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Biomedical subjects

E Richardson

Publications and source records attributed to E Richardson.

At least 55 records · Page 3Linked to original sources
PubMed1984

The impact of phonemic processing instruction on the reading achievement of reading-disabled children.

It is hypothesized that a phonemic processing deficit is a primary causal factor in the reading problems of many children with developmental dyslexia. An instructional model which emphasizes phonics instruction as a key in the treatment of children with reading disorders is presented. Procedures for the application of this model in a parent-involvement clinic program are described. Results from two typical children from the clinic sample who had received treatment for more than a year are presented. One Fourth-Grade child, who began the program with a 1 1/2-year reading deficit, was reading grade-appropriate material and scoring about 1 year above grade-norms on a standardized test after 14 months of clinic treatment. The second child began the treatment program as a Sixth Grader who was virtually a non-reader. After 1 1/2 years of intervention, this child had attained a Third-Grade reading level, but was still nearly 4 years behind in reading. The pretest error responses to individual words made by both children are reviewed to demonstrate the underlying phonetic deficiency--an apparent difficulty with vowel sound correspondence. Averaged reading achievement results from 13 children who had received 3 months of instruction in an experimental study in which the instructional model is being used are presented. Results indicate a dramatic change in the children's rate of reading achievement during treatment. The children were divided into three groups on the basis of a measure of the transfer of phonic skills: normal transfer, poor transfer which improved dramatically in the first 3 months of treatment, and poor transfer which failed to improve. Analysis of the achievement data of these three groups indicates that the second group improved more rapidly than did the other two groups. It is suggested that further analyses of phonic transfer data may prove to be very instructive concerning the causes and treatment of developmental dyslexia.

Achievement↗
PubMed1983

Isolation of human T-cell leukemia virus in acquired immune deficiency syndrome (AIDS).

Several isolates of a human type-C retrovirus belonging to one group, known as human T-cell leukemia virus (HTLV), have previously been obtained from patients with adult T-cell leukemia or lymphoma. The T-cell tropism of HTLV and its prevalence in the Caribbean basin prompted a search for it in patients with the epidemic T-cell immune deficiency disorder known as AIDS. Peripheral blood lymphocytes from one patient in the United States and two in France were cultured with T-cell growth factor (TCGF) an shown to express HTLV antigens. Virus from the U.S. patient was isolated and characterized and shown to be related to HTLV subgroup I. The virus was also transmitted into normal human T cells from umbilical cord blood of a newborn. Whether or not HTLV-I or other retroviruses of this family with T-cell tropism cause AIDS, it is possible that patients from whom the virus can be isolated can also transmit it to others. If the target cell of AIDS is the mature T cell as suspected, the methods used in these studies may prove useful for the long-term growth of these cells and for the identification of antigens specific for the etiological agent of AIDS.

Acquired Immunodeficiency Syndrome↗
PubMed1980

Effects of methylphenidate on learning a 'beginning reading vocabulary' by normal adults.

The effects of methylphenidate on reading was studied by having nine adults learn a beginning vocabulary of 96 Chinese characters under placebo and 5 mg and 10 mg methylphenidate by two teaching methods which differed in the rate at which new items were introduced for practice. Using lists composed of 12 characters and their English equivalents, all items were presented prior to the start of practice trials (simultaneous method), or each item was introduced only as the subject practiced items previously presented (progressive method). Learning performance was analyzed in terms of total errors and errors made at two criterion stages in list acquisition. Overall performance was significantly facilitated by the low (5 mg) dose or methylphenidate, but only with the simultaneous method. Significant drug effects were also obtained at criterion stages which were associated with high error rates. It was concluded that drug effects are likely to be most pronounced in difficult learning situations and that dosage appears to be an important variable for consideration in further studies.

Adult↗
PubMed1980

Toward operationalizing a psychoeducational definition of learning disabilities.

An operational definition of "learning disabilities" is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities crucial to educational achievement, and noneducational criteria should not be employed. It is pointed out that the most generally accepted current definition--which identifies children as "learning-disabled" on the basis of behavioral criteria, while excluding others because of etiological and other nonbehavioral factors--overlooks functional similarities among such groups as educable mentally retarded and and emotionally disturbed children. These similarities warrant the inclusion under the rubric of "learning-disabled" of some children who may also be grouped within other diagnostic categories. Consequently, the profferred definition is based on a primary concern with day-to-day learning and management issues. Concepts subtended by the definition are operationally defined, and its relationship to programming is discussed.

Affective Symptoms↗
PubMed1979

Keeping abreast of the times: the Tauranga Infant Feeding Survey.

An infant feeding survey revealed that 77% of 187 mothers, whose babies were born over a three month period in the Tauranga maternity annexe, were breast feeding on discharge. Fifty-seven percent of the total breast fed for at least three months. The feeding pattern did not vary with ethnic group nor with previous breast feeding experience. Short-term breast feeders were younger and had fewer children than either the bottle feeders or long-term breast feeders. Bottle feeding tended to occur with extremes of maternal age. Breast feeders sought more advice during pregnancy and confinement. Overall, the most common reason for changing to bottle feeding was "insufficient lactation", although this reason rarely stood alone. Many mothers experienced difficulties with artifical feeds and made at least one milk change, nearly half receiving no advice. Solid food was most commonly introduced at three months.

Adult↗