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PubMed1998

[Reading: a source of information. Study of motivational factors, influencing the reading of professional literature in nursing].

A qualitative research among 13 Dutch nurses working in different areas of nursing investigated which factors might influence nurses' motivation (not) to read specialist literature. Two central subjects were identified: nurses' personal interests and the influence of the environment at work. Analysis of the data shows a great influence of the work environment on the individual nurse's choice to read specialist literature: the more stimulating the environment is towards developing and discussing knowledge, the more nurses make use of specialist literature. An individual reason to consult such literature is formed by the presence of "search questions", based on incidents in a person's actual work situation. Informants report little or no interest in research or studies: they only incidentally read abstracts of research findings, and only concerning subjects directly linked with their own practice situation. Influence of the work environment seems to play an important role on the choice made.

Education, Nursing, Continuing↗
PubMedDate not supplied

Neurobiological studies of reading and reading disability.

UNLABELLED: Evidence from neuroimaging studies, including our own, suggest that skilled word identification in reading is related to the functional integrity of two consolidated left hemisphere (LH) posterior systems: a dorsal (temporo-parietal) circuit and a ventral (occipito-temporal) circuit. This posterior system appears to be functionally disrupted in developmental dyslexia. Relative to nonimpaired readers, reading-disabled individuals demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers, the dorsal circuit predominates at first, and in conjunction with premotor systems, is associated with analytic processing necessary for learning to integrate orthographic with phonological and lexical semantic features of printed words. The ventral circuit constitutes a fast, late-developing, word form system, which underlies fluency in word recognition. LEARNING OUTCOMES: As a result of this activity, (1) the participant will learn about a model of lexical processing involving specific cortical regions. (2) The participant will learn about evidence which supports the theory that two dorsal LH systems may be disrupted in developmental dyslexia. (3) The participant will learn that individuals with reading impairment may rely on other regions of the brain to compensate for the disruption of posterior function.

Brain↗
PubMed2005

The hepatitis C virus alternate reading frame (ARF) and its family of novel products: the alternate reading frame protein/F-protein, the double-frameshift protein, and others.

The hepatitis C virus (HCV) has an alternate reading frame (ARF) that overlaps the core protein gene. The overlapping reading frame distinguishes HCV from all of its known viral relatives, with the possible exception of GB virus B (GBV-B). The ARF is expressed during natural HCV infections and stimulates specific immune responses. Like several essential genes in other viruses (e.g., the human immunodeficiency virus polymerase) the ARF lacks an in-frame AUG start codon, suggesting that its expression involves unusual translation-level events. In vitro studies indicate that ribosomal frameshifting may be one of several processes that can lead to translation of the ARF. Frameshifting yields chimeric proteins that have segments encoded in the core gene covalently attached to amino acids encoded in the ARF. A consistent nomenclature for the ARF's protein products has yet to be established. We propose that all proteins that contain amino acids encoded in the + 1 ARF be called alternate reading frame proteins (ARFPs) and that specific ARFPs, such as the ARFP/F-protein, the double-frameshift protein, and the short form of core + 1, be designated as follows: ARFP/F (ARFP/F-protein), ARFP/DF (double-frameshift), and ARFP/S (short form of core + 1). The roles of ARFPs in the HCV life cycle are not yet known. There is a significant possibility that ARFPs may be responsible for some of the effects attributed to the core protein, given that most studies seeking to define the function of the core protein have employed materials likely to contain a combination of the core protein and ARFPs. The observed effects of the core protein include the induction of liver cancer, transformation of cells, and alterations of immune responses. This article reviews the discovery of ARF, describes the RNA structural elements involved in core/ARF gene expression, discusses possible functions of ARFPs, and considers the potential usefulness of ARFPs in vaccines. The HCV ARF is the focus of a new and rapidly expanding area of research, and the results of many ongoing studies are currently available in abstract form only. The preliminary nature of investigations that have not yet been reviewed by peers is noted in the text.

Animals↗
PubMed2001

Plastic neural changes and reading improvement caused by audiovisual training in reading-impaired children.

This study aimed at determining whether audiovisual training without linguistic material has a remediating effect on reading skills and central auditory processing in dyslexic children. It was found that this training resulted in plastic changes in the auditory cortex, indexed by enhanced electrophysiological mismatch negativity and faster reaction times to sound changes. Importantly, these changes were accompanied by improvement in reading skills. The results indicate that reading difficulties can be ameliorated by special training programs and, further, that the training effects can be observed in brain activity. Moreover, the fact that the present training effects were obtained by using a program including no linguistic material indicates that dyslexia is at least partly based on a general auditory perceptual deficit.

Audiovisual Aids↗
PubMed1982

Open reading frame cloning: identification, cloning, and expression of open reading frame DNA.

