2542-0720-2020-5-9-10-27.

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The aim of the research is to develop a methodology for a comprehensive assessment of the decorativeness of landscape gardening roses for Russian wet subtropics. This research is based on the study of the biological characteristics of culture in this region. The thorough study of the complex of quantitative and qualitative characteristics of the garden rose’s assimilation apparatus is needed to develop a better classification under conditions of Russian wet subtropics. Then the allocation of the most important ones is necessary. The roundness index is the more accurate characteristic of the variety among the morphological parameters of the leaf. It has a smaller variation in comparison with the initial parameters of the leaf. The contents of chlorophyll a and the sum of carotenoids are more accurate characteristics of the variety among the qualitative indicators of the leaf. The calculated sign is the ratio of the sum of green and yellow pigments.
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Soroka, S. A. "METHODOLOGY FOR FORECASTING THE RESULTS OF COOPERATION IN SERVICESН." In Problems and mechanisms of implementation of national priorities of socio-economic development of Russia. Khabarovsk State University of Economics and Law, 2020. http://dx.doi.org/10.38161/978-5-7823-0740-0-2020-147-150.

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The paper considers methods of forecasting the results of cooperation in the service sector. The main problems that hinder the formation of a comprehensive unified system for predicting the results of cooperation in the service sector have been identified
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Fedosova, Oksana Y., and Anton Y. Gordievsky. "The specifics of speech development of preschoolers with different forms of cerebral palsy." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-121-130.

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Speech therapy disorders against the background of general motor dysfunction of children with cerebral palsy dramatically reduce their communicative abilities, significantly limiting the possibility of socialization in modern society. In a comprehensive study conducted with the participation of children with cerebral palsy aged six to seven years, the presence of a relationship between the pathological state of the nervous system and the specifics of motor and speech disorders was established. Taking into account the combined symptoms of cerebral palsy in the course of pedagogical work provides early prediction of speech disorders, primarily of a dysarthric nature, and provides an opportunity for a full-fledged choice of the main directions and specific techniques of speech therapy.
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Akinyamoju, Benedict, Don Irving, Abiodun Olofin, Christopher Browne, Enrique Loo, and Jeremy Greenwood. "Comprehensive Operational Assessment Eliminates Significant Lost Time on a 3-Year Development Project in Nigeria." In IADC/SPE Asia Pacific Drilling Technology Conference. SPE, 2021. http://dx.doi.org/10.2118/201034-ms.

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Abstract A 3 year, 23 well project drilled by a major operator in Nigeria was challenged to develop methodologies to optimize every aspect of drilling for a development project to reduce total project time and costs. The team of operator and service company personnel created an approach that systematically examined and challenged the efficiency of all tasks. They then developed and implemented innovative methods to save time by both analyzing repetitive, lengthy, or troublesome operations and challenging many status quo rig activities. The culture of continually challenging the causes of invisible lost time (ILT) that developed resulted in the creation of several critical performance improvement methodologies each of which are explained in detail. The multiple focus areas where process improvements were made included hole cleaning efficiencies, optimizing the ROP to deliver shortest well time from drilling out the casing shoe to landing the next casing, anti-collision practices to drill out conductors with a separation factor of less than 1.0, BHA design efficiencies for equipment standardization and faster make up and break down times, managing differential sticking risks, improving survey times, and developing best practices to side-track with a point-the-bit Rotary steerable system. Exact times were tracked to establish the required baselines and drilling optimization services were introduced to modify the drilling practices to reach the technical limit. The technical limit for ROP was achieved and best practices developed in this environment for effective hole cleaning, ease of tripping, and improved tripping speeds of the BHA at the end of every run saved 38.25 days over 15 wells. Average ROP's were improved by 48% in the 17 ½" section and 57% in the 12 ¼" section. The new anti-collision methodology saved 5 hours per well. BHA assembly and tool download efficiencies saved 11.47 days. Wellbore strengthening techniques prevented seepage losses and reduced stuck pipe events. Surveying improvements saved 11.78 days and new sidetracking practices saved 5 hours per sidetrack. Tasks that could be done in parallel to the critical path were identified and tasks on the critical path were performed more efficiently. ILT elimination in drilling processes saved a total of 96 days of rig time over an established performance baseline during this 23 well project. The operator set two records for the fastest drilled and completed conventional offshore wells in Nigerian history.
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Reports on the topic "Comprehension development in 5"

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Si, Hongjun, Saburoh Midorikawa, and Tadahiro Kishida. Development of NGA-Sub Ground-Motion Model of 5%-Damped Pseudo-Spectral Acceleration Based on Database for Subduction Earthquakes in Japan. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, December 2020. http://dx.doi.org/10.55461/lien3652.

