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PubMed2004

Sex differences in developmental reading disability: new findings from 4 epidemiological studies.

CONTEXT: An influential article published in 1990 claimed that the increased rate of reading disability in boys was a consequence of referral bias. OBJECTIVES: To summarize the history of research on sex differences in reading disability and to provide new evidence from 4 independent epidemiological studies about the nature, extent, and significance of sex differences in reading disability. DESIGN, SETTING, AND PARTICIPANTS: The Dunedin Multidisciplinary Health and Development Study comprised 989 individuals (52.1% male) in a cohort born between April 1972 and March 1973 in Dunedin, New Zealand, and followed up from age 3 years; reading performance and IQ were assessed at ages 7, 9, and 11 years using the Burt Word Reading Test and the Wechsler Intelligence Scale for Children-Revised (WISC-R), respectively. The Christchurch Health and Development Study comprised 895 individuals (50% male) in a prospectively studied cohort born in the Christchurch, New Zealand, region during a 4-month period in 1977; reading performance and IQ were assessed at ages 8 to 10 years using the Burt Word Reading Test and the WISC-R. The Office for National Statistics (ONS) Study comprised a UK nationally representative sample of 5752 children (50.1% male) aged 9 to 15 years in 1999; reading was assessed on the British Ability Scales II and IQ on the British Picture Vocabulary Scales II. The Environmental Risk Longitudinal Twin Study (E-Risk) comprised 2163 twin children from England and Wales (49.1% male) identified at birth in 1994 and 1995 and included administration of the Test of Word Reading Efficiency at age 7 years and the Wechsler Preschool and Primary Scale of Intelligence-Revised as a test of IQ at age 5 years. MAIN OUTCOME MEASURE: Reading performance by sex in the lowest 15% of the distribution for all 4 studies, with and without taking IQ into account. RESULTS: In all 4 studies, the rates of reading disability were significantly higher in boys. For non-IQ-referenced reading disability: Dunedin study, 21.6% in boys vs 7.9% in girls (odds ratio [OR], 3.19; 95% confidence interval [CI], 2.15-4.17); Christchurch study, 20.6% in boys vs 9.8% in girls (OR, 2.38; 95% CI, 1.62-3.50); ONS study, 17.6% in boys vs 13.0% in girls (OR, 1.43; 95% CI, 1.23-1.65); and E-Risk, 18.0% in boys vs 13.0% in girls (OR, 1.39; 95% CI, 1.04-1.86). The rates for IQ-referenced reading disabilities were similar. CONCLUSION: Reading disabilities are clearly more frequent in boys than in girls.

Aptitude Tests↗
PubMed2006

Comparison of independent double readings and computer-aided diagnosis (CAD) for the diagnosis of breast calcifications.

RATIONALE AND OBJECTIVES: The aim of the study is to compare independent double readings by radiologists and computer-aided diagnosis (CAD) in diagnostic interpretation of mammographic calcifications. MATERIALS AND METHODS: Ten radiologists independently interpreted 104 mammograms containing clustered microcalcifications. Forty-six of these were malignant and 58 were benign at biopsy. Radiologists read the images with and without a computer aid by using a counterbalanced study design. Sensitivity and specificity were calculated from observer biopsy recommendations, and receiver operating characteristic (ROC) curves were computed from their diagnostic confidence ratings. Unaided double-reading sensitivity and specificity values were derived post hoc by using three different objective rules and an additional rule of simulated-optimal double reading that assumed that consultations for resolving two radiologists' different independent diagnoses always produce the correct clinical recommendation. ROC curves of unaided double readings were obtained according to the literature. RESULTS: Single reading without computer aid yielded 74% sensitivity and 32% specificity, whereas CAD reading yielded 87% sensitivity and 42% specificity and appeared on a higher ROC curve (P < .0001). Three methods of formulating independent double readings generated sensitivities between 59% and 89%, specificities between 50% and 13%, and operating points that moved essentially along the average unaided single-reading ROC curve. ROC curves of unaided independent double readings showed small, statistically insignificant improvement over those of unaided single readings. Results of the simulated-optimal double reading were similar to CAD: 89% sensitivity and 50% specificity. CONCLUSION: Independent double readings of mammographic calcifications may not improve diagnostic performance. CAD reading improves diagnostic performance to an extent approaching the maximum possible performance.

