Relevant bibliographies by topics / Comprehension difficulties

Academic literature on the topic 'Comprehension difficulties'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Comprehension difficulties"

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Hulme, Charles, and Margaret J. Snowling. "Children's Reading Comprehension Difficulties." Current Directions in Psychological Science 20, no. 3 (May 24, 2011): 139–42. http://dx.doi.org/10.1177/0963721411408673.

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Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

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The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.
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GÜNEY, Nail. "Comprehension Difficulties For Turkish Teachers." Journal of Turkish Studies Volume 7 Issue 4-II, no. 7 (2012): 1917–37. http://dx.doi.org/10.7827/turkishstudies.3744.

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Clarke, Paula J., Margaret J. Snowling, Emma Truelove, and Charles Hulme. "Ameliorating Children’s Reading-Comprehension Difficulties." Psychological Science 21, no. 8 (June 28, 2010): 1106–16. http://dx.doi.org/10.1177/0956797610375449.

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Oakhill, Jane. "Children's difficulties in reading comprehension." Educational Psychology Review 5, no. 3 (September 1993): 223–37. http://dx.doi.org/10.1007/bf01323045.

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Stothard, Susan E., and Charles Hulme. "Reading comprehension difficulties in children." Reading and Writing 4, no. 3 (September 1992): 245–56. http://dx.doi.org/10.1007/bf01027150.

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Woolley, Gary. "A comprehension intervention for children with reading comprehension difficulties." Australian Journal of Learning Disabilities 12, no. 1 (January 2007): 43–50. http://dx.doi.org/10.1080/19404150709546829.

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,, Darti, and Andi Asmawati. "ANALYZING STUDENTS’ DIFFICULTIES TOWARD LISTENING COMPREHENSION." ETERNAL (English, Teaching, Learning and Research Journal) 3, no. 2 (December 30, 2017): 206–20. http://dx.doi.org/10.24252/eternal.v32.2017.a9.

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Mahapatra, Dr Shamita, and Jyoti Rekha Sabat. "Comprehension Difficulties in Reading Disabled Children." IOSR Journal of Humanities and Social Science 21, no. 09 (September 2016): 16–22. http://dx.doi.org/10.9790/0837-2109011622.

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Catts, Hugh W., Diane Corcoran Nielsen, Mindy Sittner Bridges, and Yi-Syuan Liu. "Early Identification of Reading Comprehension Difficulties." Journal of Learning Disabilities 49, no. 5 (August 3, 2016): 451–65. http://dx.doi.org/10.1177/0022219414556121.

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Dissertations / Theses on the topic "Comprehension difficulties"

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Elwér, Åsa. "Early Predictors of Reading Comprehension Difficulties." Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.

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The aim of the present thesis was to examine the cognitive and language profile in children with poor reading comprehension using a longitudinal perspective. Even though comprehension skills are closely connected to educational success, comprehension deficits in children have been neglected in reading research. Understanding factors underlying reading is important as it improves possibilities of early identification of children at risk of developing reading problems. In addition, targeted interventions may prevent or reduce future problems. Descriptions of the cognitive and language profile in children with different types of reading problems from an early age and over time is an important first step. The three studies included in this thesis have been conducted using data from the International Longitudinal Twin Study (ILTS). In the ILTS, parallel data have been collected in the US, Australia, Sweden and Norway. Altogether, more than 1000 twin pairs have been examined between the ages 5 and 15 years using well known predictors of reading, along with decoding, spelling, reading comprehension and oral language measures. In the three studies, the Simple View of Reading has been used as a theoretical framework and children who exhibited different kinds of comprehension related difficulties have been identified at different ages. The studies include both retrospective and prospective analyses. The results across studies indicated a robust oral language deficit in all subtypes displaying comprehension problems. The oral language deficit was widespread and included vocabulary, grammar and verbal memory. In addition, the oral language deficit was manifested as compromised phonological awareness and print knowledge prior to reading instruction. Reading comprehension deficits were late emerging across studies in children with comprehension difficulties.
Syftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
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Boustead, Therese Mary. "Undergraduate difficulties: algebraic skills and mathematical comprehension." Thesis, University of Canterbury. Mathematics and Statistics, 1999. http://hdl.handle.net/10092/5639.

