Objectives for Our Meeting

• Review: Review the process of full-text screening.

• Discuss: What’s going well? What could be improved?

• Discuss: What articles are you finding most challenging to categorise? Examples?

• Demonstrate: Let’s practice with two difficult-to-categorise articles.

• Inquire: What questions do you have?

Week of 28 February
• Check In:

• How are you all?

• How is everyone feeling about the project? What’s going

well? What could be improved?

• Our IRR remains above 97% -- bravo!

Full-Text Screening Review
• To review, to be retained, articles MUST INCLUDE AT LEAST ONE
TERM from EACH GROUP in their TITLE AND/OR ABSTRACT

AND MEET ALL OF THE CRITERIA ON THE SUBSEQUENT

SLIDES

• Err on the side of caution. If you are not sure whether to retain an article,
reach out to me.
• Do NOT SELECT MAYBE. Each article must be retained (YES) or
rejected (No).
Publication Criteria

•(1) Publication Criteria

• i. Must have been published in a nationally-circulated academic journal.

• a. Books, book chapters, dissertations, white papers, and other documents

will not be considered.

• ii. Must have been subjected to peer review.

• iii. Must have been published in English.

Design Criteria

•(2) Design Criteria

• i. Must have constituted original research conducted using a quantitative or mixed-methods design.

•a. Qualitative designs, reviews, syntheses, and meta-analyses were not considered.

•b. Single-case studies were not considered (What does this mean?)

• ii. Measures must have included at least one neuroimaging technique

• iii. Measures must have included at least one instrument designed to evaluate achievement in reading and/or

mathematics

• iv. Analyses must have included descriptive or inferential statistics for at least one measure (What does this mean?)
Design Criteria Continued

a. Reading measures must have included the evaluation of reading, decoding, identification, comprehension and/or

interpretation of written language (inclusive of passages, sentences, phrases, words, syllables, blends,

pictographs, logographs, graphemes, and alphabet letters/non-alphabetic characters, dependent on the target

language’s writing system). Measures of interpretation of novel symbol systems or aspects oral language/pre-

reading skills not involving written language were not considered. (Questions?)

b. Mathematics measures must have included the evaluation of arithmetic, mathematic, computational and/or

numeric skills or processes. (This includes comparison/evaluation of quantity/magnitude.) Measures of other

forms of logical reasoning or problem solving were not considered. (Questions?)

Participant Criteria

•(3) Participant Criteria

• i. Participants must have been human subjects

• ii. Participants must have included individuals with confirmed or

suspected exposure to a key perinatal risk factor as identified on the

subsequent slide
Participant Criteria

•(3) Participant Criteria

• i. Participants must have been human subjects

• ii. Participants must have included individuals with confirmed or

suspected exposure to a key perinatal risk factor as identified on the

subsequent slide
Key Perinatal Risk Factors

•(1) Child-centric factors, including prematurity, perinatal hypoxia, and hyperbilirubinemia (jaundice);

• (2) Maternal factors, including substance use (specifically, nicotine, alcohol, cannabis [marijuana], cocaine,

and other opioids); hypertensive diseases, including (pre)eclampsia; and maternal infection;

•(3) Exogenous factors, including exposure to certain heavy metals (specifically, lead and mercury) and certain

polyhalogenated aromatic hydrocarbon compounds (specifically, PCBs and PBDEs).

Recently-Added Criteria
• Must have been published on or after 1 January 1970
• Must have included more than one participant – no
single-case studies

• Not a criterion, but relevant: Asking subjects to

determine whether letters are upper or lower-case
will not be considered a reading task for our purposes.
Difficult-to-Categorise Articles
• Your examples & discussion
Difficult-to-Categorise Articles Example A
Difficult-to-Categorise Article Example B
Difficult-to-Categorise Article Example C
Difficult-to-Categorise Article Example D
Difficult-to-Categorise Article Example E
Difficult-to-Categorise Article Example F
Questions & Comments
• Do you have any questions or thoughts about any of this
week’s activities?
Homework for the Week of 22 February
• Please screen at least 60 articles this week if you’ve
registered for 2 credit hours.
• Please screen at least 96 articles this week if you’ve
registered for 3 credit hours.
• You are welcome to review more articles if you desire
and have time.