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PubMed1986

[Delayed development of hemispheric dominance accompanied by a rare form of retarded language development].

A severe and unusual form of retarded speech development in an eight-year old boy is analyzed as "right-hemispheric speech" against the background of neuropsychological theories on the specialisation of the cerebral hemispheres and considered in connection with the development of hemispheric dominance. A plan for therapy and teacher counselling is derived from this analysis. The influence of this retarded speech development on the acquisition of reading and writing is also touched upon.

Attention↗
PubMedDate not supplied

The UCLA reading and writing program: an evaluation of the beginning stages.

Some individuals with developmental disabilities fail to acquire functional speech despite extensive teaching efforts. To help such individuals develop functional communication skills, a "reading and writing" program was developed. This study was designed to evaluate early parts of the program. Acquisition, transfer, and maintenance of "reading and writing" skills was examined and compared with the acquisition, transfer, and maintenance of sign language. Participants were four children with autism, who scored within the mentally retarded range on standardized tests of intellectual, adaptive, and language functioning, and three 3-year-old non-disabled children. A simultaneous-treatment design was employed to compare the rate of acquisition of "reading and writing" skills to the rate at which the participants acquired receptive and expressive signs. For the participants with autism, acquisition of "reading and writing" was more successful than receptive and expressive signing on all variables assessed. All non-disabled participants acquired all of the "reading and writing" and sign language skills, but participants with autism did not. However, "reading" was acquired slightly quicker by the participants with autism than the non-disabled participants, and the participants with autism also showed some evidence of better transfer and maintenance than the non-disabled participants did.

Autistic Disorder↗
PubMed1996

Neurological basis of skill learning.

Skill-learning, i.e., anterograde memory of 'procedures' has been separated from conventional declarative memory, or event- or data-related memory. This type of memory requires a concerted activity of various neural structures which are not assigned to the acquisition of declarative memory. We employed mirror reading task as a paradigm of skill acquisition memory and tried to elucidate possible neurological mechanisms involved in the procedural memory process. Ten normal control subjects, 10 early, non-treated Parkinson's, and 9 relatively early spinocerebellar degeneration patients participated in our study. The results showed a clear dissociation between declarative memory and mirror reading skill acquisition capacity. Thus, the Parkinson's patients as well as the spinocerebellar patients showed retardation in acquiring mirror reading skills, while both groups showed normal performance in auditory verbal learning tests and word recognition tests. The facts suggest a possible role of the nigro-striatal system and fronto-ponto-cerebellar system in forming these skill-related memory.

Aged↗
PubMed2006

The ABCs of computerized naming: equivalency, reliability, and predictive validity of a computerized rapid automatized naming (RAN) task.

Population-based studies indicate dual routes to disabled reading in adolescence and adulthood: slowed acquisition of single word reading and ADHD (particularly inattention) in early childhood. Impairments in rapid serial naming may be a factor common to both problems. The gold-standard measure of this ability, the Rapid Automatized Naming Task (RAN; [Denckla MB, Rudel R. Rapid automatized naming of pictured objects, colors, letters and numbers by normal children. Cortex 1974;10:186-202]), has traditionally been administered in a paper-pencil format. Recently however, researchers [Neuhaus GF, Carlson CD, Jeng WM, Post Y, Swank PR. The reliability and validity of rapid automatized scoring software ratings for the determination of pause and articulation component durations. Educ Psychol Meas 2001;61:490-504] have begun to use computerized versions of the RAN. Here a slightly modified computerized version of the RAN was created and the equivalency between the computerized RAN and the conventional version was investigated using a university student sample. Naming times on the conventional and computerized RAN were highly correlated, overall, and for each of the four RAN stimulus types (letters, digit, colors, objects). Conventional and computerized RAN times predicted reading rate and reading comprehension scores equally well and both showed very high test-retest reliability. With our university student sample, findings indicate equivalency between the two testing mediums in all areas examined.

Adult↗
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↗
PubMed1989

The acquisition of parafoveal word information in reading.

A somewhat counterintuitive finding has emerged from experiments that restrict the "window" of visual information available on a fixation during reading: fixation duration increases even though there is less information to process on a fixation. The two most likely explanations for this phenomenon are: (1) that the reader extracts abnormal information outside the window and this slows down processing; (2) that a restricted window does not allow a preview of a word before it is fixated, and hence identification of the word is slower when the word subsequently is fixated. In the present experiments, these two alternatives were tested. Conditions in which the size of the window alternated between fixations were compared with conditions in which the size of the window remained constant from fixation to fixation. This manipulation allowed us to separate effects due to restriction of the size of the window on the current fixation from preview benefits (which would be due to restriction of the size of the window on the prior fixation). Two experiments demonstrated clear beneficial effects on fixation duration due to receiving a preview of a word on the fixation prior to when it was fixated. In contrast, restriction of the size of the window had only marginal effects on the fixation on which that restriction occurred. In addition, a subsidiary analysis suggested that the benefit of previewing a word was influenced by its length; for short words, a preview primarily allowed the reader to skip the word more frequently, whereas for longer words, a preview primarily shortened the fixation time on the word when it was later fixated.

