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The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge, phonological awareness, rapid naming) and oral language at the beginning of kindergarten and reading comprehension at the end of third grade. Word reading was also assessed at the end of second grade and served as a mediator. Structural equation modeling showed that precursors of word reading and language comprehension accurately predicted reading comprehension in both mediated and non-mediated models. The results have important implications for the early identification of reading comprehension difficulties.

Background Pancreatic adenocarcinoma (PaC) is an aggressive cancer with a poor prognosis. While disparities in surgical management and outcomes have been reported, most studies use outdated or population-level data, limiting their relevance in modern clinical settings. This study examined the impact of race and socioeconomic status on pancreatic resection rates and survival outcomes in PaC patients. Methods A retrospective analysis of 525 patients diagnosed with PaC at a single institution (2010–2024) was conducted. Demographics, tumor characteristics, resection rates, and survival outcomes were assessed. Socioeconomic status was inferred from zip codes. Logistic regression and Cox proportional hazards models were used to evaluate treatment access and survival. Results African American patients had lower resection rates than White patients (20.0% vs. 36.1%; p  < 0.001), even after adjusting for resectable stages. Resection likelihood was reduced by being African American (OR 0.27; p  < 0.001), older age (OR 0.97/year; p  = 0.007), advanced stage (OR 0.09; p  < 0.001), and lower education (OR 0.86; p  = 0.003). Mean survival was shorter for African Americans than White patients (405.7 vs. 426.8 days; p  < 0.001) but nonsignificant after adjustments (HR 1.19; p  = 0.34). Conclusions Racial and socioeconomic disparities persist in PaC surgical management, impacting outcomes. Addressing these inequities through improved access to care is essential for achieving more equitable treatment.

The shortage of Spanish-speaking social workers is significant in the United States, especially in border states such as Texas. Experts are calling for Spanish language training in social work education. However, it is unclear whether social work programs are incorporating Spanish into their curriculum at a pace needed to keep up with demand. Using conceptual content analysis, this article examines the frequency of Spanish language courses relevant to social work education across Texas.

Each year, emergency departments are seeing an increase in the number of patients with mental illness. Nurses often do not feel equipped with the knowledge or skills for this patient population while caring for them. Although there is published literature about nurses caring for patients with mental illness, there is a gap in knowledge about the lived experiences of these frontline workers. To gain a better understanding of the experiences of emergency nurses in treating patients presenting with psychiatric issues, a qualitative interpretive metasynthesis of 5 qualitative articles was conducted. Three themes emerged from the synthesis: (1) feeling unprepared and unqualified, (2) feeling anxious and hesitant, and (3) the need to keep the patient environment safe. The overarching finding in our QIMS was the prevalent feeling of general concern regarding treating patients with mental illness despite the nurses' own preconceptions and apprehensions. It is important to understand the lived experiences of nurses treating patients with mental illness to learn be better prepared for future encounters.

This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological awareness, syntax, vocabulary, listening comprehension, and decoding fluency measures in mid-year. Outcome measures included a listening comprehension measure in Kindergarten and a reading comprehension test in Grades 1 and 2. In Kindergarten, oral language (consisting of listening comprehension, syntax, and vocabulary) shared variance with phonological awareness in predicting a listening comprehension outcome. However, in Grades 1 and 2, phonological awareness was no longer predictive of reading comprehension when decoding fluency and oral language were included in the model. In Grades 1 and 2, oral language and decoding fluency were significant predictors of reading comprehension.