Breast Diseases↗
PubMed2004

Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention.

BACKGROUND: A range of neurobiological investigations shows a failure of left hemisphere posterior brain systems to function properly during reading in children and adults with reading disabilities. Such evidence of a disruption in the normal reading pathways provides a neurobiological target for reading interventions. In this study, we hypothesized that the provision of an evidence-based, phonologically mediated reading intervention would improve reading fluency and the development of the fast-paced occipitotemporal systems serving skilled reading. METHODS: Functional magnetic resonance imaging was used to study the effects of a phonologically based reading intervention on brain organization and reading fluency in 77 children aged 6.1-9.4 years (49 with reading disability and 28 control subjects). Children comprised three experimental groups: experimental intervention (n = 37), community intervention (n = 12), and community control subjects (n = 28). RESULTS: Immediately after the year-long intervention, children taught with the experimental intervention had made significant gains in reading fluency and demonstrated increased activation in left hemisphere regions, including the inferior frontal gyrus and the middle temporal gyrus; 1 year after the experimental intervention had ended these children were activating bilateral inferior frontal gyri and left superior temporal and occipitotemporal regions. CONCLUSIONS: These data indicate that the nature of the remedial educational intervention is critical to successful outcomes in children with reading disabilities and that the use of an evidence-based phonologic reading intervention facilitates the development of those fast-paced neural systems that underlie skilled reading.

Child↗
PubMed2003

Comparison of standard and double reading and computer-aided detection (CAD) of interval cancers at prior negative screening mammograms: blind review.

The study evaluates the role of computer-aided detection (CAD) in improving the detection of interval cancers as compared to conventional single (CONV) or double reading (DOUBLE). With this purpose, a set of 89 negative cases was seeded with 31 mammograms reported as negative and developing interval cancer in the following 2-year interval (false negative (FN)=11, minimal signs (MS)=20). A total of radiologists read the set with CONV and then with CAD. Overall, there were 589 cancer and 1691 noncancer readings with both CONV and CAD. Double reading was simulated by combining conventional readings in all 171 possible combinations of 19 radiologists, resulting in a total of 5301 cancer and 15 219 noncancer readings. Conventional single, DOUBLE and CAD readings were compared in terms of sensitivity and recall rate. Considering all 19 readings, cancer was identified in 190 or 248 of 589 readings (32.2 vs 42.1%, chi(2)=11.80, df=1, P<0.01) and recalls were 287 or 405 of 1691 readings (16.9 vs 23.9%, chi(2)=24.87, df=1, P<0.01) at CONV or CAD, respectively. When considering FN and MS cases separately, sensitivity at CONV or CAD was 50.2 or 62.6% (chi(2)=6.98, df=1, P=0.01) for FN and 22.3 or 30.7% (chi(2)=6.47, df=1, P=0.01) for MS cases, respectively. Computer-aided detection (average of 19 readings) was slightly and not significantly less sensitive (sensitivity: 42.1 vs 46.1%, chi(2)=3.24, df=1, P=0.07) but more specific (recall rate 23.9 vs 26.1%, chi(2)=3.8, df=1, P=0.04) as compared to DOUBLE (average of 171 readings). Average sensitivity for FN cases only was 62.6% for CAD and 64.8% for DOUBLE (chi(2)=0.32, df=1, P=0.58). Corresponding values for MS cases were 30.7% for CAD and 35.7% for DOUBLE (chi(2)=3.53, df=1, P=0.06). Compared to CONV, CAD allowed for improved sensitivity, though with reduced specificity, both effects being statistically significant. Computer-aided detection was almost as sensitive as DOUBLE but significantly more specific. Computer-aided detection might be used in the current practice to improve sensitivity of conventional single reading. Based on estimates of screening sensitivity and FN/MS interval cancer expected frequency, the absolute increase of screening sensitivity expected by introducing CAD-assisted reading may be estimated around 0.9%. The use of CAD as a possible surrogate to conventional DOUBLE needs to be confirmed by further studies, which should include a cost-effective analysis.

