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Food quantity and macronutrients contribute to honey bee health and colony survival by mediating immune responses. We determined if this held true for bees injected with chronic bee paralysis virus (CBPV) and deformed wing virus (DWV), two common honey bee ssRNA viruses. Pollen-substitute diet and syrup consumption rates and macronutrient preferences of two Varroa-resistant stocks (Pol-Line and Russian bees) were compared to Varroa-susceptible Italian bees. Bee stocks varied in consumption, where Italian bees consumed more than Pol-Line and Russian bees. However, the protein: lipid (P:L) ratios of diet consumed by the Italian and Russian bees was greater than that of the Pol-Line bees. Treatment had different effects on consumption based on the virus injected. CBPV was positively correlated with syrup consumption, while DWV was not correlated with consumption. P:L ratios of consumed diet were significantly impacted by the interaction of bee stock and treatment, with the trends differing between CBPV and DWV. Variation in macronutrient preferences based on viral species may indicate differences in energetic costs associated with immune responses to infections impacting different systems. Further, virus species interacted with bee genotype, indicating different mechanisms of viral resistance or tolerance among honey bee genotypes.

Nutrition is an important component of social insect colony health especially in the face of stressors such as parasitism and viral infections. Honey bees are known to preferentially select nectar and pollen based on macronutrient and phytochemical contents and in response to pathogen loads. However, given that honey bees live in colonies, collective foraging decisions may be impacted directly by forager infection status but also by colony health. This field experiment was conducted to determine if honey bee viral infections are correlated with pollen and nectar foraging and if these associations are impacted more by colony or forager infection. By comparing regressions with and without forager and colony variables and through structural equation models, we were able to determine the relative contributions of colony and forager virus loads on forager decisions. We found that foragers had higher numbers and levels of BQCV and CBPV but lower levels of DWV viruses than their respective colonies. Overall, individuals appeared to forage based a combination of their own and colony health but with greater weight given to colony metrics. Colony parasitism by Varroa mites, positively correlated with both forager and colony DWV-B levels, was negatively associated with nectar weight. Further, colony DWV-B levels were negatively associated with individually foraged pollen protein: lipid ratios but positively correlated with nectar weight and sugar content. This study shows that both colony and forager health can simultaneously mediate individual foraging decisions and that the importance of viral infections and parasite levels varies with foraging metrics. Overall, this work highlights the continued need to explore the interactions of disease, nutrition, and genetics in social interactions and structures.

The TOWRE-2 was developed to provide an efficient measure of two essential wordlevel reading skills, sight word reading and phonetic decoding skills. The Sight Word Efficiency (SWE) subtest assesses the number of real words that an individual can read from a vertical list within 45 s. This subtest is designed to measure the size of an individual's sight word vocabulary, or words that can be processed as single orthographic units such that they are recognized quickly and with little effort. In contrast, the Phonemic Decoding Efficiency (PDE) subtest requires examinees to utilize their graphophonetic knowledge to sound out unknown words. The PDE subtest measures the number of nonwords presented in vertical lists that an individual can accurately decode within 45 s. Deficits in one or both these areas are particularly diagnostic of reading problems and represent important areas of assessment. These two subtests combine to yield a Total Word Reading Efficiency (TWRE) index. Its predecessor provided two alternate forms (A and B) for each subtest, but this recent edition has four alternate forms (Forms A, B, C, and D). These additional forms allow the TOWRE-2 to be used as an outcome measure for monitoring students' response to the reading instruction that they are currently receiving.

The Comprehensive Test of Phonological Processing-Second Edition (CTOPP-2; Wagner, Torgesen, Rashotte, & Pearson, 2013) is a norm-referenced test that measures phonological processing skills related to reading for individuals aged 4 to 24. According to its authors, the CTOPP-2 may be used to identify individuals who are markedly below their peers in phonological abilities, determine individuals' relative strengths and weaknesses in phonological abilities, document individuals' progress in specific intervention programs, and serve as a research tool in studies investigating phonological processing. This second edition differs from its predecessor in that it has new norms, ceilings have been increased by adding more difficult items, and a new phonological awareness subtest has been added (i.e., Phoneme Isolation). Floor effects present in the 5- and 6-year-old version of the first edition were successfully addressed by adding easier items, extending the use of the new edition to children as young as 4. However, floor effects were apparent on selected subtests for children in the lowest end of the extended age range (i.e., 4-year-olds). Measures of symbolic and non-symbolic naming are now included in the 4- to 6-year-old form. Overall, the CTOPP-2 appears to be a reliable and valid measure of phonological processing for individuals aged 4 to 24. The test materials are well constructed, making the CTOPP-2 easy to administer, score, and interpret. In sum, the CTOPP-2 appears to be a useful assessment tool for psychologists, educators, and researchers who wish to gain in depth information regarding an individual's skills in phonological awareness, phonological memory, and rapid naming.

The purpose of the present study was to examine the effects of reading modality (oral versus silent) and passage genre (narrative versus expository) on the reading comprehension of middle school students. A normative sample of sixth- and seventh-grade students (N = 175) read narrative and expository texts from the Qualitative Reading Inventory, Fifth Edition (QRI-5; Leslie & Caldwell, 2011) aloud or silently and then answered questions about what they read. General reading skill was assessed by the Test of Silent Contextual Reading Fluency, Second Edition (TOSCRF-2; Hammill, Wiederholt, & Allen, 2014). A 2 (passage genre) X 2 (reading modality) mixed between-within subjects ANOVA was conducted separately by grade. Findings suggest that text genre influenced reading comprehension across both sixth- and seventh-grade students. Not surprisingly, expository text was more challenging than narrative text in terms of students’ understanding. Importantly, reading modality was not found to influence the reading comprehension of seventh-grade students, and only approached significance for the sixth-grade students. These results suggest that although students may have effectively transitioned to being independent silent readers, additional pedagogical support may be required to develop effective strategies for understanding expository text.

Given that physical activity (PA) has a positive impact on COPD symptoms and prognosis, this study examined the factors that both encourage and limit participation in PA for individuals with COPD in a primary care setting from the perspective of social cognitive theory. A purposive sample of 26 individuals with a range of COPD severity (age range: 50-89 years; males =15) were recruited from primary care to participate in one of four focus groups. Thematic analysis was undertaken to identify key concepts related to their self-efficacy beliefs. Several barriers and enablers closely related to self-efficacy beliefs and symptom severity were identified. The main barriers were health related (fatigue, mobility problems, breathing issues caused by the weather), psychological (embarrassment, fear, frustration/disappointment), attitudinal (feeling in control of their condition, PA perception, older age perception), and motivational. The main enabling factors were related to motivation (autonomous or controlled), attitudes, self-regulation, and performance accomplishments. When designing interventions for individuals with COPD, it is important to understand the patient-specific social cognitive influences on PA participation. This information can then inform individually tailored management planning.