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Many first year university students struggle with mathematics. Observations in senior mathematics classes in four New Zealand secondary schools highlighted potential undergraduate problems, especially with algebraic and mathematical reading skills. In this thesis, these two areas are investigated further. In the first part of the thesis, an analysis is done of algebraic tests given to first year university mathematics students. From the results there emerged five main categories of common consistent algebraic difficulties. These categories not only emerged the following year with a similar group, but senior secondary school and second year undergraduate mathematics students also displayed them. Overall, the conclusion was that these categories of algebraic difficulties formed from the research did not appear to improve with higher mathematical learning. A second area for the investigation of undergraduate difficulties was in the field of reading to learn mathematics. The results of a questionnaire survey confirmed that students were not only resistant to reading mathematical text, but they did not appear to have the skills to read expository text. Many students used a narrative, surface approach to mathematical reading that resulted in very little of a topic being understood. Further analysis using a variety of extracts, case studies, interviews and written answers led to the formation of a mathematical reading model based on generative comprehension research by Wittrock (1990) and interactive reading research by Dechant (1991). For mathematical text, critical linkages were often symbol-symbol linkages requiring a higher level of comprehension than narrative text. These critical linkages were predominantly located at an inner text layer. A major deterrent to reading mathematical text for students is the difficulty in locating these critical linkages in hard-copy text. Further investigations compared hard copy text with various types of software designed for self-study purposes. Some of the software was found to be better at directing students to these critical linkages while others were not so successful.
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Cain, Kate. "An investigation into comprehension difficulties in young children." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240660.

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Stothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.

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Kingham, Patricia H. "Developmental approaches to reading comprehension in children with reading difficulties /." Full text available, 2003. http://adt.curtin.edu.au/theses/available/adt-WCU20030904.135502.

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Sylvia, Allison M. "Test Anxiety and Reading Comprehension in Adults with Academic Difficulties." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583853725075996.

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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.
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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.
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Kerbel, Debra. "A study of idiom comprehension in children with semantic-pragmatic difficulties." Thesis, De Montfort University, 1996. http://hdl.handle.net/2086/4907.

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In the light of inconclusive evidence regarding the comprehension of idioms by children with semantic-pragmatic difficulties, this study aimed to investigate the extent to which difficulty with idiom comprehension was characteristic of a group of primary school children considered to have semantic-pragmatic difficulties. It further aimed to explore whether such difficulty constitutes a valid means of discriminating children diagnosed as having "semantic-pragmatic disorder", Asperger syndrome or high-functioning autism, from children considered to have language disorders not primarily of a semantic and/or pragmatic type. It also compared these two groups with normallydeveloping children aged 6; 6 to 7; 6 or 10; 6 to 11; 6. In view of the limitations of available procedures for assessing idiom comprehension in children with semantic-pragmatic difficulties, a new play-based methodology was developed for this study. Supplementary information was obtained from an additional definition task and from a symptom checklist. The results indicate that the children with semantic-pragmatic difficulties did, as a group, demonstrate significantly fewer appropriate idiomatic interpretations and significantly more inappropriate interpretations than did any of the other three groups. However, the higher level of inappropriate scores reflected a larger number of "fuzzy" responses rather than significantly higher rates of literality. Despite relative weakness, the children with semantic-pragmatic difficulties displayed appropriate interpretations considerably more often than they evidenced inappropriate ones. Within-group analysis reveals that the children diagnosed with Asperger syndrome or high-functioning autism performed less well than did those diagnosed with "semantic-pragmatic disorder". Nevertheless, both of these subgroups encompassed a considerable range of comprehension ability. This variation appears to reflect essential differences in the critical semantic and pragmatic skills underpinning idiom comprehension. In combination with definition task data and broader knowledge of particular children, the play task may be used to identify the sites and sources of idiom comprehension breakdown in individual children.
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Goldfus, Caroline Ida. "Reading comprehension and EFL adolescent students with difficulties: exploring a cognitive processing model." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503591.

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Books on the topic "Comprehension difficulties"

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Cain, Kate. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Reading comprehension: Assisting children with learning difficulties. New York: Springer, 2011.

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Cain, Kate. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Yvonne, Griffiths, ed. Reading development and difficulties. Chichester, West Sussex: J. Wiley & Sons, 2010.

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Kerbel, Debra. A study of idiom comprehension in children with semantic-pragmatic difficulties. Leicester: De Montfort University, 1996.

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Approaching difficulties in literacy development: Assessments, pedagogy and programmes. Thousand Oaks, CA: SAGE Publications, 2009.

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E, Snow Catherine, Burns M. Susan, and Griffin Peg, eds. Preventing reading difficulties in young children. Washington, DC: National Academy Press, 1998.