Breast Neoplasms↗
PubMed2026

Comparative metagenomic assessment of Illumina-compatible library preparation methods, short-read lengths, and PacBio HiFi sequencing reveals differences in microbial and functional diversity recovery from a complex environmental sample.

UNLABELLED: Metagenomics enables comprehensive exploration of microbial communities but is influenced by library preparation and sequencing technologies, affecting recovery of microbial genomes and proteins. Here, we benchmarked six Illumina-compatible short-read library preparation conditions in triplicate at 2 &#xd7; 150 bp and 2 &#xd7; 250 bp read lengths alongside PacBio HiFi long-read sequencing using a composite environmental sample of marine mangrove sediment and terrestrial palm tree soil. Longer short reads (2 &#xd7; 250 bp) combined with optimal library preparation approaches improved assembly quality, protein detection, and metagenome-assembled genome (MAG) recovery, achieving results approaching those of long-read sequencing. TruSeq libraries at 2 &#xd7; 250 bp recovered more than sevenfold more unique proteins than the same kit at 2 &#xd7; 150 bp (811,701 vs 110,108) using the same number of sequencing reads, while recovering a comparable number of high-quality MAGs to PacBio HiFi long-read sequencing (11 vs 18) and surpassing it in protein discovery by almost 10-fold (811,701 vs 87,745) at less than half of the sequencing cost. Furthermore, biosynthetic gene cluster analysis identified 46 biosynthetic gene clusters in TruSeq-250PE assemblies compared to 38 in PacBio HiFi, with several showing no close match in the MIBiG database. Although long reads yield more contiguity and complete genomes, longer short reads offer a cost-effective, scalable alternative for uncovering microbial and functional diversity. These findings provide critical guidance for metagenomic experimental design, demonstrating that strategic selection of library preparation chemistry and sequencing parameters can reveal more unknown microbial information in complex biomes without requiring additional sequencing depth. IMPORTANCE: Metagenomic outcomes are strongly influenced by library preparation and sequencing strategies, yet their combined effects in complex environmental samples remain poorly defined. Here, we provide the first direct comparison of Illumina NovaSeq short-read metagenomic sequencing at 2 &#xd7; 150 bp and 2 &#xd7; 250 bp across multiple library preparation kits, alongside PacBio HiFi long-read sequencing. We show that sequencing read length and library preparation critically shape assembly quality, protein recovery, and metagenome-assembled genome (MAG) reconstruction. These findings demonstrate that short-read sequencing at 2 &#xd7; 250 bp, with appropriate library preparation, can match long-read technologies in MAG recovery while substantially surpassing them in protein discovery. With less than half of the sequencing price and a 3.5-fold reduction in cost per gigabase of usable data, this method facilitates more accessible large-scale metagenomic analysis within complex environmental systems.

Metagenomics↗
PubMed2000

Radiographic assessment of hip osteoarthritis progression: impact of reading procedures for longitudinal studies.

OBJECTIVE: To compare radiographic reading procedures and evaluate their impact on sample size in hip osteoarthritis (OA) longitudinal studies. METHODS: Pelvic radiographs performed twice, three years apart, in 104 patients with hip OA were read by a single reader using the Kellgren and Lawrence system, joint space narrowing scale, and joint space width (JSW). Reading procedures were (a) films read as single radiographs, (b) films grouped by patient but read in random order, (c) films grouped by patient and chronologically ordered, all with landmarks for JSW measurements, (d) films read as single radiographs, without landmarks for JSW measurements. JSW was measured at the narrowest point with a 0.1 mm graduated magnifying glass. RESULTS: More Kellgren and Lawrence or joint space narrowing grades were modified respectively with the single (42% and 37%) than with the paired (32% and 23%) or chronologically ordered (34% and 29%) reading procedures. Variability of JSW progression was principally related to mean progression (88.3%) and landmarks (almost 10%). Standardised response means were -0.71 with the paired reading procedure with landmarks, -0.68 with the single reading procedure with landmarks, -0.65 with the single reading procedure without landmarks. With landmarks, 10% more patients would be needed using single than paired reading. Using single reading, 10% more patients would be needed without landmarks than with landmarks. CONCLUSION: Kellgren and Lawrence grading seems to be influenced by the reading procedure, as is joint space narrowing grading, for assessing hip OA. Paired reading procedure with landmarks for JSW should be recommended in longitudinal studies.