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Presented within is an empirical ground-motion model (GMM) for subduction-zone earthquakesin Japan. The model is based on the extensive and comprehensive subduction database of Japanese earthquakes by the Pacific Engineering Research Center (PEER). It considers RotD50 horizontal components of peak ground acceleration (PGA), peak ground velocity (PGV), and 5%-damped elastic pseudo-absolute acceleration response spectral ordinates (PSA) at the selected periods ranging from 0.01 to 10 sec. The model includes terms and predictor variables considering tectonic setting (i.e., interplate and intraslab), hypocentral depths (D), magnitude scaling, distance attenuation, and site response. The magnitude scaling derived in this study is well constrained by the data observed during the large-magnitude interface events in Japan (i.e., the 2003 Tokachi-Oki and 2011 Tohoku earthquakes) for different periods. The developed ground-motion prediction equation (GMPE) covers subduction-zone earthquakes that have occurred in Japan for magnitudes ranging from 5.5 to as large as 9.1, with distances less than 300 km from the source.
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Lenhardt, Amanda. Private Sector Development Finance to Support the ‘Missing Middle’. Institute of Development Studies, January 2021. http://dx.doi.org/10.19088/k4d.2021.106.

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Evidence indicates that business support to small and medium enterprises (SMEs) in lower middle-income countries (LMICs) can improve firms’ performance, create jobs, and have a positive effect on labour productivity (Piza et al., 2016). The impacts of some approaches to private sector finance such as traditional loans, grants and technical assistance have been studied empirically, but there is limited evidence of the impacts of non-traditional and innovative financing instruments (Mallen & Bungey, 2019; Piza et al., 2016). Studies of financial instruments to support SMEs in LICs and LMICs tend to focus on particular markets or adaptations to traditional funding models rather than targeted outcomes such as sustainable employment creation (Mallen & Bungey, 2019). This report explores evidence on the effectiveness of financing options available to bilateral donors to promote private sector development (PSD) in LIMCs, however the evidence base for most financing instruments is extremely limited and much of the evidence is more than 5 years old. The report seeks to provide a (non-comprehensive) list of available Overseas Development Assistance (ODA) eligible options and a more detailed examination of those options for which evidence was identified for this review. An open search for evidence on PSD interventions to support SMEs in LMICs and LICs was carried out, followed by a targeted search of interventions seeking to support medium-sized enterprises (the ‘missing middle’) in Zambia specifically. The report begins with a brief overview of the ‘missing middle’ challenge in Zambia. Section 3 explores recent trends in bilateral finance for PSD. The remaining sections of the report explore available evidence on the effectiveness of specific interventions: credit guarantees, matching grants, equity investment and permanent capital vehicles, mezzanine finance, and funds of funds.
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Duty, Sandra. The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2706.

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Yahav, Shlomo, John Brake, and Noam Meiri. Development of Strategic Pre-Natal Cycling Thermal Treatments to Improve Livability and Productivity of Heavy Broilers. United States Department of Agriculture, December 2013. http://dx.doi.org/10.32747/2013.7593395.bard.

