Climate effects on crop quality at the molecular level are not well-understood. Gas and liquid chromatography-mass spectrometry were used to measure changes of hundreds of compounds in tea at different elevations in Yunnan Province, China. Some increased in concentration while others decreased by 100's of percent. Orthogonal projection to latent structures-discriminant analysis revealed compounds exhibiting analgesic, antianxiety, antibacterial, anticancer, antidepressant, antifungal, anti-inflammatory, antioxidant, anti-stress, and cardioprotective properties statistically (p = 0.003) differentiated high from low elevation tea. Also, sweet, floral, honey-like notes were higher in concentration in the former while the latter displayed grassy, hay-like aroma. In addition, multivariate analysis of variance showed low elevation tea had statistically (p = 0.0062) higher concentrations of caffeine, epicatechin gallate, gallocatechin, and catechin; all bitter compounds. Although volatiles represent a small fraction of the total mass, this is the first comprehensive report illustrating how normal variations in temperature, 5 °C, due to elevational effects impact tea quality.

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We did not find a functional relation between the intervention and student reading performance.

Universal screening practices play a critical role in preventing reading difficulties. Screening decisions typically rely on results from several curriculum‐based measurement (CBM) tools. In this study, data from 236 first graders were pulled as a subsample from a statewide study. Participants completed multiple early literacy CBM tools and an outcome measure. Performance differences were compared across tools and publishers to examine classification accuracy. Results show no differences in performance between nonsense word fluency tools across publishers, yet differences were found examining classification accuracy. We also report results of an exploratory analysis examining whether improvements in testing efficiency in early literacy screening are possible via multiple‐gating procedures. Improving the accuracy and efficiency of screening procedures are discussed as implications for practice.

Reading proficiency attainment continues to be an educational need. In 2015, only 36% of fourth graders scored at or above the proficient level in reading on the National Assessment for Educational Progress (NAEP). Of perhaps greater concern is that 31% of fourth graders scored below the basic level (National Center for Education Statistics, 2015). With a majority of students failing to meet reading proficiency standards, it is prudent to examine how educators are making instructional decisions to prevent reading failure. Examples of instructional decisions include selecting skills for instructional focus, intervention selection, placing students in instructional groups, determining intensity and frequency of interventions, and determining the need for additional assessments (Hamilton, Halverson, Jackson, Mandinach, & Supovitz, 2009). Deficits in word reading skills are often the root cause for readers who struggle with fluency or comprehension (Carver, 1998; Murray, Munger, & Clonan, 2012). Up to 80% of students with a specific learning disability in reading struggle at the word level (Moats & Tolman, 2009). The ability to accurately and efficiently read words affects reading development, and is highly correlated with overall reading ability (Fuchs, Fuchs, Hosp, & Jenkins, 2001). While accurate word reading does not guarantee reading fluency and comprehension will occur, they are not possible without intact word reading skills. Readers who devote complete attention at the word, or even letter level do not read fluently and have few cognitive resources left for connecting or generating meaning to what they have read (Perfetti, 1986). With the critical importance of word reading to overall ready ability, it is prudent that teachers make accurate and informed instructional decisions to ensure their students acquire effective word reading skills. Word reading skills, which provide readers with reliable strategies for identifying words in text, are often referred to as decoding skills. While there are many decoding assessments that can inform teachers instructional decisions for students with word reading problems, the type of specific information they provide has not been studied. The purpose of this study was to analyze published decoding tests for their diagnostic potential and identify possible instructional implications of these measures. Decoding Word reading skill deficits are most often linked to problems with decoding. Decoding refers to the ability to apply phoneme-grapheme connections to pronounce words. Phonemes are the smallest units of sound in language, and graphemes are the visual representations (i.e., letters) of those sounds in printed text. Decoding is a necessary, but not sufficient, component in the reading process as it assists 749874A EIXXX10.

Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely to be successful with an individual student. BEA provides teachers with a method to efficiently collect data and predict which intervention is most likely to be successful before a significant amount of time and resources are invested. The BEA process can be used with students at a variety of grade levels for the purpose of academic and behavior intervention. This paper describes how to implement BEA in reading with students with intellectual disabilities in order to prepare them for opportunities in postsecondary education. We will also discuss how to overcome hurdles that practitioners may experience implementing the process.

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