Disease Progression↗
PubMed1985

The impact of reading on physicians' nonadherence to recommended standards of medical care.

In order to increase physicians' adherence to recommended standards of medical care and to examine factors presumed to contribute to such changes, we conducted a randomized, controlled trial using reading materials targeted to specific practice recommendations. Seventy-nine internal medicine residents completed baseline questionnaires stating their intentions to follow 13 common preventive care actions. They were randomly assigned to receive one of two different sets of readings covering these care actions. Thus, each physician was in the experimental group for one set of readings (A or B) while serving as a control for the other set. The impact of the reading was determined by: the physicians' knowledge of the recommended care actions detailed in the combined readings, their post-reading intentions, and clinical behavior when faced with patients having indications for the recommended actions. The 73 residents (92%) who read the material judged 39% of the information to be new and 72% useful. Residents had significantly better performance on the knowledge questions based on their own readings than did their control group peers for both sets of readings. For the Group A physicians, reading significantly (P less than 0.05) increased intentions to follow one of the seven clinical actions while Group B residents increased their intentions in three out of six. Step-wise multiple regression analyses were used to predict physicians' post-reading adherence to the recommended actions. For the Group A actions, pre-reading actions accounted for most of the variance in their post-reading actions.(ABSTRACT TRUNCATED AT 250 WORDS)

Clinical Competence↗
PubMed2005

Discriminative power of reading tests to differentiate visual impairment caused by cataract and age-related macular degeneration.

PURPOSE: To determine whether preoperative reading tests can be used for differentiating visual impairments with regard to the diagnosis of cataract and age-related macular degeneration (ARMD). SETTING: Department of Ophthalmology, Medical University of Vienna, Vienna, Austria. METHODS: Reading performance of patients with nuclear cataract, posterior subcapsular cataract, and ARMD were evaluated with respect to reading acuity, maximum reading speed, and critical print size; normal-sighted participants were tested as controls. A multivariate discriminant analysis of the 4 groups (100 eyes of 100 participants) was performed to evaluate how many patients could be correctly diagnosed by significant differences in the tested reading parameters. Subsequently, the nuclear cataract and posterior subcapsular cataract patients were compared with cataract patients with coexisting ARMD. RESULTS: Distance visual acuity was comparable in the nuclear cataract, posterior subcapsular cataract, and ARMD groups (P>.05). Reading acuity was significantly reduced in posterior subcapsular cataract and ARMD patients compared with nuclear cataract patients and controls (P<.0001). No significant difference in maximum reading speed was found between the nuclear cataract patients and the controls (P = .07), whereas the maximum reading speed of the posterior subcapsular cataract and ARMD patients was significantly reduced (P<.0001). In the discriminant analysis, it was possible to assign the correct diagnosis to 72% of the nuclear cataract patients, 76% of the posterior subcapsular cataract patients, 72% of the ARMD patients, and 92% of the controls. Comparing the reading performance of nuclear cataract and posterior subcapsular cataract patients and cataract patients with coexisting ARMD showed that reading performance was significantly impaired in the comorbid patients (nuclear cataract and ARMD, P<.001; posterior subcapsular cataract and ARMD, P<.05). CONCLUSION: The high discriminant accuracy shows that this standardized reading test system is a valuable diagnostic tool for evaluating functional visual impairments when distance visual acuity alone cannot elucidate the origin of functional impairment. Considering the significant discrepancies in reading performance among patients with nuclear cataract, posterior subcapsular cataract, and ARMD, reading tests may relevantly improve the clinical evaluation of patients with visual loss, even of patients with ocular comorbidity.

