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Single-phase multiferroic materials that allow the coexistence of ferroelectric and magnetic ordering above room temperature are highly desirable, motivating an ongoing search for mechanisms for unconventional ferroelectricity in magnetic oxides. Here, we report an antisite defect mechanism for room temperature ferroelectricity in epitaxial thin films of yttrium orthoferrite, YFeO 3 , a perovskite-structured canted antiferromagnet. A combination of piezoresponse force microscopy, atomically resolved elemental mapping with aberration corrected scanning transmission electron microscopy and density functional theory calculations reveals that the presence of Y Fe antisite defects facilitates a non-centrosymmetric distortion promoting ferroelectricity. This mechanism is predicted to work analogously for other rare earth orthoferrites, with a dependence of the polarization on the radius of the rare earth cation. Our work uncovers the distinctive role of antisite defects in providing a mechanism for ferroelectricity in a range of magnetic orthoferrites and further augments the functionality of this family of complex oxides for multiferroic applications. Ferroelectricity in orthoferrite perovskites has stimulated intense research, but the mechanism remains unclear. Here, the authors propose an antisite defect mechanism for introducing ferroelectricity in magnetically ordered YFeO3 and the family of rare earth orthoferrites.

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.

We examined the extent to which self-efficacy and growth mindsets predict reading comprehension growth in sixth grade and the moderating role of initial word reading. Students (N = 303) reported on their self-efficacy as well as domain-general and reading-specific mindsets at the beginning of sixth grade. They completed brief bi-monthly reading comprehension measures throughout the year and a multiple-choice reading comprehension measure at the end of the school year. Results from a series of latent basis growth models indicated that self-efficacy predicted the initial level but not growth in reading comprehension. In contrast, a domain-general growth mindset did not predict the initial level but did predict growth, which in turn predicted the end-of-year reading comprehension outcome. Unexpectedly, a reading-specific growth mindset predicted none of the reading comprehension outcomes, and the initial word reading skill did not moderate the relation between growth mindsets and reading comprehension growth. Our findings highlight the critical role that self-efficacy and a domain-general growth mindset play in promoting students’ reading comprehension development.

This meta-analysis systematically identified reading intervention research for students with reading difficulties and problem behaviors in grades K–12 to determine the (a) impact of these reading interventions on reading outcomes and (b) extent to which reading outcomes varied based on student characteristics (e.g., grade, disability), intervention characteristics (e.g., group size, additional behavioral supports), and quality indicator characteristics. Follow-up analyses investigated three of the four hypothesized mechanisms underlying the high co-occurrence rate between reading difficulties and problem behaviors: (a) reading difficulties lead to future problem behaviors, (b) problem behaviors lead to future reading difficulties, and (c) a bi-directional association exists between reading difficulties and problem behaviors. Eleven studies were identified. There was a statistically significant main effect of reading interventions on reading outcomes ( g =  0.86, p  < .01). We did not find evidence to support either of the three stated hypotheses. The primary limitation of this study was a lack of reading intervention research for students with reading difficulties and problem behaviors. Due to the limited sample of intervention research to investigate the first three hypotheses, future intervention research is needed to better understand the relationship between reading and behavior difficulties. Furthermore, future reading intervention research is needed to better understand how to best develop a program of instruction for this population of students.

We examined whether dynamic decoding assessment (DDA) predicts growth in word reading skill during first grade using latent change score models. In addition, we compared classification accuracy of the DDA to static measures for identifying students at risk for reading disabilities (RD) designated using the dual discrepancy criteria. At the beginning of first grade, students (N = 104) were assessed on the DDA and static measures of word reading, arithmetic, and domain-general and domain-specific skills. They were assessed again at the end of first grade on static measures of word reading and arithmetic. In DDA, students were taught six novel symbols associated with English sounds and how to read words in this new orthography. Instructional prompts were provided incrementally, from least to most explicit. The amount of instructional prompts required for a student to decode words in this new orthography was indexed as students’ learning potential for decoding. Results from a series of latent change score models indicate the DDA is positively associated with growth in word reading but not with arithmetic skill growth. The DDA made significant, positive contributions to word reading growth beyond domain-specific (phonological awareness, rapid automatized naming) and domain-general (behavioral attention, intelligence) predictors. Furthermore, the DDA improved classification accuracy by improving sensitivity when added to the static measures of word reading predictors, supporting the use of DDA as a supplementary screener for early prediction of RD.