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K, Wixson Karen, ed. Assessment of reading and writing difficulties: An interactive approach. 5th ed. Boston: Pearson, 2013.

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An independent evaluation of the earplug as a treatment for speech comprehension difficulties in selected children. Edmonton, Ab: Alberta Education, 1991.

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Mancuso, Robert A. Responding to oral directions: Teaching self-monitoring and repair strategies to students with auditory comprehension difficulties. 2nd ed. Austin, Tex: Pro-ed, 2000.

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Book chapters on the topic "Comprehension difficulties"

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Woolley, Gary. "Reading Difficulties." In Reading Comprehension, 1–13. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1174-7_1.

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Cain, Kate, and Jane Oakhill. "Reading Comprehension Difficulties." In Handbook of Children’s Literacy, 313–38. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_18.

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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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Munro, John. "Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching." In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy, 197–212. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8864-3_9.

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Nyúl, Eszter Anna. "Difficulties of Comprehension in the Citizenship Education in Europe." In The Palgrave Handbook of Education Law for Schools, 507–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77751-1_24.

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Shelton, Alexandra, and Jade Wexler. "The Development of Reading Comprehension in Adolescents With Literacy Difficulties." In Handbook of Special Education Research, Volume I, 272–84. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003156857-23.

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Goldfus, Carol. "Improving Fluency in EFL Reading Comprehension in Adolescents with Learning Difficulties." In Exploring EFL Fluency in Asia, 261–78. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449405_16.

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Castek, Jill, Lisa Zawilinski, J. Greg McVerry, W. Ian O’Byrne, and Donald J. Leu. "The New Literacies of Online Reading Comprehension: New Opportunities and Challenges for Students with Learning Difficulties." In Multiple Perspectives on Difficulties in Learning Literacy and Numeracy, 91–110. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-1-4020-8864-3_4.

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Goldfus, Carol. "3. Cognitive Intervention to Enhance Foreign Language Reading Comprehension in Adolescents With Dyslexia Difficulties." In Researching Dyslexia in Multilingual Settings, edited by Deirdre Martin, 55–73. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090662-007.

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Bartz-Beielstein, Thomas, and Martin Zaefferer. "Hyperparameter Tuning Approaches." In Hyperparameter Tuning for Machine and Deep Learning with R, 71–119. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-5170-1_4.

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AbstractThis chapter provides a broad overview over the different hyperparameter tunings. It details the process of HPT, and discusses popular HPT approaches and difficulties. It focuses on surrogate optimization, because this is the most powerful approach. It introduces Sequential Parameter Optimization Toolbox (SPOT) as one typical surrogate method. SPOT is well established and maintained, open source, available on Comprehensive R Archive Network (CRAN), and catches mistakes. Because SPOT is open source and well documented, the human remains in the loop of decision-making. The introduction of SPOT is accompanied by detailed descriptions of the implementation and program code. This chapter particularly provides a deep insight in Kriging (aka Gaussian Process (GP) aka Bayesian Optimization (BO)) as a workhorse of this methodology. Thus it is very hands-on and practical.
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Conference papers on the topic "Comprehension difficulties"

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Ryabokoneva, Oxana. "Turkish Students’ Listening Comprehension Difficulties In Russian Language Learning." In The Russian Language in Modern Scientific and Educational Environment. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.15.

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Ha Le, Van. "Common Difficulties of Reading Comprehension Experienced by Vietnamese Students." In ICEMT 2021: 2021 5th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481056.3481073.

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Serrano, Francisca, Nuria Calet, Nicolas Gutierrez-Palma, and Gracia Jiménez Fernández. "OVERCOMING READING COMPREHENSION DIFFICULTIES: AN OVERVIEW OF “COMPRÉNDEME” PROJECT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1325.

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Säuberli, Andreas. "Measuring Text Comprehension for People with Reading Difficulties Using a Mobile Application." In ASSETS '21: The 23rd International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3441852.3476474.

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Mustopa, Rizki Akbar, and Vismaia Sabariah Damayanti. "Mind Mapping Method Based on Information Scheme: Alternative for students with reading comprehension difficulties." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.59.

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Juhanaini, Ms, Rona Wulandari, and Endang Rochyadi. "A Case Study of Reading Comprehension Instruction of Students with Learning Difficulties in Elementary School." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.11.

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Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Native Arabic–Speaking Pupils in Fourth Grade." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572592.