Aged↗
PubMed2003

Simulation of artificial vision: I. Eccentric reading of isolated words, and perceptual learning.

Simulations of artificial vision were performed to assess "minimum requirements for useful artificial vision". Retinal prostheses will be implanted at a fixed (and probably eccentric) location of the retina. To mimic this condition on normal observers, we projected stimuli of various sizes and content on a defined stabilised area of the visual field. In experiment 1, we asked subjects to read isolated 4-letter words presented at various degrees of pixelisation and at various eccentricities. Reading performance dropped abruptly when the number of pixels was reduced below a certain threshold. For central reading, a viewing area containing about 300 pixels was necessary for close to perfect reading (>90% correctly read words). At eccentricities beyond 10 degrees, close to perfect reading was never achieved even if more than 300 pixels were used. A control experiment using isolated letter recognition in the same conditions suggested that lower reading performance at high eccentricity was in part due to the "crowding effect". In experiment 2, we investigated whether the task of eccentric reading under such specific conditions could be improved by training. Two subjects, naive to this task, were trained to read pixelised 4-letter words presented at 15 degrees eccentricity. Reading performance of both subjects increased impressively throughout the experiment. Low initial reading scores (range 6%-23% correct) improved impressively (range 64%-85% correct) after about one month of training (about 1 h/day). Control tests demonstrated that the learning process consisted essentially in an adaptation to use an eccentric area of the retina for reading. These results indicate that functional retinal implants consisting of more than 300 stimulation contacts will be needed. They might successfully restore some reading abilities in blind patients, even if they have to be placed outside the foveal area. Reaching optimal performance may, however, require a significant adaptation process.

Adult↗
PubMed2006

Reduced speaking rate as an early predictor of reading disability.

PURPOSE: This study evaluated whether developmental reading disability could be predicted in children at the age of 30 months, according to 3 measures of speech production: speaking rate, articulation rate, and the proportion of speaking time allocated to pausing. METHOD: Speech samples of 18 children at high risk and 10 children at low risk for reading disability were recorded at 30 months of age. High risk was determined by history of reading disability in at least 1 of the child's parents. In grade school, a reading evaluation identified 9 children within the high-risk group as having reading disability and 9 children as not having reading disability. The 10 children at low risk for reading disability tested negative for reading disability. RESULTS: Children with reading disability showed a significantly slower speaking rate than children at high risk without reading disability. Children with reading disability allocated significantly more time to pausing, as compared with the other groups. Articulation rate did not differ significantly across groups. CONCLUSIONS: Speaking rate and the proportion of pausing time to speaking time may provide an early indication of reading outcome in children at high risk for reading disability.

Analysis of Variance↗
PubMed2002

Reading habits of practicing physiatrists.

OBJECTIVE: Over the past 30 yr, the number of ACGME accredited specialties has quadrupled, and the number of journals cataloged on MEDLINE has doubled. Given this increase of information, this study sought to determine the amount and extent that pertinent journals are read by specialists in the field of physical medicine and rehabilitation. DESIGN: From a randomly selected list of board-eligible physiatrists and diplomates of the American Board of Physical Medicine and Rehabilitation, 1204 resident physicians, fellows, and attending physicians were sent questionnaires concerning their reading habits. The questionnaire contained a list of 36 journals adapted from a list of journals previously published as being pertinent to physical medicine and rehabilitation. Physicians were asked to specify which journals they read over the past year and how extensively these were read. Respondents were also asked to note whether they participated in an academic or private practice and if they read as much as they would like. RESULTS: The results revealed that very few journals were always read thoroughly, with the modal response among the more popular journals being that of "always scanned the table of contents and read the most important articles." Academic physiatrists were noted to read more than their private practice counterparts. Of the subspecialists who replied, 67% read a journal pertinent to their subspecialty. Eighty-three percent of all respondents reported that they did not read as much as they would like. CONCLUSION: Physiatrists are rarely able to completely read the most relevant journals in their field. When reading journals, most physiatrists only scan the table of contents and read the most important abstracts.

