Search Results (250)

Some children with autism may require additional support to meet academic expectations for comprehension. Because an extensive set of research links oral narration to listening and reading comprehension, the promotion of narrative-based skills may be a viable intervention approach. The purpose of this study was to examine the effect of narrative intervention with explicit strategy instruction on the listening and reading retells of children with autism after hearing and decoding novel stories. Four children with autism aged 7 and 9 years old participated in this multiple baseline across participants single-case experimental design study. Behavioral therapists delivered the narrative intervention, which included explicit instruction on the use of story grammar icons, to each child individually within the course of their therapy. Results showed that all participants improved their listening (TauU ES range = 0.64–1.06) and reading (TauU ES range = 0.72–1.15) retells, but they required extended use of the icon strategy to achieve the most benefit. When icons were completely removed, three of the four participants performed above baseline levels on the listening and reading comprehension measures. Full article

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

Background/Objectives: With aging linked to increased oral health conditions, the communication skills of dental professionals are vital to ensure patient satisfaction and improve the quality of geriatric dental care. This cross-sectional study evaluated geriatric patients’ satisfaction with communication at a university dental clinic, comparing interactions with dentists and fifth-year dental students. Methods: A self-report questionnaire was administered to 111 patients, assessing sociodemographic data, general health, and satisfaction across six communication dimensions: verbal and nonverbal communication, empathy, respect, problem-solving, and support materials. The data were analyzed using Mann–Whitney U tests (α = 0.05). Results: The geriatric patients exhibited higher levels of satisfaction when interacting with dentists compared to students, particularly in the domains of nonverbal communication (p = 0.007), empathy (p = 0.035), and respect (p = 0.017). However, no statistically significant differences (p > 0.05) were observed in terms of verbal communication, problem-solving, and support materials. Conclusions: The geriatric patients demonstrated greater satisfaction with interactions with practicing dentists. These findings indicate that an attending dentist’s clinical experience enhances interpersonal interactions with geriatric patients. Therefore, developing the interpersonal skills of future dentistry professionals, as well as adapting communication to the needs of the elderly, is essential to provide more satisfactory experiences in geriatric dental care. Full article

The objective structured clinical examination (OSCE) is a well-established tool for assessing clinical skills, providing reliability, validity, and generalizability for high-stakes examinations. Des Moines University College of Osteopathic Medicine (DMU-COM) adapted the OSCE for formative assessments in undergraduate medical education, focusing on interpersonal aspects in the primary care setting. Students are graded by standardized patients and faculty observers on interpersonal skills, history/physical examination, oral case presentation, and documentation. The purpose of the study is to establish the reliability and to identify sources of variation in the DMU-COM OSCE to aid medical educators in their understanding of the accuracy of clinical skills. We examined student performance data across five OSCE domains. We assessed intra- and inter-OSCE reliability by calculating KR20 values, determined sources of variation by multivariate regression analysis, and described relationships among observed variables through factor analysis. The results indicate that the OSCE captures student performance in three dimensions with low intra-OSCE reliability but acceptable longitudinal inter-OSCE reliability. Variance analysis shows significant measurement error in rubric-graded scores but negligible error in checklist-graded portions. Physical exam scores from patients and faculty showed no correlation, indicating value in having two different observers. We conclude that a series of formative OSCEs is a valid tool for assessing clinical skills in preclinical medical students. However, the low intra-assessment reliability cautions against using a single OSCE for summative clinical skills competency assessments. Full article

Background: Advancements in virtual reality (VR) and augmented reality (AR) technologies have the potential to revolutionize surgical training in oral (OS) and maxillofacial surgery (OMFS). This review aims to discuss the current state of VR and AR applications in surgical training, as well as their impact on education and skills acquisition. Methods: Main search terms used in combination: student, education, training, VR, AR, OS, OMFS, oral surgeon, and maxillofacial surgeon. A comprehensive literature search was conducted from 2012 to 2023 using databases including Cochrane Library, Medline, PubMed, Scopus, Embase, Web of Science, and Google Scholar. Results: Out of 545 potential studies, 12 met the inclusion criteria. The review found that VR applications are predominantly used in surgical training, while AR is notably scarce in this context. Conclusions: While VR cannot replace traditional training methods, its integration into surgical education programs could supplement practical experience on phantoms and real patients. Full article