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Makhoul, Dr Bahaa'. "Early Predictors for Reading Comprehension Difficulties Among Israeli Arabic-Native-Speaking Pupils in Fourth Grade." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1678051.

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Zhou, LuoXuan, BaoJun Chu, and SuYaLeMa Huo. "Study of Dynamic Image Design on the Improvement Effect of Language Comprehension Difficulties in Autistic Children." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0164.

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Mustika, Rizki, and Lucia R. M. Royanto. "Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.21.

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Reports on the topic "Comprehension difficulties"

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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Kelly, Elish, and Bertrand Maître. Identification Of Skills Gaps Among Persons With Disabilities And Their Employment Prospects. ESRI, September 2021. http://dx.doi.org/10.26504/sustat107.

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In 2013, the Irish Government published its National Disability Strategy Implementation Plan 2013-2015. As part of this strategy, a number of goals were set around participation, including job access for people with disabilities. This specific objective recommended a number of actions, including the commitment to publish a comprehensive employment strategy (CES) for people with disabilities. This strategy, the Comprehensive Employment Strategy for People with Disabilities, was published in 2015 for the period 2015-2024. The objective of this strategy, which is cross-governmental, is to support people with disabilities in accessing the labour market. Building on existing actions in the CES, the National Disability Authority (NDA) commissioned the Economic and Social Research Institute (ESRI) to undertake quantitative research into the workplace skills and abilities of persons with disabilities. To undertake this research, a number of nationally representative data sources were utilised to characterise the skills/educational endowments and gaps among persons with disabilities compared to those without. Specifically, data from the Survey on Income and Living Conditions (SILC), the Programme for the International Assessment of Adult Competencies (PIAAC), the Census of Population, and the European Union Statistics on Income and Living Conditions (EU-SILC) were examined. Where the data permitted, we differentiated those with a disability by type, everyday difficulties (e.g. difficulty dressing), and/or severity level. We also examined the employment characteristics of people with disabilities compared to persons without, and investigated the impact of having a disability on an individual’s employment prospects. What follows is a summary of the principal findings from this research, including some discussion on future directions.
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Kelly, Elish, and Bertrand Maître. Identification Of Skills Gaps Among Persons With Disabilities And Their Employment Prospects. ESRI, September 2021. http://dx.doi.org/10.26504/sustat107.

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In 2013, the Irish Government published its National Disability Strategy Implementation Plan 2013-2015. As part of this strategy, a number of goals were set around participation, including job access for people with disabilities. This specific objective recommended a number of actions, including the commitment to publish a comprehensive employment strategy (CES) for people with disabilities. This strategy, the Comprehensive Employment Strategy for People with Disabilities, was published in 2015 for the period 2015-2024. The objective of this strategy, which is cross-governmental, is to support people with disabilities in accessing the labour market. Building on existing actions in the CES, the National Disability Authority (NDA) commissioned the Economic and Social Research Institute (ESRI) to undertake quantitative research into the workplace skills and abilities of persons with disabilities. To undertake this research, a number of nationally representative data sources were utilised to characterise the skills/educational endowments and gaps among persons with disabilities compared to those without. Specifically, data from the Survey on Income and Living Conditions (SILC), the Programme for the International Assessment of Adult Competencies (PIAAC), the Census of Population, and the European Union Statistics on Income and Living Conditions (EU-SILC) were examined. Where the data permitted, we differentiated those with a disability by type, everyday difficulties (e.g. difficulty dressing), and/or severity level. We also examined the employment characteristics of people with disabilities compared to persons without, and investigated the impact of having a disability on an individual’s employment prospects. What follows is a summary of the principal findings from this research, including some discussion on future directions.
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Ravindran, T. K. Sundari. A study of user perspectives on the diaphragm in an urban Indian setting. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1032.

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This study attempted to examine user perspectives regarding the desirability of the diaphragm as a contraceptive method when included among other methods distributed freely through a family planning (FP) clinic. It sought to introduce on an experimental basis, the diaphragm into an ongoing and well-established FP clinic to increase contraceptive choice. This was primarily a qualitative study aimed at understanding women's perceptions about the risks and benefits, the reasons for use of the diaphragm, and the practical difficulties of using it effectively. It also studied the influence of service delivery factors in acceptance of this method. The study was part of a larger project of the Gender, Reproductive Health, and Population Policies research program. Information dissemination on diaphragms and other contraceptive methods was part of a comprehensive community outreach program on reproductive health education. Based on the information provided and use of the diaphragm over a month women perceived the key advantages to be the absence of side effects and the facility of need-based use. In addition, as this report notes, the diaphragm answered the needs of women who wished to space as well those who wished to limit the number of children.
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Kelly, Luke. Direct and Indirect Impacts of the COVID-19 Pandemic on Women and Girls. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.141.