Attitude of Health Personnel↗
PubMed2004

Preferred retinal locus and reading rate with four dynamic text presentation formats.

BACKGROUND: Electronic display devices hold the potential to improve access to written material by people with low vision. For those with central field loss, the optimal form of electronic text presentation may vary according to the location of the preferred retinal locus, but this has never been investigated. In this study, we examined the relationship between preferred retinal locus location and reading rate for four electronic display formats (rapid serial visual presentation, horizontal scroll, vertical scroll, and page). METHODS: Short sentences were presented in each format to 35 low-vision (most with central field loss) and 14 age-matched control subjects. Subjects read aloud to determine maximum oral reading rate and read silently to determine preferred silent reading rate. RESULTS: With the exception of page format, maximum oral reading rates were faster than silent preferred reading rates for both groups of subjects. For the low-vision group, there was no significant difference in maximum oral reading rates between the four display formats; and when reading at a preferred silent rate, page format was faster than the other three formats. Though page format was read more quickly, half of the low-vision subjects preferred the horizontal-scroll format. Contrary to our predictions, there was no significant effect of preferred retinal locus location (vertical vs. lateral) on reading rate and no significant interaction between preferred retinal locus location and display format. CONCLUSIONS: The differences between maximum oral and preferred silent reading rates and the lack of a relationship between reading rates and preferred display format reinforce the importance of patient preference in the evaluation and selection of a device or display format during rehabilitation.

Adult↗
PubMed2001

How psychological science informs the teaching of reading.

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Cerebral Cortex↗
PubMed2002

Reading, language and memory skills: a comparative longitudinal study of children with Down syndrome and their mainstream peers.

BACKGROUND: Many of today's young adults with Down syndrome never had the opportunity to learn to read. However, an increasing number of children with Down syndrome are currently attending mainstream schools and being taught to read. As a consequence, it is now possible to systematically study reading development in children with Down syndrome. AIMS: The aim of this study was to chart the development of reading, language, and memory skills in children with Down syndrome and to investigate the relationships between these abilities. SAMPLE: Twenty-four children with Down syndrome aged between 4 and 12 were followed over two years and compared to 31 children matched for reading age, and 42 children of average reading ability, selected from the same mainstream classes as the children with Down syndrome. METHOD: Standardised assessments were administered annually to obtain measures of reading, spelling, language, memory, and general intelligence. RESULTS: The children with Down syndrome had relatively advanced single word reading ability compared to their other cognitive skills. The reading progress of the children with Down syndrome did not differ significantly from that of the reading matched group even after two years. Different cognitive abilities were highly correlated with one another in all groups. However, after controlling for age, many of the partial correlations between reading and the other measures were reduced to non-significant levels. CONCLUSIONS: Most children with Down syndrome are capable of learning to read single words. However, there was no evidence over this two-year period to support the hypothesis that learning to read will help to enhance language and memory development in children with Down syndrome.

Analysis of Variance↗
PubMedDate not supplied

Effectiveness of a primary care intervention to support reading aloud: a multicenter evaluation.

OBJECTIVE: Failure to read at grade level predicts life-long economic and social disability. Early exposure to reading aloud may prevent reading problems. This study seeks to determine whether institution of Reach Out and Read (ROR) programs is associated with increased reading aloud in a national sample. DESIGN: Before-after intervention study: separate convenience samples were studied before and after institution of ROR programs at multiple sites. PARTICIPANTS AND SETTING: A convenience sample of parents of children age 6-72 months seeking routine health care at 19 clinical sites in 10 states. INTERVENTIONS: The ROR model incorporates anticipatory guidance about reading aloud and distribution of free picture books at health supervision visits from 6 months through 5 years as well as reading aloud in the waiting room. MAIN OUTCOME MEASURES: Parents were interviewed about their attitudes and practices related to reading aloud, using questions drawn from validated instruments. RESULTS: The sample included 1647 subjects (730 intervention, 917 comparison). After controlling for multiple potential confounding factors, significant associations were found between exposure to ROR and reading aloud as a favorite parenting activity (Adjusted Odds Ratio [AOR] 1.6, P < .001); reading aloud at bedtime (Adjusted Odds Ratio [AOR*rsqb; 1.5, P < .001); reading aloud 3 or more days per week (AOR 1.8, P < .001); and ownership of > or = 10 picture books (AOR 1.6, P < .001). CONCLUSIONS: In a national sample, implementation of ROR programs was associated with increased parental support for reading aloud. This study provides evidence of the effectiveness of a primary care intervention strategy to promote reading aloud to young children.

