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Despite significant advances in pharmacologic therapy of depression over the past two decades, a substantial proportion of patients fail to respond or experience only partial response to serotonin re-uptake inhibitor antidepressants, resulting in chronic functional impairment. There appears to be a pattern of symptoms that are inadequately addressed by(More)
Prosodic reading, or reading with expression, is considered one of the hallmarks of fluent reading. The major purpose of the study was to learn how reading prosody is related to decoding and reading comprehension skills. Suprasegmental features of oral reading were measured in 2nd- and 3rd-grade children (N = 123) and 24 adults. Reading comprehension and(More)
Evidence for the importance of the serotonin system in anxiety disorders has increased substantially in recent years. Although preclinical research has provided an important source of hypotheses, clinical work on the value of selective serotonin reuptake inhibitors (SSRIs) in these conditions has been particularly persuasive. In this paper, a number of(More)
Numerous observations support the notion that serotonin (5-hydroxytryptamine; 5-HT) and its multiple receptor subtypes are linked not only to the biological basis of depression, but also to the mechanism of action of antidepressant drugs. A general hypothesis of 5-HT receptor dysregulation in depression suggests that 5-HT1A receptors may be down-regulated,(More)
This article reviews 14 studies investigating approaches that aimed at teaching children to be more efficient at learning words from context. In nearly all of the studies reviewed, treatments were effective at improving children's skill in learning words from context compared to a no-treatment control. However, in the 4 studies that included a practice-only(More)
WORK WITH a lot of different schools and listen to a lot of teachers talk. Nowhere have I seen a greater conflict between " craft knowledge " or what teachers know (or at least think they know) and " academic knowledge " or what researchers know (or at least think they know) than in the area of learning styles. Over the years, my experience has told me to(More)
The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach's (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second(More)
Purchasers of the Teaching Reading Sourcebook are granted permission to photocopy the reproducible pages in the Resources section (pp. 755–799) for educational purposes. No other part of this publication may be reproduced in whole or in part, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,(More)
The instructional approach of matching text difficulty levels to student ability levels is not directly addressed by the Standards, but is a widely practiced approach. While all reading experts agree on the crucial role of high-volume reading in developing student reading skill, the CCSS' emphasis on complex text challenges the notion that all instruction(More)