This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K–3 English Learners (ELs), as well as to determine the average effect of reading instruction on reading outcomes for this population. We identified 10 studies, all of which only included students in Grades K, 1, and/or 2. These studies evaluated the effects of seven programs, reporting 76 effect sizes. We did not identify any studies that included Grade 3 ELs. To guide researchers and practitioners, we describe each program and discuss associated effect sizes in foundational skills, fluency, comprehension, and oral language. Proactive Reading, delivered in a small group setting, produced some of the largest effects on foundational skills, fluency, and reading comprehension outcomes. Sound Partners was also shown to be effective even when delivered for a shorter duration, in a one-to-one setting. Finally, for practitioners and researchers aiming to improve oral language outcomes, Early Vocabulary Connection, delivered to small groups of students for 20 weeks, had the largest effects on oral language outcome measures. The primary limitation of this review was the small number of studies meeting the best-evidence synthesis criteria. Future research is needed to better understand the impact of reading interventions on reading outcomes for ELs in Grades 2–3 and the impact of meaning-focused intervention on reading outcomes. In particular, additional research is needed to identify interventions that have the potential to meaningfully improve reading comprehension and oral language outcomes for K–3 ELs.

Chronic and hard-to-heal wounds remain burdensome because microbial contamination, dysregulated inflammation, and fragile tissue regeneration slow closure, while passive dressings often injure new tissue during removal. This review synthesizes polymer- and lipid-based nanostructures through a barrier-resolved lens that links composition, architecture, and processing to performance in protease- and salt-rich exudate across topical and transdermal routes. Quantitative trends include effective diameters of approximately 50–300 nm, practical constraints of sterile filtration at 0.2 μm, and therapeutic windows that prioritize contamination control on the first day, support proliferation around day three, and sustain remodeling beyond one week. Mechanistic evidence indicates that interfacial charge and the protein corona govern residence and uptake, lipid bilayers enable dual loading, degradable polymer matrices provide depot-like behavior, and hybrid constructs temper the early burst while improving storage stability.

Oxygen coordination and vacancy ordering play an important role in dictating the functionality of complex oxides. In this work, an unconventional layering of oxygen ions in a mixed conductor SrCo1‐xFexO3‐δ (SCFO) thin film grown epitaxially on SrTiO3 (STO) is reported. Scanning transmission electron microscopy (STEM) reveals alternating layers of oxygen deficiency along the growth direction, with the oxygen‐rich layer correlated with the neighboring Co,Fe‐site intensity, and contraction of the Sr–Sr distance. Density functional theory (DFT) calculations and STEM image simulations support the emergence of periodic (Co,Fe)O6 and (Co,Fe)O4/(Co,Fe)O5 layers, an ordering that is also sensitive to the Co:Fe ratio. Epitaxial SrCo0.26Fe0.74O3‐δ thin film grown by pulsed laser deposition at high oxygen partial pressure exhibits an unconventional layering of oxygen. Oxygen‐rich and oxygen‐deficient Co,Fe‐site layers alternate, with concomitant contraction and expansion in the Sr–Sr distance.

This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first-grade responsiveness-to-intervention prevention model. Struggling first-grade readers (n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 (n = 212) were randomly assigned to receive Tier 2 small-group supplemental tutoring (n = 134) or to continue in Tier 1 (n = 78). Progress-monitoring data were used to identify nonresponders to Tier 2 (n = 45), who were then randomly assigned to more Tier 2 tutoring (n = 21) or one-on-one Tier 3 tutoring (n = 24). Tutoring in Tier 3 was the same as in Tier 2 except for the delivery format and frequency of instruction. Results from a latent change analysis indicated nonresponders to Tier 1 who received supplemental tutoring made significantly higher word reading gains compared with controls who received reading instruction only in Tier 1 (effect size = 0.19). However, no differences were detected between nonresponders to Tier 2 who were assigned to Tier 3 versus more Tier 2. This suggests more frequent 1:1 delivery of a Tier 2 standard tutoring program may be insufficient for intensifying intervention at Tier 3. Although supplemental tutoring was effective in bolstering reading performance of Tier 1 nonresponders, only 40% of all Tier 2 students and 53% of Tier 2 responders were reading in the normal range by grade 3. Results challenge the preventive intent of short-term, standard protocol, multitiered supplemental tutoring models.