A B S T R A C TStories presented on phones, tablets and e-readers now offer an alternative to print books. The fundamental challenge has become to specify when and for whom the manner in which children retain information from stories has been changed by electronic storybooks, for better and for worse. We review the effects of digitized presentations of narratives that include oral text as well as multimedia information sources (e.g., animations and other visual and sound effects, background music, hotspots, games, dictionaries) on children's emergent literacy. Research on preschool and kindergarten children has revealed both positive and negative effects of electronic stories conditional upon whether materials are consistent with the way that the human information processing system works. Adding certain information to electronic storybooks can facilitate multimedia learning, especially in children at-risk for language or reading difficulty. Animated pictures, sometimes enriched with music and sound, that match the simultaneously presented story text, can help integrate nonverbal information and language and thus promote storage of those in memory. On the other hand, stories enhanced with hypermedia interactive features like games and "hotspots" may lead to poor performance on tests of vocabulary and story comprehension. Using those features necessitates task switching, and like multitasking in general, seems to cause cognitive overload. However, in accordance with differential susceptibility theory, well-designed technology-enhanced books may be particularly suited Developmental Review j o u r n a l h o m e p a g e : w w w. e l s e v i e r. c o m / l o c a t e / d r to improve learning conditions for vulnerable children and turn putative risk groups into successful learners. This new line of research may have far-reaching consequences for the use of technology-enhanced materials in education.

Meniscal tears are commonly seen worldwide. In the Netherlands, the incidence of meniscal tears is 2 per 1000 patients per year. 16 Meniscal tears are responsible for an estimated 25 000 hospital admissions per year in England and Wales. 5 In the United States, arthroscopic partial meniscectomy after meniscal tear is the most frequent orthopaedic surgical procedure. 20 Meniscal tears lead to disability and time lost from work, and their surgical treatment increases the longterm risk of knee osteoarthritis (OA) 4-fold. 5,18,21,48 A better understanding of meniscal tears and their causality can aid in diagnosing knee disorders. 26,32 Despite its importance, little is known about the epidemiology of meniscal injury. A previously published systematic review by Reid et al 46 described, in addition to other knee disorders, risk factors for meniscal tears. The authors suggested that squatting, kneeling, crawling, chair sitting while driving, stair climbing, lifting items, and walking were all risk factors for meniscal tears. Reid et al 46 noted that kneeling was described as a risk factor in multiple studies, yet other factors were not described as such. McMillan and Nichols 38 systematically searched the literature to determine whether kneeling or squatting was causally associated with degenerative diseases of the knee. The authors concluded that work occupations involving frequent kneeling or squatting doubled the risk for developing knee OA. The authors of both articles limited their search to occupational settings and did not perform meta-analysis on the risk factors.The elapsed time between anterior cruciate ligament (ACL) injury and reconstruction surgery has been identified T T STUDY DESIGN: Systematic review with metaanalysis. T T OBJECTIVES:To review and critically appraise the literature for factors that increase the risk for meniscal tears. T T BACKGROUND:Meniscal tears are an important cause of disability and time lost from work, and are associated with a 4-fold increase in the long-term risk of knee osteoarthritis. Knowledge of the risk factors that lead to meniscal tears can help to correctly diagnose knee injuries and is important to the development of prevention strategies for knee osteoarthritis. T T METHODS:A search of the Cochrane Database of Systematic Reviews, MEDLINE, and Embase, from 1950 to January 2012, and a hand search of reference lists of all initially selected studies, without restriction on language or date of publication, were conducted. Prospective, retrospective, and case-control studies that included individuals over 16 years of age, who had no previous meniscal injuries or surgeries, were selected. A meta-analysis for 17 risk factors was performed. Where considerable heterogeneity among studies was present or the data did not provide sufficient information to perform a meta-analysis, a qualitative synthesis was conducted. T T RESULTS:Eleven studies, with a total of 7358 participants, were selected for systematic review. Data were available for meta-analysis for 10 of the 11 studies. ...

Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first randomized controlled trial to apply the differential susceptibility paradigm to education in relation to children's genotype and early literacy skills. A randomized pretest–posttest control group design was used to examine the effects of the Intelligent Tutoring System Living Letters. Two intervention groups were created, 1 receiving feedback and 1 completing the program without feedback, and 1 control group. Carriers of the long variant of the dopamine D4 receptor gene (DRD4 7‐repeat) profited most from the computer program with positive feedback, whereas they performed at the lowest level of early literacy skills in the absence of such feedback. Our findings suggest that behind modest overall educational intervention effects a strong effect on a subgroup of susceptible children may be hidden.

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In this randomized controlled trial, 312 low-socioeconomic-status children (M¡,gj, = 52.9 months, SD = 3.2) from 15 Dutch schools participated. Children in the intervention condition played early literacy games via the intelligent tutoring system Living Letters. Control children played a nonliteracy computer game. At the beginning of each intervention session, children received instruction from computer characters about how to play the game. While playing the game, half of the children in the intervention group received individualized feedback, which included oral corrections and cues from a computer tutor. The other half of the children received no individualized feedback. On average the intervention comprised 11 sessions (approximately 110 min). A main finding was that children's code-related skills increased as a result of the Living Letters program but only when the program included a computer tutor that gave oral feedback to children's correct responses and errors. Children with underdeveloped inhibitory control scored disproportionately low in a computer environment without tutoring.