A plasmid was constructed that facilitates the cloning and expression of open reading frame DNA. A DNA fragment containing a bacterial promoter and the amino terminus of the cI gene of bacteriophage lambda was fused to an amino-terminally deleted version of the lacZ gene. An appropriate cloning site was inserted between these two fragments such that a frameshift mutation was introduced upstream of the lacZ-encoding DNA. This cloning vehicle produces a relatively low level of beta-galactosidase activity when introduced into Escherichia coli. The insertion of foreign DNA at the cloning site can reverse the frameshift mutation and generate plasmids that produce a relatively high level of beta-galactosidase activity. A large fraction of these plasmids produce a fusion protein that has a portion of the lambda cI protein at the amino terminus, the foreign protein segment in the middle, and the lacZ polypeptide at the carboxyl terminus. The production of a high level of beta-galactosidase and a large fusion polypeptide guarantees the cloning of a DNA fragment with at least one open reading frame that traverses the entirety of the fragment. Hence, the method can identify, clone, and express (as part of a larger fusion polypeptide) open reading frame DNA from among a large collection of DNA fragments.

Base Sequence↗
PubMed2000

How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness.

I review the literature on reading and deafness, focusing on the role of three broad factors in acquisition and skilled reading: the method of encoding print; language-specific knowledge (i.e., English); and general language knowledge. I explore the contribution of three communication systems to reading: spoken language, English-based sign, and American Sign Language. Their potential contribution to literacy is mediated by four parameters on which they differ: codability, structural isomorphism, accessibility, and processibility. Finally, I discuss the implications for additional research as well as for education.

Journal Article↗
PubMedDate not supplied

Comparison of observer performance reading from a video CRT vs. reading from film.

The developing trend for all medical images to be in digital form raises an important question: should diagnostic interpretations be made directly from a CRT or from some form of hard copy recording of the CRT? This question was studied by having two observers read a series of digital images of the thyroid including both conventional scintigrams and computer-generated tomograms. The CRT images were photographed in a carefully controlled fashion. Images were read once from film and a second time directly from the CRT. No significant difference in performance could be found for either display modality based on an ROC analysis. Although based on uncomplicated images and analysis, this result suggests that the decision to read from film or from the CRT can be made on other grounds than observer performance. This important result needs confirmation with more complex images such as ultrasound or CT.

Data Display↗
PubMed1986

Behaviour problems in specific reading retarded and general reading backward children: a longitudinal study.

A sample of 453 Australian children was followed over the first three years of schooling. Behaviour problems were assessed at the beginning of the first year at school and at the end of the second and third years. At the end of the third year the children were classified as specific reading retarded, general reading backward or normal. At school entry backward readers were found to have behaviour problems, principally relating to attentional deficit. It was concluded that this factor may play a causative role in their reading difficulty. Retarded readers, on the other hand, showed no evidence of behaviour problems.

Antisocial Personality Disorder↗
PubMedDate not supplied

Relationship between home literacy environment and reading achievement in children with reading disabilities.

Past research has indicated that a significant relationship exists between young children's early home literacy environment and their reading-related skills. However, this relationship has rarely been investigated among older children with reading disabilities (RD). In the present study, the relationship between parent and child home literacy activities and children's academic functioning was investigated with a sample of 65 elementary-age children with RD. The results indicated that children's home literacy activities were not significantly related to any of their academic abilities, whereas parents' home literacy activities were significantly related to children's passage comprehension and spelling scores. However, relationships between home literacy environment and reading may be different for children with and without RD.

Child↗
PubMed2000

Functional neuroimaging studies of reading and reading disability (developmental dyslexia).

Converging evidence from a number of neuroimaging studies, including our own, suggest that fluent word identification in reading is related to the functional integrity of two consolidated left hemisphere (LH) posterior systems: a dorsal (temporo-parietal) circuit and a ventral (occipito-temporal) circuit. This posterior system is functionally disrupted in developmental dyslexia. Reading disabled readers, relative to nonimpaired readers, demonstrate heightened reliance on both inferior frontal and right hemisphere posterior regions, presumably in compensation for the LH posterior difficulties. We propose a neurobiological account suggesting that for normally developing readers the dorsal circuit predominates at first, and is associated with analytic processing necessary for learning to integrate orthographic features with phonological and lexical-semantic features of printed words. The ventral circuit constitutes a fast, late-developing, word identification system which underlies fluent word recognition in skilled readers.

Cerebral Cortex↗
PubMed2005

The characteristics of young and adult dyslexics readers on reading and reading related cognitive tasks as compared to normal readers.

Most of the research into dyslexia has been carried out among children and has raised the question whether the characteristics of young dyslexics are similar to those of adult dyslexics. The aim of this research was, therefore, to confirm whether the cognitive deficits, which appear among young dyslexics on reading and reading related tasks, are similar among adult dyslexics. Four groups of subjects were tested in this study: two groups of fourth graders, dyslexic and normal readers, and two groups of students, compensated dyslexics and normal readers. A comparison of the differences in research measures between the young dyslexics and their control group, and between the adult dyslexics and their control group, clearly indicates that the difference between regular readers and dyslexics is significantly smaller in the adult group on orthographic tasks, and this difference increases in adults on phonological tasks. The findings of this study reinforce the assumption that dyslexics have particular difficulty with the phonological-auditory channel. Another main finding is the slow speed of processing in verbal and non-verbal tasks. It can be assumed that these problems start at a young age and persist in compensated adult dyslexics.