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This rapid literature review finds that women have been disproportionately affected by Covid-19 in several ways. As the Covid-19 pandemic began, it was widely predicted that women would face worse outcomes than men in many spheres. This was based on evidence of pre-existing inequalities (e.g. the high share of women in informal work) and evidence from earlier disease outbreaks such as Ebola. Evidence from the past year and a half supports the idea that women have been disproportionately affected by Covid-19 in many of the issues investigated for this report. A wide-ranging World Bank review of evidence from April 2020 to April 2021 states that “women often appear to have lost out more than men economically and socially” (Nieves et al., 2021, p. 4). It was not possible to find evidence on the effect of Covid-19 on women’s role in the green economy and the effects of climate change (beyond calls for inclusive green growth), or on gender stereotyping in the media (although there is a small amount of literature on perceptions of women leaders during the pandemic). In all cases, the effect of Covid-19 and measures to suppress it have directly or indirectly continued or worsened pre-existing inequalities. In some instances, Covid-19 has created distinct difficulties for women (e.g. lockdowns and increased domestic violence). This report has found no evidence of Covid-19 improving the position of women in the areas of interest surveyed, beyond possible benefits from working from home for some women in high-income countries; and some suggestions that female leadership during the pandemic may lead to better perceptions of women (Piazza & Diaz, 2020). Studies also point to the intersection of gender with other factors, such as caste and ethnicity, leading to worse outcomes (Chen et al., 2021; Kabeer et al., 2021). In many cases, migrant women and women with disabilities are at an increased disadvantage. The report focuses on evidence from low- and middle-income countries (LMICs) and G7 members. It is not comprehensive but surveys the available evidence focusing on global, regional or synthesis evidence to provide a more representative coverage. It, therefore, does not cover every context or provide any country case studies and overlooks variations in some countries in favour of broader trends.
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Colomb, Claire, and Tatiana Moreira de Souza. Regulating Short-Term Rentals: Platform-based property rentals in European cities: the policy debates. Property Research Trust, May 2021. http://dx.doi.org/10.52915/kkkd3578.

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Short-term rentals mediated by digital platforms have positive and negative impacts that are unevenly distributed among socio-economic groups and places. Detrimental impacts on the housing market and quality of life of long-term residents have been particular contentious in some cities. • In the 12 cities studied in the report (Amsterdam, Barcelona, Berlin, Brussels, Lisbon, London, Madrid, Milan, Paris, Prague, Rome and Vienna), city governments have responded differently to the growth of short-term rentals. • The emerging local regulations of short-term rentals take multiple forms and exhibit various degrees of stringency, ranging from rare cases of laissez-faire to a few cases of partial prohibition or strict quantitative control. Most city governments have sought to find a middle-ground approach that differentiates between the professional rental of whole units and the occasional rental of one’s home/ primary residence. • The regulation of short-term rentals is contentious and highly politicised. Six broad categories of interest groups and non-state actors actively participate in the debates with contrasting positions: advocates of the ‘sharing’ or ‘collaborative’ economy; corporate platforms; professional organisatons of short-term rental operators; new associations of hosts or ‘home-sharers’; the hotel and hospitality industry; and residents’ associations/citizens’ movements. • All city governments face difficulties in implementing and enforcing the regulations, due to a lack of sufficient resources and to the absence of accurate and comprehensive data on individual hosts. That data is held by corporate platforms, which have generally not accepted to release it (with a few exceptions) nor to monitor the content of their listings against local rules. • The relationships between platforms and city governments have oscillated between collaboration and conflict. Effective implementation is impossible without the cooperation of platforms. • In the context of the European Union, the debate has taken a supranational dimension, as two pieces of EU law frame the possibility — and acceptable forms — of regulation of online platforms and of short-term rentals in EU member states: the 2000 E-Commerce Directive and the 2006 Services Directive. • For regulation to be effective, the EU legal framework should be revised to ensure platform account- ability and data disclosure. This would allow city (and other ti ers of) governments to effectively enforce the regulations that they deem appropriate. • Besides, national and regional governments, who often control the legislative framework that defines particular types of short-term rentals, need to give local governments the necessary tools to be able to exercise their ‘right to regulate’ in the name of public interest objectives.
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Morin, Shai, Gregory Walker, Linda Walling, and Asaph Aharoni. Identifying Arabidopsis thaliana Defense Genes to Phloem-feeding Insects. United States Department of Agriculture, February 2013. http://dx.doi.org/10.32747/2013.7699836.bard.