Individuals with CHARGE syndrome often experience motor delays impacting their balance, flexibility, and hand–eye coordination. Due to the medical complications associated with CHARGE syndrome, 40% of children will not develop functional communication skills and many more will have difficulty with speech and oral communication. Family caregivers play a critical role in the care of children and youths with disabilities, especially CHARGE syndrome. However, there is minimal research on the parental experiences of children and youth with CHARGE syndrome. The purpose of this study was to understand the family caregiver experiences and needs of parents of children and youth with CHARGE syndrome and related disabilities. Six family caregivers of children and youth living with CHARGE syndrome in the United States were interviewed to understand their current quality of life, factors influencing their quality of life, and the coping strategies they use. The interviews were transcribed verbatim and then analyzed using qualitative content analysis. The themes generated from the qualitative analyses of interviews showed that family caregivers experienced significant challenges in their quality of life and faced barriers as they navigated a complex system of care. However, family caregivers described robust approaches such as social support for coping with some of the stresses. Full article

Background: The prevalence of HIV-associated neurocognitive disorders (HAND) remains high despite antiretroviral treatment (ART). Changes in gut microbiota and persistent immune activation have been suggested as possible causes, while the role of probiotic supplementation remains controversial. Methods: We included subjects with mild HAND and successful ART. They were randomized to receive either 6 months of high-dose probiotic supplementation or to continue with only ART. Immune activation markers and neuropsychological testing were performed at baseline and the end of follow-up. Neuropsychological testing assessed learning, episodic memory, attention/concentration, executive functions, language, information processing speed, and motor skills. Z- and T-scores were calculated for all domains but motor skills, allowing the measurement of the global deficit score (GDS). The trajectories of neuropsychological performances and immune activation markers were compared between groups. Results: From September 2020 to July 2021, 31 PWHs were included (median age 62, 73% men, CD4 744 cc/mm³), and 28 completed the 6-month follow-up. The characteristics of the subjects and their neuropsychological performance at baseline in the two groups were similar. At the end of follow-up, probiotics did not have any impact on immune activation markers, while they were associated with better improvement in GDS (T-score 0.0 in controls vs. −0.3 in probiotics, p = 0.048) and the attention/concentration test (Z-score 0.4 in controls vs. 1.2 in probiotics, p = 0.035). Conclusions: Oral supplementation with high-dose probiotics for 6 months did not affect systemic immune activation but was associated with improved neurocognitive performance, suggesting benefits from probiotic supplementation for mild HAND. Full article

Hulstijn’s BLC Theory proposes a dissociation between cognitive individual differences and two types of cognition—the cognition of oral language and the cognition of written language. Specifically, cognitive IDs are expected to affect the acquisition of reading and writing skills in both native and non-native speakers, but not the acquisition of speech comprehension and speech production in either native or non-native speakers. This commentary will discuss the potential and the limitations of these predictions and will suggest directions for future empirical research in the context of BLC Theory. Full article

This study proposes Tewahedo epistemology, an Ethiopian knowledge system grounded in the Ge’ez language, as a decolonial framework for re-visualizing academic literacy in higher education. Tewahedo, meaning “oneness” or “unity”, integrates multiliteracies—written, oral, spatial, and visual—within a communal and culturally embedded ethos through its Tergwame (ትርጓሜ) epistemes and Andǝmta (አንድምታ) traditions. The aim of the article is to challenge the dominance of skills-based literacy models by positioning Tewahedo as a decolonized alternative, emphasizing contextualized knowledge, communal meaning-making, and epistemic belonging. Through a literature review, the study explores Andəmta as a communal and dialogic system of knowledge sharing, rooted in Ge’ez and Amharic hermeneutics. This framework serves as a template for Africanizing and decolonizing contemporary academic literacy development. Findings reveal that Tewahedo epistemology offers ancient yet innovative strategies for fostering interpretive, explanatory, and multimodal competencies in academia. The study argues that adopting a unified Tewahedo-based academic literacy framework can cultivate intellectual agency, decolonize educational spaces, and center Indigenous Knowledge Systems. It calls for educational reforms that promote cultural diversity, legitimize Indigenous Knowledge Systems, and nurture academic belonging for students in multilingual and multicultural contexts. Full article