Child↗
PubMedDate not supplied

Comparison of low-vision reading with spectacle-mounted magnifiers.

Reading is the most common goal among persons with age-related macular degeneration and other retinal diseases that lead to macular loss, as well as the functional task most affected by the resulting central scotomas. This project determined whether reading ability is different when persons with macular loss read with a new hybrid-diffractive spectacle magnifier versus a refractive-aspheric spectacle magnifier and an aplanatic spectacle magnifier. After subjects completed a low-vision examination, we assigned them to groups that compared different types of spectacle magnifiers and assessed their reading acuity, speed, critical print size (print size large enough to provide a subject's best fluent reading), accuracy, and comprehension. Subjects completed visual analog scales to indicate their perceptions of satisfaction with reading, comfort with reading, and cosmesis (comfort with allowing others to see them read) and were asked which of the compared spectacle magnifiers they preferred for prescription. We subjected the data to paired t-tests to ascertain whether differences existed in subjects' reading ability and perceptions between the types of reading devices. Subjects' reading comprehension, perception of satisfaction, and perception of cosmesis were significantly better with the hybrid-diffractive lens than with the refractive-aspheric lens. Although subjects' critical print size was significantly better with the aplanatic lens than with the hybrid-diffractive lens, functional reading ability was not significantly different. More subjects preferred the hybrid-diffractive lenses for prescription. The hybrid-diffractive spectacle magnifiers are an important addition to the optical-device armamentarium for reading with low vision.

Aged↗
PubMedDate not supplied

Reading with hand-held magnifiers.

In addition to retinal magnification, the reading field is an important concept for understanding the influence of the use of hand-held magnifiers on the reading process. Three possible horizontal reading fields can be distinguished: the monocular reading field; the binocular reading field; and the composite reading field. In order to learn about the strategies that subjects use when reading with the aid of a magnifier, magnifier displacement was measured while subjects read texts under conditions that provided a variety of reading-field widths and text widths. It was found that individual subjects use different strategies (i.e. they use the monocular, binocular or composite reading-field width). In a following experiment for a large number of reading magnifiers the monocular field width was determined. In this experiment subjects were asked to define that part of the reading-field width which is free of aberrations. From these data the optimal width for reading magnifiers with different focal length can be specified.

Humans↗
PubMed2000

Eye movement abnormalities during reading in patients with Alzheimer disease.

OBJECTIVE: This goal of this study was to evaluate reading ability by assessing eye movements during reading among patients with Alzheimer disease (AD) compared with normal elderly controls. BACKGROUND: Reading is disturbed in patients with AD. These patients may have changes in reading ability early in the course of their disease before clinical alexia or abnormalities are apparent on standard reading tasks. METHOD: Reading competence was evaluated by recording eye movements during reading in 14 patients with mild to moderate clinically probable AD and 14 age- and education-matched controls. RESULTS: All patients with AD could recognize letters and words and could understand written material of similar difficulty. Despite successful reading comprehension among the patients with AD, their oculographs showed slowed reading and irregular eye movements. Compared with controls, the patients with AD did not differ in saccadic duration; however, they had significantly longer fixation times, more forward saccades per line of text, and more saccadic regressions. In addition, increased reading difficulty significantly correlated with a scale of dementia severity in the patients with AD. CONCLUSIONS: This pattern of eye movements corresponds to increased text difficulty and probably represents difficulty with lexical-semantic access in AD. These results suggest that disordered eye movements can signal difficulties in reading ability in AD even before complaints of reading difficulty or abnormalities on reading tests and may be a means of identifying linguistic impairment early in this disorder.

Aged↗