Adult↗
PubMed1997

Intron open reading frames as mobile elements and evolution of a group I intron.

Group I introns are proposed to have become mobile following the acquisition of open reading frames (ORFs) that encode highly specific DNA endonucleases. This proposal implies that intron ORFs could behave as autonomously mobile entities. This was supported by abundant circumstantial evidence but no experiment of ORF transfer from an ORF-containing intron to its ORF-less counterpart has been described. In this paper we present such experiments, which demonstrate the efficient mobility of the mitochondrial nad1-i4-orf1 between two Podospora strains. The homing of this mobile ORF was accompanied by a bidirectional co-conversion that did not systematically involve the whole intron sequence. Orf1 acquisition would be the most recent step in the evolution of the nad1-i4 intron, which has resulted in many strains of Podospora having an intron with two ORFs (biorfic) and four splicing pathways. We show that two of the splicing events that operate in this biorfic intron, as evidenced by PCR experiments, are generated by a 5'-alternative splice site, which is most probably a remnant of the monoorfic ancestral form of the intron. We propose a sequential evolution model that is consistent with the four organizations of the corresponding nad1 locus that we found among various species of the Pyrenomycete family; these organizations consist of no intron, an intron alone, a monoorfic intron, and a biorfic intron.

Alternative Splicing↗
PubMed2003

Predictors of reading skill development in children with early cochlear implantation.

OBJECTIVE: The present study sought to document the word reading and comprehension levels attained by children who were implanted by 5 yr of age. It was hypothesized that the improved speech perception abilities acquired with cochlear implantation would promote phonological coding skills and facilitate the acquisition of beginning reading skills. DESIGN: Three subtests from diagnostic reading assessment batteries standardized on hearing children were administered to 181 children between 8 yr 0 mo and 9 yr 11 mo of age who had 4 to 6 yr of implant experience. In addition, a battery of processing measures was administered including a lexical decision task, a rhyme task and the digit span subtest of the Wechsler Intelligence Scale for Children. RESULTS: Over half of the children scored within the average range for their age compared with the normative data for hearing children. Reading competence was associated with higher nonverbal intelligence, higher family socio-economic status, female gender and later onset of deafness (between birth and 36 mo). After variance due to these child and family characteristics was removed, reading competence was associated with mainstream educational placement, use of an updated implant speech processor with a wide dynamic range, and speech processing characteristics that included longer memory span and use of phonological coding strategies. Reading outcome was most highly predicted by linguistic competence and, secondarily, by speech production skill. CONCLUSION: Children who experience severe to profound deafness early in their development have a better prognosis for normal literacy development than ever before. To the extent that use of a cochlear implant is associated with greater use of phonological coding strategies for decoding print, longer working memory spans for short-term storage of phonemes, words and sentences and accelerated language development for reading comprehension, it should have a facilitative effect on the acquisition of literacy.

Canada↗
PubMed1997

A group storybook-reading intervention with children at a residential school for the deaf.

Deaf children's patterns of emergent literacy can parallel those of hearing children, but their acquisition of conventional reading skills in elementary school is often delayed. Group storybook reading in the residences of a state-sponsored school for the Deaf was investigated as a means of fostering literacy development outside the classroom. Eighteen children, ages 4-11 years, participated. The nine children in the experimental group cottages participated in group storybook reading twice each week for 5 months. Both the experimental and the control-group cottages were provided with a variety of books that were rotated biweekly. Children were highly engaged during the storybook-reading sessions, particularly when the readers used an interactive/expressive reading style. Children in the experimental group performed more independently on an emergent reading task, and their counselors judged them to be more interested in books than children in the control group.

Child↗
PubMed1992

Are specific reading and writing difficulties causally connected with developmental spatial inability? Evidence from two cases of developmental agnosia and apraxia.

Two cases studies of subjects suffering from severe developmental constructional apraxia are presented. These two subjects demonstrated normal to high ability in reading, writing and arithmetical tests. The analysis of cognitive tests performed by them indicates that extreme developmental, perceptual, spatial and motor deficits may be dissociated from the acquisition of efficient reading ability.

Achievement↗
PubMed1997

Regulation of intracellular pH in salamander retinal rods.