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The whitefly (Bemisia tabaci) is a serious agricultural pest that afflicts a wide variety of ornamental and vegetable crop species. To enable survival on a great diversity of host plants, whiteflies must have the ability to avoid or detoxify numerous different plant defensive chemicals. Such toxins include a group of insect-deterrent molecules called glucosinolates (GSs), which also provide the pungent taste of Brassica vegetables such as radish and cabbage. In our BARD grant, we used the whitefly B. tabaci and Arabidopsis (a Brassica plant model) defense mutants and transgenic lines, to gain comprehensive understanding both on plant defense pathways against whiteflies and whitefly defense strategies against plants. Our major focus was on GSs. We produced transgenic Arabidopsis plants accumulating high levels of GSs. At the first step, we examined how exposure to high levels of GSs affects decision making and performance of whiteflies when provided plants with normal levels or high levels of GSs. Our major conclusions can be divided into three: (I) exposure to plants accumulating high levels of GSs, negatively affected the performance of both whitefly adult females and immature; (II) whitefly adult females are likely to be capable of sensing different levels of GSs in their host plants and are able to choose, for oviposition, the host plant on which their offspring survive and develop better (preference-performance relationship); (III) the dual presence of plants with normal levels and high levels of GSs, confused whitefly adult females, and led to difficulties in making a choice between the different host plants. These findings have an applicative perspective. Whiteflies are known as a serious pest of Brassica cropping systems. If the differences found here on adjacent small plants translate to field situations, intercropping with closely-related Brassica cultivars could negatively influence whitefly population build-up. At the second step, we characterized the defensive mechanisms whiteflies use to detoxify GSs and other plant toxins. We identified five detoxification genes, which can be considered as putative "key" general induced detoxifiers because their expression-levels responded to several unrelated plant toxic compounds. This knowledge is currently used (using new funding) to develop a new technology that will allow the production of pestresistant crops capable of protecting themselves from whiteflies by silencing insect detoxification genes without which successful host utilization can not occur. Finally, we made an effort to identify defense genes that deter whitefly performance, by infesting with whiteflies, wild-type and defense mutated Arabidopsis plants. The infested plants were used to construct deep-sequencing expression libraries. The 30- 50 million sequence reads per library, provide an unbiased and quantitative assessment of gene expression and contain sequences from both Arabidopsis and whiteflies. Therefore, the libraries give us sequence data that can be mined for both the plant and insect gene expression responses. An intensive analysis of these datasets is underway. We also conducted electrical penetration graph (EPG) recordings of whiteflies feeding on Arabidopsis wild-type and defense mutant plants in order to determine the time-point and feeding behavior in which plant-defense genes are expressed. We are in the process of analyzing the recordings and calculating 125 feeding behavior parameters for each whitefly. From the analyses conducted so far we conclude that the Arabidopsis defense mutants do not affect adult feeding behavior in the same manner that they affect immatures development. Analysis of the immatures feeding behavior is not yet completed, but if it shows the same disconnect between feeding behavior data and developmental rate data, we would conclude that the differences in the defense mutants are due to a qualitative effect based on the chemical constituency of the phloem sap.
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Key Indicators for Asia and the Pacific 2022. Asian Development Bank, August 2022. http://dx.doi.org/10.22617/fls220346-3.

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This publication provides updated statistics on a comprehensive set of economic, financial, social, and environmental measures as well as select indicators for the Sustainable Development Goals (SDGs). The publication covers the 49 regional members of ADB. It discusses trends in development progress and the challenges to achieving inclusive and sustainable economic growth across Asia and the Pacific. This 53rd edition finds that the COVID-19 pandemic has set back the fight against poverty in the region by at least 2 years. Drawing on data simulations, it concludes that people with less social mobility may experience longer-lasting difficulties in escaping poverty. Key Indicators for Asia and the Pacific 2022 includes a special chapter on how data resilience can be achieved in the wake of pandemic disruptions to the operations of national statistical systems. The publication is complemented by a special supplement, Mapping the Public Voice for Development: Natural Language Processing of Social Media Text Data, which explores how social media text data can be harnessed to help policymakers understand the opinions, ideas, and expectations of the public.
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