Satellite cells express distinct patterns of myogenic proteins in immature skeletal muscle.

Satellite cells are the myogenic cells lying between the myofiber sarcolemma and basal lamina. The objective of this study was to determine the expression patterns of MyoD, myogenin, and Pax7 within the satellite cell population in the growing rat soleus and extensor digitorum longus (EDL) muscles. Secondly, the expression of the myogenic markers was also studied within the interstitial cell compartment and myonuclei. It was discovered that the soleus contained a higher number of Pax7, MyoD, or myogenin-positive nuclei compared with the EDL. Similarly, myogenin was expressed at a lower level in the myonuclei of the soleus compared with the EDL, and myogenin was expressed at a higher level in the interstitial compartment of the soleus compared with the EDL. When interstitial nuclei, myonuclei, and double-labeled nuclei were used in the estimate of the satellite cell population, it was discovered that approximately of 13% of the myofibers in a transverse section of the soleus muscle and 4.1% of EDL myofibers exhibit a labeled satellite cell nucleus. Overall, results from this study suggest that expression patterns of these markers vary predictably among muscles with different growth dynamics and phenotypic characteristics.     

Phonological features of child African American English.

The production of phonological features of African American English (AAE) was examined for 64 typically developing African American children in the 2nd through the 5th grade. Students read aloud passages written in Standard American English. Sixty of the students read the passages using AAE, and 8 different phonological features were represented in their readings. Phonological features were more frequent than morphosyntactic features. The findings as a whole support use of the taxonomy developed for this investigation in characterizing the phonological features of child AAE.     

Parents' facilitation of young children's writing

This study investigated the impact of a home composing curriculum on kindergarten children's concepts about print (a measure of reading readiness), writing fluency (the number of words children can write), and writing achievement. In addition, the study investigated gender differences on the above measures, types of writing done by children at home, and family members with whom children wrote. The treatment group was found to be significantly higher on the Concepts about Print test, writing fluency, and the first post-test of writing achievement. There were no significant gender differences on any of the measures. Data from parent response sheets indicated that these children wrote notes, letters, and lists more than other types of writing. They wrote with their mother or alone more often than with other family members. The findings of this study suggest that a flexible home composing curriculum, combined with the sharing of writing at school can have an impact on reading readiness, the number of words children can write, and possibly writing ability.