1. We measured intracellular pH (pHi) in rods isolated from the retina of the axolotl salamander, Ambystoma mexicanum, using the fluorescent indicator 2',7'-bis(carboxyethyl)-5(and -6)-carboxyfluorescein (BCECF). 2. The light exposures associated with data acquisition had no marked effect on pHi. There was no sharp change between the value obtained from the first exposure of dark-adapted rods and subsequent readings. Increasing the acquisition frequency from 1 to 10 min-1 either had no effect, or brought about a slow acidification, which was stopped or reversed when the low frequency was restored. 3. In nominally HCO3(-)-free solution at pH 7.5, the rods had a steady-state pHi of 7.09 +/- 0.02 (n = 46) and a buffering power (beta i) of 24 +/- 1 mM (pH unit)-1 (n = 48). The buffering power was virtually constant in the pH range 6.6-8.0. In the same range, pHi dependent linearly on perfusion pH (pHo) with regression coefficients of 0.4-0.5. 4. There were no significant differences between the inner and outer segment of intact rods as regards steady-state pHi or responses to experimental treatments. 5. Recovery from an intracellular acid load imposed by sodium propionate or an NH4Cl prepulse in nominally bicarbonate-free perfusate was completely blocked by decreasing the extracellular Na+ concentration to 7 mM, and slowed by 86% by applying 1 mM amiloride. 6. Introduction of 2% CO2-13 mM HCO3- caused an alkalinization that was often preceded by a transient acidification. Steady-state pHi was on average 0.1 pH units higher than in nominally bicarbonate-free solution. The mean acid extrusion rate, calculated on the assumption that CO2-HCO3- behaves as an open system, was 19% higher (31 +/- 2 mM h-1) than in a solution buffered only by Hepes (26 +/- 2 mM h-1). 7. In the presence of CO2-HCO3-, 100 microM 4,4'-diisothiocyanatostilbene-2,2'-disulphonic acid (DIDS) decreased the acid extrusion rate by 20% on average. Lowering the extracellular Cl-concentration to 7 mM raised pHi, but did not significantly affect the acid extrusion rate. 8. We conclude that retinal rods regulate pHi by both Na(+)-H+ exchange and mechanism(s) involving HCO3(-)-Cl- exchange. In the present conditions, the Na(+)-H+ exchanger appears as the dominant mechanism for acid extrusion.

4,4'-Diisothiocyanostilbene-2,2'-Disulfonic Acid↗
PubMed1999

Conceptual and perceptual contributions to the acquisition and retention of text-specific reading skill in Alzheimer's disease.

In the first experiment, patients with Alzheimer's disease (AD) and normal control (NC) participants read each of two passages three times and then again after either a 1-min or 10-min delay interval. Reading time decreased with practice for both groups, and this facilitation was text-specific. Although both groups retained the facilitation in reading speed after 1 min, it was reduced only in the AD group after 10 min. In the second experiment, the same task was repeated with new passages that encouraged the use of either conceptual or perceptual processing during reading. Patients with AD acquired the facilitation in reading speed normally in both conditions, but were impaired in retaining it over a 10-min delay interval only in the conceptually-weighted condition

Aged↗
PubMed2000

When does a deep dyslexic make a semantic error? The roles of age-of-acquisition, concreteness, and frequency.

Semantic reading errors are the central and defining feature of deep dyslexia. This study compared the words the deep dyslexic patient LW read correctly with those she omitted and those to which she produced semantic errors in terms of their concreteness, age-of-acquisition, frequency, and length. Semantic errors were made to less concrete, later-acquired, and shorter words than were read correctly; there was no reliable effect of word frequency. More importantly, the actual semantic errors produced were later-acquired than the stimulus words, but they were not more concrete or reliably more frequent. These results implicate age-of-acquisition in the process that produces semantic errors. It is proposed that concreteness determines the specificity of the semantic system to activate a set of candidate responses and that age-of-acquisition biases the ease with which certain words can be selected from this set to be produced as reading responses.

Age Factors↗
PubMed2002

Adaptive changes in early and late blind: a FMRI study of verb generation to heard nouns.