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The necessity to improve broiler thermotolerance and live performance led to the following hypothesis: Appropriate comprehensive incubation treatments that include significant temperature management changes will promote angiogenesis and will improve acquisition of thermotolerance and carcass quality of heavy broilers through epigenetic adaptation. It was based on the following questions: 1. Can TM during embryogenesis of broilers induce a longer-lasting thermoregulatory memory (up to marketing age of 10 wk) that will improve acquisition of thermotolerance as well as increased breast meat yield in heavy broilers? 2. The improved sensible heat loss (SHL) suggests an improved peripheral vasodilation process. Does elevated temperature during incubation affect vasculogenesis and angiogenesis processes in the chick embryo? Will such create subsequent advantages for heavy broilers coping with adverse hot conditions? 3. What are the changes that occur in the PO/AH that induce the changes in the threshold response for heat production/heat loss based on the concept of epigenetic temperature adaptation? The original objectives of this study were as follow: a. to assess the improvement of thermotolerance efficiency and carcass quality of heavy broilers (~4 kg); b. toimproveperipheral vascularization and angiogenesis that improve sensible heat loss (SHL); c. to study the changes in the PO/AH thermoregulatory response for heat production/losscaused by modulating incubation temperature. To reach the goals: a. the effect of TM on performance and thermotolerance of broilers reared to 10 wk of age was studied. b. the effect of preincubation heating with an elevated temperature during the 1ˢᵗ 3 to 5 d of incubation in the presence of modified fresh air flow coupled with changes in turning frequency was elucidated; c.the effect of elevated temperature on vasculogenesis and angiogenesis was determined using in ovo and whole embryo chick culture as well as HIF-1α VEGF-α2 VEGF-R, FGF-2, and Gelatinase A (MMP2) gene expression. The effects on peripheral blood system of post-hatch chicks was determined with an infrared thermal imaging technique; c. the expression of BDNF was determined during the development of the thermal control set-point in the preoptic anterior hypothalamus (PO/AH). Background to the topic: Rapid growth rate has presented broiler chickens with seriousdifficulties when called upon to efficiently thermoregulate in hot environmental conditions. Being homeotherms, birds are able to maintain their body temperature (Tb) within a narrow range. An increase in Tb above the regulated range, as a result of exposure to environmental conditions and/or excessive metabolic heat production that often characterize broiler chickens, may lead to a potentially lethal cascade of irreversible thermoregulatory events. Exposure to temperature fluctuations during the perinatal period has been shown to lead to epigenetic temperature adaptation. The mechanism for this adaptation was based on the assumption that environmental factors, especially ambient temperature, have a strong influence on the determination of the “set-point” for physiological control systems during “critical developmental phases.” Recently, Piestunet al. (2008) demonstrated for the first time that TM (an elevated incubation temperature of 39.5°C for 12 h/d from E7 to E16) during the development/maturation of the hypothalamic-hypophyseal-thyroid axis (thermoregulation) and the hypothalamic-hypophyseal-adrenal axis (stress) significantly improved the thermotolerance and performance of broilers at 35 d of age. These phenomena raised two questions that were addressed in this project: 1. was it possible to detect changes leading to the determination of the “set point”; 2. Did TM have a similar long lasting effect (up to 70 d of age)? 3. Did other TM combinations (pre-heating and heating during the 1ˢᵗ 3 to 5 d of incubation) coupled with changes in turning frequency have any performance effect? The improved thermotolerance resulted mainly from an efficient capacity to reduce heat production and the level of stress that coincided with an increase in SHL (Piestunet al., 2008; 2009). The increase in SHL (Piestunet al., 2009) suggested an additional positive effect of TM on vasculogenesis and angiogensis. 4. In order to sustain or even improve broiler performance, TM during the period of the chorioallantoic membrane development was thought to increase vasculogenesis and angiogenesis providing better vasodilatation and by that SHL post-hatch.
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Lynch, James A., Daniel T. Gottuk, Jeffrey C. Owrutsky, Daniel A. Steinhurst, Christian P. Minor, Stephen C. Wales, John P. Farley, Susan L. Rose-Pehrsson, and Fredrick W. Williams. Volume Sensor Development Test. Series 5 - Multi-Compartment System. Fort Belvoir, VA: Defense Technical Information Center, December 2005. http://dx.doi.org/10.21236/ada445010.

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Smith, P. J. 3-D turbulent particle dispersion submodel development. Quarterly progress report No. 1, 5 April--5 July 1991. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/10165546.

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Bagnal, C. W. Professional Development of Officers Study. Volume 5 - Policy Impact Analysis. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada156360.

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Author, Not Given. Engineering development of selective agglomeration: Task 5, Bench- scale process testing. Office of Scientific and Technical Information (OSTI), September 1991. http://dx.doi.org/10.2172/5805503.

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Bryan, S. A., K. H. Pool, L. L. Burger, C. D. Carlson, N. J. Hess, J. D. Matheson, J. L. Ryan, R. D. Scheele, and J. M. Tingey. Ferrocyanide safety project: Task 3. 5 cyanide species analytical methods development. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6850842.

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Althoff, J. L., M. L. Apicella, and S. Singh. Integrated Information Support System (IISS). Volume 5. Common Data Model Subsystem. Part 5. Neutral Data Definition Language (NDDL) Development Specification. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada252450.

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