In linguistically diverse and multilingual South African communities, it is common to use non-standard language varieties (NSLVs), often called mixed languages, as lingua franca. These NSLVs are primarily spoken in black townships throughout South Africa. Previous studies show that the discursive production of oral narratives impacts the development and use of higher-order language processing, as they require the knowledge, language skills and abilities to produce coherent discourse. The main focus of the existing literature in oral narrative is mostly on standard languages. In this study, we explore how speakers of Sepitori, a non-standard language variety (NSLV), produce an oral narrative compared to Sesotho, a standard language. The current study investigates the oral narrative production of a total number of 20 participants who are adult speakers of Sesotho and Sepitori (ten from each language). The Sesotho speakers were bilingual speakers of English and Sesotho. The Sepitori speakers were multilingual speakers of English, Sesotho, Zulu and other languages spoken in the Mamelodi township. This study used a mixed methodology of quantitative and qualitative analysis. Narratives were annotated for language complexity in the macro- and microstructure elements: the length and type of clause, pragmatic acts, referential lexical choices and code-switched words. Sepitori speakers produced narratives characterised by interactive clauses unrelated to the narrative level and with a greater range of lexical referents, showcasing more individual linguistic variation. Sesotho speakers produced a more sequential oral narrative in line with story schema with fewer interjections to the researcher. In an increasingly linguistically heterogeneous South Africa, more research is required to gain insights into how multilingual individuals develop and refine their narrative skills, emphasising the much-needed focus on NSLV from a psycholinguistic perspective, which may ultimately inform tools of assessment for multilingual children and adults in social, clinical and academic contexts. Full article

Background/Objectives: During adolescence, dental caries, erosions, and gingival diseases can significantly impact quality of life. Currently, mobile applications are widely used in health promotion, especially among teenagers, as they offer a modern approach to oral health education. This scoping review aims to evaluate the effectiveness of mobile health (mHealth) applications in improving adolescents’ behavior and knowledge regarding oral hygiene. Methods: Searches were conducted in the Medline/PubMed, Scopus, Web of Science, Embase, and Google Scholar databases. Both randomized and non-randomized clinical trials published between 2015 and 2024 were analyzed. Selected studies evaluated oral hygiene behavior (knowledge and skills), as well as Plaque Index and gingival health indicators, by comparing a control group receiving traditional education with an intervention group using mobile applications for education. Results: Out of 738 articles found, only 21 met the eligibility criteria. Of the total number of included studies, 14 (66.6%) reported that adolescents in the intervention group utilizing mobile applications demonstrated superior plaque control and reduced gingival bleeding compared to those in the control group. Notably, this outcome was observed even in studies employing a single-group design. In contrast, five studies (23.8%) found no statistically significant differences between groups, while two studies (9.6%) indicated that traditional educational methods were more effective than modern methods. Conclusions: The analyzed studies indicate that mobile health applications can be valuable tools for improving adolescents’ oral health. However, some findings also demonstrate that traditional education methods yield similar positive effects. Full article

This study investigates the impact of family socio-economic status on children’s bilingual oral language and reading abilities. The participants were 92 Arabic–English bilingual children (Mean_age = 8.52 years old) in Grade 3 of primary schools and their parents in the United Arab Emirates. A correlational research design was used. The children completed several bilingual oral language and reading tests, and their parents filled in the family background questionnaire. The results of general regression show that mothers’ education level and family income affected children’s English, but not Arabic, oral language and word reading abilities. Family income was a significant predictor of children’s English oral language skills, and mothers’ education level contributed to children’s English word reading. However, fathers’ education level did not predict children’s bilingual abilities. The contextual influence on children’s language and literacy development is discussed. Full article