Literacy for blind people requires learning Braille. Along with others, we have shown that reading Braille activates visual cortex. This includes striate cortex (V1), i.e., banks of calcarine sulcus, and several higher visual areas in lingual, fusiform, cuneus, lateral occipital, inferior temporal, and middle temporal gyri. The spatial extent and magnitude of magnetic resonance (MR) signals in visual cortex is greatest for those who became blind early in life. Individuals who lost sight as adults, and subsequently learned Braille, still exhibited activity in some of the same visual cortex regions, especially V1. These findings suggest these visual cortex regions become adapted to processing tactile information and that this cross-modal neural change might support Braille literacy. Here we tested the alternative hypothesis that these regions directly respond to linguistic aspects of a task. Accordingly, language task performance by blind persons should activate the same visual cortex regions regardless of input modality. Specifically, visual cortex activity in blind people ought to arise during a language task involving heard words. Eight early blind, six late blind, and eight sighted subjects were studied using functional magnetic resonance imaging (fMRI) during covert generation of verbs to heard nouns. The control task was passive listening to indecipherable sounds (reverse words) matched to the nouns in sound intensity, duration, and spectral content. Functional responses were analyzed at the level of individual subjects using methods based on the general linear model and at the group level, using voxel based ANOVA and t-test analyses. Blind and sighted subjects showed comparable activation of language areas in left inferior frontal, dorsolateral prefrontal, and left posterior superior temporal gyri. The main distinction was bilateral, left dominant activation of the same visual cortex regions previously noted with Braille reading in all blind subjects. The spatial extent and magnitude of responses was greatest on the left in early blind individuals. Responses in the late blind group mostly were confined to V1 and nearby portions of the lingual and fusiform gyri. These results confirm the presence of adaptations in visual cortex of blind people but argue against the notion that this activity during Braille reading represents somatosensory (haptic) processing. Rather, we suggest that these responses can be most parsimoniously explained in terms of linguistic operations. It remains possible that these responses represent adaptations which initially are for processing either sound or touch, but which are later generalized to the other modality during acquisition of Braille reading skills.

Adaptation, Physiological↗
PubMed2003

The development of reading in children who speak English as a second language.

Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All children received phonological awareness instruction in kindergarten and phonics instruction in Grade 1. By the end of Grade 2, the ESL speakers' reading skills were comparable to those of L1 speakers, and ESL speakers even outperformed L1 speakers on several measures. The findings demonstrate that a model of early identification and intervention for children at risk is beneficial for ESL speakers and also suggest that the effects of bilingualism on the acquisition of early reading skills are not negative and may be positive.

Awareness↗
PubMedDate not supplied

The magnocellular theory of developmental dyslexia.

Low literacy is termed 'developmental dyslexia' when reading is significantly behind that expected from the intelligence quotient (IQ) in the presence of other symptoms--incoordination, left-right confusions, poor sequencing--that characterize it as a neurological syndrome. 5-10% of children, particularly boys, are found to be dyslexic. Reading requires the acquisition of good orthographic skills for recognising the visual form of words which allows one to access their meaning directly. It also requires the development of good phonological skills for sounding out unfamiliar words using knowledge of letter sound conversion rules. In the dyslexic brain, temporoparietal language areas on the two sides are symmetrical without the normal left-sided advantage. Also brain 'warts' (ectopias) are found, particularly clustered round the left temporoparietal language areas. The visual magnocellular system is responsible for timing visual events when reading. It therefore signals any visual motion that occurs if unintended movements lead to images moving off the fovea ('retinal slip'). These signals are then used to bring the eyes back on target. Thus, sensitivity to visual motion seems to help determine how well orthographic skill can develop in both good and bad readers. In dyslexics, the development of the visual magnocellular system is impaired: development of the magnocellular layers of the dyslexic lateral geniculate nucleus (LGN) is abnormal; their motion sensitivity is reduced; many dyslexics show unsteady binocular fixation; hence poor visual localization, particularly on the left side (left neglect). Dyslexics' binocular instability and visual perceptual instability, therefore, can cause the letters they are trying to read to appear to move around and cross over each other. Hence, blanking one eye (monocular occlusion) can improve reading. Thus, good magnocellular function is essential for high motion sensitivity and stable binocular fixation, hence proper development of orthographic skills. Many dyslexics also have auditory/phonological problems. Distinguishing letter sounds depends on picking up the changes in sound frequency and amplitude that characterize them. Thus, high frequency (FM) and amplitude modulation (AM) sensitivity helps the development of good phonological skill, and low sensitivity impedes the acquisition of these skills. Thus dyslexics' sensitivity to FM and AM is significantly lower than that of good readers and this explains their problems with phonology. The cerebellum is the head ganglion of magnocellular systems; it contributes to binocular fixation and to inner speech for sounding out words, and it is clearly defective in dyslexics. Thus, there is evidence that most reading problems have a fundamental sensorimotor cause. But why do magnocellular systems fail to develop properly? There is a clear genetic basis for impaired development of magnocells throughout the brain. The best understood linkage is to the region of the Major Histocompatibility Complex (MHC) Class 1 on the short arm of chromosome 6 which helps to control the production of antibodies. The development of magnocells may be impaired by autoantibodies affecting the developing brain. Magnocells also need high amounts of polyunsaturated fatty acids to preserve the membrane flexibility that permits the rapid conformational changes of channel proteins which underlie their transient sensitivity. But the genes that underlie magnocellular weakness would not be so common unless there were compensating advantages to dyslexia. In developmental dyslexics there may be heightened development of parvocellular systems that underlie their holistic, artistic, 'seeing the whole picture' and entrepreneurial talents.

Brain↗