Adult↗
PubMedDate not supplied

Reading the medical record. II. Design of a human-computer interface for basic reading of computerized medical records.

A user interface for reading the medical record was designed and implemented on a workstation with a 19-inch colour screen. The text is presented on imitations of paper-pages. The pages are organized in bundles which are dynamically connected to scrollable index lists. The turning of pages on the screen is the fundamental concept of the interface. A page can be turned by a mouse-click or by a circular mouse-movement. Elaborated feedback is given to the user in order to provide effortless orientation and navigation. The interface supports the basic ways of use identified in our analyses of reading habits. It also enables human perceptual and cognitive skills to be used. It seems very easy to learn and efficient in use.

Cues↗
PubMed2006

An influence over eye movements in reading exerted from beyond the level of the word: evidence from reading English and French.

We report the results of a series of multiple regression analyses conducted on the Dundee Corpus, a corpus of eye-movement data obtained from ten British and ten French young adults as they read newspaper articles (the equivalent of more than 52,000 words per language) presented on a screen, five lines at a time. Inspection parameters (inter-word saccade latency, saccade extent, skipping probability, first fixation and gaze duration and number of fixation) were all determined in part by properties defined beyond the level of individual words, e.g., the relative or mean length of adjacent words rather than individual word length. Properties defined at this level do not feature in any current model of eye-movement control in reading. Moreover, foveal inspection time was found to vary as a function of the properties of words in the parafovea (lexical frequency for English; initial trigram informativeness for French). We account for these results by proposing a process monitoring mechanism, in which a number of visual parameters simultaneously contribute to optimize visibility over a sequence of adjacent words.

Adult↗
PubMed1991

A longitudinal study of word-reading ability in Alzheimer's disease: evidence from the National Adult Reading Test.

The purpose of this longitudinal study was to examine word-reading ability of subjects with probable Alzheimer's disease (AD), using the National Adult Reading Test (NART). In addition to the NART, a battery of neuropsychological tests was administered to 18 AD and 20 elderly control subjects at yearly intervals over 3 years. Repeated measures analysis with grouping factors showed that the controls scored better than AD subjects on the NART at each test date and the AD subjects scored significantly worse over time. NART scores were significantly correlated with dementia severity in AD subjects at final testing only, suggesting that the NART is sensitive to dementia severity only at the later stages of the disease. Associations between the NART and other cognitive measures yielded few significant results. Finally, error responses to NART words were summarized by type and percentage for each group at each test session.

Aged↗
PubMed1989

Assessing memory deterioration with the Wechsler Memory Scale, the National Adult Reading Test, and the Schonell Graded Word Reading Test.

The National Adult Reading Test (NART), the Schonell Graded Word Reading Test (SGWRT), and the Wechsler Memory Scale, Form I (WMS) were administered to 65 healthy subjects aged 65 to 89 years. Regression equations were derived which allowed total raw score on the WMS to be predicted from the subject's age and from the number of errors on the NART alone or on the NART and SGWRT combined. The distribution of discrepancies between obtained and predicted WMS scores for each equation did not depart significantly from normality and the percentage of subjects at each discrepancy score is provided. The standard error of prediction for each equation is slightly less than that for predicting WAIS IQ from the NART. Sixteen patients with clinical diagnoses of senile dementia of the Alzheimer type obtained discrepancies as large or larger than the most discrepant 2% of normal subjects. These results suggest that this procedure may provide a brief but effective assessment of cognitive deterioration in the elderly and may be capable of assessing dementia earlier than the NART/WAIS combination.

Aged↗
PubMed1995

The reading and semantic link tests: a comparison between probable Alzheimer patients and reading-matched controls.

The performance in those diagnosed as probably suffering from Alzheimer's disease was compared with age-matched controls on a test of semantic and contextual processing relative to a test of silent reading. The former test, the Semantic Link Test, was hypothesized to deteriorate to a greater degree in those suffering from Alzheimer's disease. The controls were matched on reading performance as well as on age. Consequently, a deterioration in performance on the Semantic Link Test for Alzheimer's patients relative to controls was hypothesized. This hypothesis was confirmed, lending further support to the notion that Alzheimer's disease can specifically affect semantic processes.

Aged↗
PubMedDate not supplied

The development of spelling knowledge and its role in reading acquisition and reading disability.

In contrast to the hypothesis that dyslexics possess phonological deficits that are neurological in origin, I suggest that the source of the deficit is primarily experiential--that dyslexics exhibit phonological deficits because they have not learned to read and spell in a way that develops their spelling knowledge so that it penetrates and comes to symbolize their phonological knowledge. Evidence from normal reading and spelling development as well as from comparisons of dyslexic and nondyslexic readers is offered to support this thesis.

Awareness↗