No abstract

Personal narratives make up more than half of children’s conversations. The ability to share personal narratives helps build and maintain friendships, promotes physical and emotional wellbeing, supports classroom participation, and underpins academic success and vocational outcomes. Although personal narratives are a universal discourse genre, cross-cultural and cross-linguistic research into children’s ability to share personal narratives is in its infancy. The current study addresses this gap in the research by developing the Global TALES protocol, a protocol comprising six scripted prompts for eliciting personal narratives in school-age children (excited, worried, annoyed, proud, problem situation, something important). We evaluated its feasibility with 249 ten-year-old children from 10 different countries, speaking 8 different languages, and analyzed researchers’ views on the process of adapting the protocol for use in their own country/language. At group-level, the protocol elicited discourse samples from all children, although individual variability was evident, with most children providing responses to all six prompts. When investigating the topics of children’s personal narratives in response to the prompts, we found that children from around the world share many commonalities regarding topics of conversation. Once again individual variability was high, indicating the protocol is effective in prompting children to share their past personal experiences without forcing them to focus on one particular topic. Feedback from the participating researchers on the use of the protocol in their own countries was generally positive, although several translation issues were noted. Based on our results, we now invite clinical researchers from around the world to join us in conducting further research into this important area of practice to obtain a better understanding of the development of personal narratives from children across different languages and cultures and to begin to establish local benchmarks of performance.

The authors assessed the impact of using the structure strategy as a base for an intergenerational Internet tutoring program in which older adults, with strategy training, provided Internet-based tutoring for 5th-grade students learning the strategy through an instructional Web site. Students were randomly assigned to 1 of 3 groups: structure strategy with tutors, structure strategy without tutors, and control. Both tutors and children in the structure strategy group with tutors increased strategy use, total and main idea recall, and self-efficacy. Program effects were apparent months after instruction. Posttest performance was related both to careful completion of Web lessons and amount of tutor feedback and content-related questions. Findings have implications for learning from computers, intergenerational tutoring, and reading instruction.

This study develops a single elicitation method to test the acquisition of third-person pronominal objects in 5-year-olds for 16 languages. This methodology allows us to compare the acquisition of pronominals in languages that lack object clitics ("pronoun languages") with languages that employ clitics in the relevant context ("clitic languages"), thus establishing a robust cross-linguistic baseline in the domain of clitic and pronoun production for 5-year-olds. High rates of pronominal production are found in our results, indicating that children have the relevant pragmatic knowledge required to select a pronominal in the discourse setting involved in the experiment as well as the relevant morphosyntactic knowledge involved in the production of pronominals. It is legitimate to conclude from our data that a child who at age 5 is not able to produce any or few pronominals is a child at risk for language impairment. In this way, pronominal production can be taken as a developmental marker, provided that one takes into account certain crosslinguistic differences discussed in the article. ARTICLE HISTORY

ObjectivesIn 2010, the 13-valent pneumococcal conjugate vaccine (PCV-13) replaced the 7-valent vaccine (introduced in 2006) for vaccination against invasive pneumococcal diseases (IPDs), pneumonia and acute otitis media (AOM) in the UK. Using recent evidence on the impact of PCVs and epidemiological changes in the UK, we performed a cost-effectiveness analysis (CEA) to compare the pneumococcal non-typeable Haemophilus influenzae protein D conjugate vaccine (PHiD-CV) with PCV-13 in the ongoing national vaccination programme.DesignCEA was based on a published Markov model. The base-case scenario accounted only for direct medical costs. Work days lost were considered in alternative scenarios.SettingCalculations were based on serotype and disease-specific vaccine efficacies, serotype distributions and UK incidence rates and medical costs.PopulationHealth benefits and costs related to IPD, pneumonia and AOM were accumulated over the lifetime of a UK birth cohort.InterventionsVaccination of infants at 2, 4 and 12 months with PHiD-CV or PCV-13, assuming complete coverage and adherence.Outcome measuresThe incremental cost-effectiveness ratio (ICER) was computed by dividing the difference in costs between the programmes by the difference in quality-adjusted life-years (QALY).ResultsUnder our model assumptions, both vaccines had a similar impact on IPD and pneumonia, but PHiD-CV generated a greater reduction in AOM cases (161 918), AOM-related general practitioner consultations (31 070) and tympanostomy tube placements (2399). At price parity, PHiD-CV vaccination was dominant over PCV-13, saving 734 QALYs as well as £3.68 million to the National Health Service (NHS). At the lower list price of PHiD-CV, the cost-savings would increase to £45.77 million.ConclusionsThis model projected that PHiD-CV would provide both incremental health benefits and cost-savings compared with PCV-13 at price parity. Using PHiD-CV could result in substantial budget savings to the NHS. These savings could be used to implement other life-saving interventions.