Background/Objectives: Feeding difficulties in late preterm infants are a major factor contributing to prolonged hospitalization and re-admission. Early support for the sucking and swallowing muscles may accelerate their maturation, facilitating safe and early discharge. This study aims to evaluate the effects of the Kinesio-taping technique on feeding muscles and assess feeding and swallowing function in late preterm infants through the acoustic analysis of swallowing sounds. Methods: Seventy-four late preterm infants (mean gestational age 35.30 ± 0.81 weeks) were randomly assigned to either a Kinesio-taping group or a control group. A single physiotherapist applied Kinesio taping to support the masseter and hyoid muscles, using a facilitatory technique to enhance muscle function. The Kinesio taping was removed two days after its application. The amount of milk intake, the time for milk intake, oxygen saturation during milk intake, the number of days required for transition to full oral feeding, the length of hospital stay, the duration of oxygen requirement, the maximum number of rhythmic swallows, and the heart rate during milk intake were recorded using a digital stethoscope before and two days after Kinesio-taping application. The collected data were assessed through acoustic analysis. Results: No statistically significant differences were observed between the Kinesio-taping and control groups regarding milk intake amount, feeding duration, oxygen saturation during feeding, the transition time to full oral feeding, the length of hospital stay, or the duration of oxygen support (p > 0.05). However, a significant difference was found between the groups in the maximum number of rhythmic swallows during feeding and the heart rate during milk intake (p < 0.05). Conclusions: The application of the Kinesio-taping technique showed no adverse effects on preterm infants in the NICU during the feeding skills intervention. The assessment of acoustic analysis revealed a significant difference in the maximum number of rhythmic swallows and heart stabilization during feeding in the Kinesio-taping group. Further studies are warranted, incorporating different application types and techniques with larger sample sizes, especially among preterm infants with an early gestational age in the NICU, to stabilize the suck and swallow muscles. Full article

Background and Objectives: Osteomyelitis is a progressive bone infection requiring a combination of antimicrobial and anti-inflammatory therapies. While antibiotics remain the cornerstone of treatment, the role of NSAIDs and steroidal anti-inflammatory drugs (SAIDs) in modulating inflammation and improving clinical outcomes warrants further investigation. This systematic review evaluates the effectiveness and safety of combined antibiotic and NSAID/SAID therapy in osteomyelitis, aligning treatment strategies with disease stage and pathogenesis. Materials and Methods: A systematic search was conducted in Web of Science, Scopus, and PubMed from July 2024 to November 2024, following PRISMA and CARE guidelines. The studies were selected based on detailed pharmacological data, treatment outcomes, and follow-up analysis. The risk of bias was assessed using the Critical Appraisal Skills Programmed (CASP) tool. Statistical reliability between coders was evaluated using Cohen’s kappa coefficient (κ = 0.636–0.909) and intra-class correlation coefficient (ICC = 1.0). Results: Four case studies, representing acute, chronic, recurrent, and SAPHO syndrome-associated osteomyelitis, demonstrated variable responses to combined therapy. Antibiotics alone were effective in acute cases, while NSAIDs/SAIDs significantly contributed to inflammatory control in chronic and immune-mediated osteomyelitis. Glucocorticoids (e.g., prednisolone, methylprednisolone) showed efficacy in reducing systemic inflammation, with no major adverse effects reported. The transition from intravenous to oral antibiotic therapy was observed in all cases, ensuring sustained infection control. Conclusions: This review highlights the critical role of NSAIDs/SAIDs in complementing antibiotic therapy, particularly in chronic and refractory osteomyelitis. Stage-specific pharmacological interventions improve treatment outcomes, and future research should explore bisphosphonates and immunomodulatory agents to refine therapeutic approaches. These findings reinforce the need for personalized osteomyelitis management based on pathogenesis, microbiology, and disease progression. Full article

Student-centred learning requires a variety of approaches, such as inquiry-based learning and the tackling of authentic and problem-based learning activities, to make the teaching and learning process more meaningful and to encourage students to participate more actively in class. The inquiry approach enables students to investigate solutions to real problems, awakening their need to ask questions, design and conduct research, collect and analyse data, interpret results and present them in a structured way. This study investigates the influence of an inquiry-based science education (IBSE) module on the development of oral and written communication skills among 10th grade students. The study is set in a secondary school context and focuses on a problem-based learning approach centred around gases and dispersions. A total of 111 students participated in this one-group post-assessment qualitative study, where evaluation rubrics were applied to assess students’ written and oral communication, focusing on correctness, clarity and mastery of scientific language. The results showed that the majority of students performed well in both written and oral tasks, demonstrating improved scientific communication skills. This suggests that IBSE, particularly in the context of secondary education, can be an effective approach to fostering students’ abilities to communicate scientific concepts. The study has implications for enhancing pedagogical practices and encourages further research on the long-term effects of IBSE on student learning. Full article