Faezeh Asadollahpour

Premature infants, born before 37 weeks of gestation, often face significant challenges in establishing effective oral feeding skills. This difficulty arises primarily from their physiological and ...

Background: Dyslexia, a neurodevelopmental disorder characterized by difficulties in word recognition and decoding, remains underexplored in non-Western orthographies such as Persian. To estimate the prevalence of dyslexia and examine the relationship between decoding and reading comprehension among Persian-speaking elementary students. Methods: A cross-sectional study was conducted among 1,400 students (Grades 2–5) using a multistage stratified-cluster sampling design. Dyslexia was identified using the nonword reading subtest of a standardized reading and dyslexia test, with intellectual functioning assessed via the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Survey-weighted logistic and linear regression models were used to analyze associations and interactions, with a Bonferroni correction ( p < .0083) applied for multiple comparisons. Confidence intervals (CI) and odds ratios (OR) are reported. Results: The weighted prevalence of dyslexia was 10.40% (95% CI: 9.00–12.05), with higher rates in boys (14.50%, 95% CI: 12.42–16.92, OR: 2.66, 95% CI: 1.90–3.71, p < .001) than girls (6.01%, 95% CI: 4.61–7.80) and in private versus public schools (6.40% vs. 12.08%, OR: 0.50, 95% CI: 0.33–0.75, p = .002). Word reading and comprehension were significant protective factors ( p < .001), while phonological awareness was non-significant in adjusted models. Decoding strongly predicted comprehension in typical readers, but this association was significantly weaker in dyslexic students ( p = .006). Conclusions: Dyslexia affects approximately one in 10 Persian-speaking students, with variations influenced by gender, school type, and reading skills. Comprehensive screening and interventions targeting decoding and comprehension are critical, particularly in public schools.

Background: Full oral feeding (FOF) is a critical milestone in preterm infants, often delayed because of immature feeding coordination. The Fucile oral motor stimulation protocol aims to address these challenges and enhance feeding progression. To evaluate the effectiveness of the Fucile oral motor stimulation protocol in reducing the transition time to FOF, shortening hospital stays, and improving feeding-related outcomes in preterm infants. Methods: A systematic review and meta-analysis was conducted following the PRISMA guidelines (PROSPERO: CRD42022369514). Databases, including PubMed, Scopus, Web of Science, CENTRAL, and CINAHL (1990-2024), were searched. Randomized controlled trials comparing the Fucile protocol with control interventions in preterm infants (Results: Nineteen trials (1,031 infants) showed that the Fucile protocol significantly reduced transition time to FOF (mean difference [MD]: -5.77 days; 95% confidence interval [CI]: -6.64 to -4.90) and hospital stay duration (MD: -6.47 days; 95% CI: -8.41 to -4.53) with moderate-certainty evidence. Conclusion: The Fucile protocol accelerates feeding milestones and reduces hospital stays for preterm infants, providing moderate-certainty evidence to support its clinical use. However, methodological limitations, including small sample sizes and risk of bias, underline the need for larger, high-quality trials to confirm these findings and refine clinical guidelines. These results suggest the potential of integrating oral motor stimulation into neonatal intensive care unit practices to enhance feeding outcomes and optimize care for preterm infants.