scholarly journals Cognitive and Behavioral Interventions to Improve Sleep in School-Age Children and Adolescents: A Systematic Review and Meta-Analysis

2018 ◽  
Vol 14 (11) ◽  
pp. 1937-1947 ◽  
Author(s):  
Lie Åslund ◽  
Filip Arnberg ◽  
Marie Kanstrup ◽  
Mats Lekander
Keyword(s):  
Systematic Review ◽  
Children And Adolescents ◽  
Behavioral Interventions ◽  
Meta Analysis ◽  
School Age Children ◽  
School Age

scholarly journals Helminth infections and micronutrients in school-age children: a systematic review and meta-analysis

2014 ◽  
Vol 99 (6) ◽  
pp. 1499-1509 ◽  
Author(s):  
Brechje de Gier ◽  
Maiza Campos Ponce ◽  
Margot van de Bor ◽  
Colleen M Doak ◽  
Katja Polman
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
School Age Children ◽  
School Age ◽  
Helminth Infections

Reading Development in Children With Nonsyndromic Cleft Palate With or Without Cleft Lip: Meta-analysis and Systematic Review

2021 ◽  
pp. 105566562110398
Author(s):  
Hope Sparks Lancaster ◽  
Kari M. Lien ◽  
Jordan Haas ◽  
Paige Ellis ◽  
Nancy J. Scherer
Keyword(s):  
Systematic Review ◽  
Cleft Palate ◽  
Phonological Awareness ◽  
Cleft Lip ◽  
Meta Analysis ◽  
Reading Development ◽  
Effect Sizes ◽  
School Age Children ◽  
School Age ◽  
Word Decoding

Objective We conducted a meta-analysis and systematic review of literature comparing pre-reading and general reading in school-age children with nonsyndromic cleft palate with or without cleft lip (NSCP/L) to their peers without NSCP/L. Methods Our literature search identified 1238 possible records. After screening we identified 11 samples for inclusion for systematic review and eight for meta-analysis. We compared 292 children with NSCP/L to 311 peers for 23 pre-reading effect sizes and 17 general reading effect sizes (EFg). We conducted a random-effects metaregression using robust variance estimation. Results On average school-age children with NSCP/L scored lower on pre-reading (EFg = −0.36) and general reading measures (EFg = −0.38) compared to their peers. We conducted post-hoc analyses on phonological awareness and word decoding effect sizes; children with NSCP/L performed lower on phonological awareness (EFg = −0.22) and word decoding (EFg = −0.39) compared to their peers. There was weak evidence that hearing status and/or speech-language functioning might moderate reading development. There was limited evidence that age or socioeconomic status moderated reading development. However, samples did not consistently report several characteristics that were coded for this project. Conclusions Our findings suggest that school-age children with NSCP/L have persistent reading problems. Further research is needed to explore reading development in children with NSCP/L, as well as the relationships among hearing, speech, language, and reading development.

scholarly journals Prevalence of anemia among school-age children in Ethiopia: a systematic review and meta-analysis

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Robel Tezera ◽  
Zekariyas Sahile ◽  
Delelegn Yilma ◽  
Equilnet Misganaw ◽  
Ermiyas Mulu
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
School Age Children ◽  
School Age ◽  
Prevalence Of Anemia
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