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"Morris, Darrell"
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Diagnosis and correction of reading problems
\"This widely adopted text and teacher resource provides a comprehensive approach to assessing and remediating reading difficulties in grades K-6. Darrell Morris presents rich case studies of beginning and older readers struggling with different types of reading problems. He shows how to administer and score a thorough diagnostic battery and provide instruction tailored to each student's needs. In addition to one-to-one tutoring strategies, small-group and whole-class applications are discussed. Reproducible assessment tools, book lists, and other user-friendly materials can be photocopied from the book or downloaded and printed in a convenient 8 1/2\" x 11\" size\"-- Provided by publisher.
Book
Comparative assessment of standard and immune response criteria for evaluation of response to PD-1 monotherapy in unresectable HCC
PurposeTo assess response to programmed death-1 (PD-1) monotherapy (nivolumab) in hepatocellular carcinoma (HCC) patients using RECIST1.1, modified RECIST (mRECIST), and immune RECIST (iRECIST). A secondary objective was to identify clinicolaboratory and imaging variables predictive of progressive disease (PD) and overall survival (OS).MethodsPatients with HCC treated with nivolumab at a single institution from 5/2016 to 12/2019 with MRI or CT performed ≥ 4 weeks post treatment were retrospectively assessed. Patients who received concurrent locoregional, radiation, or other systemic therapies were excluded. Response was assessed by 2 observers in consensus using RECIST1.1, mRECIST, and iRECIST at 3/6/9/12-month time points. Time to progression (TTP) and OS were recorded. Clinicolaboratory and imaging variables were evaluated as predictors of PD and OS using uni-/multivariable and Cox regression analyses.ResultsFifty-eight patients (42M/16F) were included. 118 target lesions (TL) were identified before treatment. Baseline mean TL size was 49.1 ± 43.5 mm (range 10–189 mm) for RECIST1.1/iRECIST and 46.3 ± 42.3 mm (range 10–189 mm) for mRECIST. Objective response rate (ORR) was 21% for mRECIST/iRECIST/RECIST1.1, with no cases of pseudoprogression. Median OS and median TTP were 717 days and 127 days for RECIST1.1/mRECIST/iRECIST-iUPD (unconfirmed PD). Older age, MELD/Child–Pugh scores, AFP, prior transarterial radioembolization (TARE), and larger TL size were predictive of PD and/or poor OS using mRECIST/iRECIST. The strongest predictor of PD (HR = 2.49, 95% CI 1.29–4.81, p = 0.007) was TARE. The strongest predictor of poor OS was PD by mRECIST/iRECIST at 3 months (HR = 2.26, 95% CI 1.00–5.10, p = 0.05) with borderline significance.ConclusionOur results show ORR of 21%, equivalent for mRECIST, iRECIST, and RECIST1.1 in patients with advanced HCC clinically treated with nivolumab.
Journal Article
Investing in Peer Learning as a Qualifying Assessment Model in Breast Imaging: A Paradigm Shift from Peer Review to Peer Learning
Purpose of Review
This article aims to amplify the conversation around transitioning to a qualifying assessment model in breast imaging by reviewing the ways peer learning has been implemented at teaching institutions and proposing a stepwise guide in which peer learning can be used in breast imaging.
Recent Findings
Peer learning prioritizes group discussion of cases, fosters peer feedback, and optimizes group practice standards founded on evidence-based medicine. Breast imaging would benefit from shifting to a peer learning paradigm; however, according to a survey our institution conducted in 2021, less than 50% (72/155) of respondents were familiar with peer learning.
Summary
Almost all radiologists engage in some form of peer review, which is a staple of routine radiology practice and professional quality improvement. The reasons a radiologist may choose to participate in peer review are as numerous as the ways peer review has been implemented. Recently, there has been increased interest in peer learning, an alternative to traditional peer review that steers away from quantitative and punitive assessment models that have been commonly associated with traditional peer review.
Journal Article
PREVENTING EARLY READING FAILURE: An Argument
Across the pendulum‐like changes in beginning reading instruction over the past 30 years, three interrelated ideas emerge as the key to preventing reading failure in kindergarten and first grade: (1) an interesting, carefully‐leveled book curriculum; (2) a leveled phonics curriculum; and (3) a well‐trained teacher who knows how to integrate guided reading and phonics to meet the changing needs of struggling readers. A practicum (i.e., teachers tutoring one‐on‐one under the supervision of an expert coach) is deemed the best way to develop needed teacher expertise. Although investing in teacher knowledge and skill presents challenges (e.g., finding time, finding a coach, funding the training), it represents a school's best chance of breaking the cycle of early reading failure.
Journal Article
Preventing Early Reading Failure
Across the pendulum‐like changes in beginning reading instruction over the past 30 years, three interrelated ideas emerge as the key to preventing reading failure in kindergarten and first grade: (1) an interesting, carefully‐leveled book curriculum; (2) a leveled phonics curriculum; and (3) a well‐trained teacher who knows how to integrate guided reading and phonics to meet the changing needs of struggling readers. A practicum (i.e., teachers tutoring one‐on‐one under the supervision of an expert coach) is deemed the best way to develop needed teacher expertise. Although investing in teacher knowledge and skill presents challenges (e.g., finding time, finding a coach, funding the training), it represents a school's best chance of breaking the cycle of early reading failure.
Journal Article
Preventing Early Reading Failure: An Argument
Across the pendulum-like changes in beginning reading instruction over the past 30 years, three interrelated ideas emerge as the key to preventing reading failure in kindergarten and first grade: (1) an interesting, carefully-leveled book curriculum; (2) a leveled phonics curriculum; and (3) a well-trained teacher who knows how to integrate guided reading and phonics to meet the changing needs of struggling readers. A \"practicum\" (i.e., teachers tutoring one-on-one under the supervision of an expert coach) is deemed the best way to develop needed teacher expertise. Although investing in teacher knowledge and skill presents challenges (e.g., finding time, finding a coach, funding the training), it represents a school's best chance of breaking the cycle of early reading failure.
Journal Article
Practicum Training for Teachers of Struggling Readers
Teachers who work with struggling beginning readers need a supervised training experience that leads them to understand both how reading ability develops and how to adapt instruction to meet the needs of individual children. The practicum, in which a teacher works with one struggling reader under the supervision of an experienced and expert practitioner, gives teachers knowledge about reading materials, teaching techniques, and instructional pacing. The knowledge the teacher gains can be spread through the school.
Journal Article
Building Reading Fluency in a Learning-Disabled Middle School Reader
This case study describes a year‐long, tutorial intervention with a disfluent eighth‐grade reader. Focused instruction, including guided reading at the appropriate instructional level (4th grade), repeated readings, and home tape‐recorder readings, led the student to improve his reading rate by 33% (75 wpm to 100 wpm). Formative and summative evidence is provided, along with both pedagogical and process‐related explanations for the intervention's success. Finally, the student's improvement is contextualized in the reality of him entering ninth‐grade reading at a fourth‐grade level.
Journal Article