AU Microscopii (AU Mic) is the second closest pre-main-sequence star, at a distance of 9.79 parsecs and with an age of 22 million years 1 . AU Mic possesses a relatively rare 2 and spatially resolved 3 edge-on debris disk extending from about 35 to 210 astronomical units from the star 4 , and with clumps exhibiting non-Keplerian motion 5-7 . Detection of newly formed planets around such a star is challenged by the presence of spots, plage, flares and other manifestations of magnetic 'activity' on the star 8,9 . Here we report observations of a planet transiting AU Mic. The transiting planet, AU Mic b, has an orbital period of 8.46 days, an orbital distance of 0.07 astronomical units, a radius of 0.4 Jupiter radii, and a mass of less than 0.18 Jupiter masses at 3σ confidence. Our observations of a planet co-existing with a debris disk offer the opportunity to test the predictions of current models of planet formation and evolution.

This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT; Kaplan, Goodglass, & Weintraub, 2001) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading.

Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 hours of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access.

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