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[Neuropsychological predictors of reading ability in Spanish].

INTRODUCTION: Learning how to read has been associated with different types of linguistic and non-linguistic skills. However, few studies have looked at the association between neuropsychological test performance and reading skills at different ages during childhood. AIM: To analyze the association between neuropsychological test scores and reading performance, and to investigate the influence of age, gender and type of school (public or private) over reading test performance. SUBJECTS AND METHODS: The sample included 625 6 -to-15 year old children (207 Colombians, 418 Mexicans; 277 boys, 348 girls). The following cognitive abilities were assessed: reading speed and reading comprehension and attention, memory (coding and recall), perception, visuospatial and conceptual abilities and executive functions. RESULTS: The best neuropsychological test predictor for reading speed was Letter Cancellation, and for reading comprehension was Memory for a Story. Children from private schools performed better in most reading tests than children from public schools. Differences between boys and girls were observed in only two reading tests. CONCLUSION: Reading speed correlates mainly with attentional skills and reading comprehension with verbal memory. Reading abilities in school age children are influenced mainly by age and type of school and little by gender.

Achievement↗
PubMed1996

Psychophysics of reading. XV: Font effects in normal and low vision.

PURPOSE: Little is known about the effect of font on low-vision reading. In this study, the authors measured the influence of font in reading with normal and low vision. METHODS: Reading acuity, maximum reading speed, and critical print size (the smallest print that can be read with maximum speed) were measured in 50 normal subjects and 42 subjects with low vision. Data were collected using versions of the MNREAD Acuity Chart printed with the Times (proportionally spaced) and Courier (fixed-width) fonts. RESULTS: Reading acuity scores obtained with Courier were better than those obtained with Times for both normal (mean difference, 0.05 logMAR, P < 0.001) and subjects with low vision (0.09 logMAR, P < 0.001). Similarly, critical print sizes measured with Courier were smaller than those measured with Times (mean difference, 0.06 logMAR for normal subjects and subjects with low vision, P < 0.002). Maximum reading speeds for normal subjects were 5% faster with Times than with Courier (P < 0.001), but for subjects with low vision, maximum reading speeds were 10% slower with Times than with Courier (P < 0.05). For print smaller than the critical print size, the reading speeds of normal subjects and subjects with low vision were substantially slower (by as much as 50%) for Times than for Courier. CONCLUSIONS: There are small, but significant, advantages of Courier over Times in reading acuity, critical print size, and reading speed for subjects with low vision. For normal subjects, the differences are slighter, with an advantage in reading speed for Times. However, for print sizes close to the acuity limit, choice of font could make a significant difference in both normal and low-vision reading performance.

Adult↗
PubMed2004

Prevalence of persistent primary reflexes and motor problems in children with reading difficulties.

It has been shown that some children with reading difficulties have underlying developmental delay and that this may be related to the persistence of primary reflexes. This study investigated the prevalence of persistent primary reflexes in the ordinary primary school population and how this related to other cognitive and social factors. Three groups of 41 children were drawn from a representative, cross-sectional sample of 409 children (aged 9-10 years) attending 11 ordinary primary schools in N. Ireland. The three groups represented the bottom, middle and top 10% respectively of readers from the total sample population. The relative persistence (on a scale of 0 to 4) of the Asymmetrical Tonic Neck Reflex (ATNR) and the prevalence of motor difficulties were assessed for these 3 groups. The rôle of 5 predictor variables (verbal IQ, social deprivation, sex, month of birth and religious affiliation) in determining the reading level of the total sample was also investigated. It was found that the lowest reading group had a significantly higher mean level of ATNR (1.56 [95% CI 1.22-1.90]) compared with the middle reading group (0.56 [0.22-0.90]) and the top reading group (0.59 [0.25-0.92]). 17% of children in the lowest reading group had extremely high levels of the ATNR while 24% showed no presence of ATNR. This contrasted with 0% and 66%, respectively for both middle and top reading groups. It was also found that there was a significant difference between the lowest reading group and the top reading group on a standardised test of motor ability. Furthermore, there was evidence that ATNR persistence but not motor ability was associated with the sex of the child with boys, in particular, at risk. There was no evidence that ATNR persistence or motor ability was significantly associated with social deprivation. It was also found that there were no significant differences between dyslexic and non-dyslexic children with reading difficulties in motor (including balance) performance. This study highlights the high levels of primary reflex persistence in children with reading difficulties and it provides further evidence of the association between reading difficulties and movement difficulties in young children. However, while the implications for intervention are discussed, it is stressed that the persistence of primary reflexes cannot be used as a causal model for reading difficulties, including dyslexia.

Child↗
PubMed2003

Comparison of standard reading and computer aided detection (CAD) on a national proficiency test of screening mammography.

OBJECTIVE: To evaluate the role of computer aided detection (CAD) in improving the interpretation of screening mammograms MATERIAL AND METHODS: Ten radiologists underwent a proficiency test of screening mammography first by conventional reading and then with the help of CAD. Radiologists were blinded to test results for the whole study duration. Results of conventional and CAD reading were compared in terms of sensitivity and recall rate. Double reading was simulated combining conventional readings of four expert radiologists and compared with CAD reading. RESULTS: Considering all ten readings, cancer was identified in 146 or 153 of 170 cases (85.8 vs. 90.0%; chi(2)=0.99, df=1, P=0.31) and recalls were 106 or 152 of 1330 cases (7.9 vs. 11.4%; chi(2)=8.69, df=1, P=0.003) at conventional or CAD reading, respectively. CAD reading was essentially the same (sensitivity 97.0 vs. 96.0%; chi(2)=7.1, df=1, P=0.93; recall rate 10.7 vs. 10.6%; chi(2)=1.5, df=1, P=0.96) as compared with simulated conventional double reading. CONCLUSION: CAD reading seems to improve the sensitivity of conventional reading while reducing specificity, both effects being of limited size. CAD reading had almost the same performance of simulated conventional double reading, suggesting a possible use of CAD which needs to be confirmed by further studies inclusive of cost-effective analysis.

Breast Neoplasms↗
PubMed1991

Impaired phonological reading in primary degenerative dementia.

This case study reports the profile of preserved and impaired capacities in a left-handed patient suffering from primary degenerative dementia of unknown aetiology. She was remarkable because her relatively preserved object naming and semantic categorization abilities contrasted with severe deficits in speech fluency, oral reading, inability to execute spoken and written commands, and severely impaired auditory-verbal short-term memory. Her reading disorder could be characterized as a disturbance of assembled phonology. She had great difficulty reading pronounceable nonwords, but she could correctly read irregular words. She showed effects of word imageability or concreteness (more than word frequency). She also showed effects of part-of-speech, where nouns and adjectives were read more easily than inflected verbs. She had difficulty reading function words. The syntactic category effects could be proven (by hierarchical log-linear analysis) not to be an artefact of imageability differences between verbs, adjectives and nouns. In reading aloud she made visual and morphological errors, but no semantic errors. This interesting pattern of preserved semantic information and disrupted phonological processing is unusual in dementia and contrasts with the severe dysnomia of patients with surface dyslexia who are able to read by the indirect, assembly-of-phonology route and show better reading of nonwords than irregular words. Her reading by a direct visual-semantic route appeared to be associated with relatively intact object naming, concrete word reading, and irregular word reading. This selective impairment of phonological reading in the context of partly preserved semantic abilities was interpreted as confirmation of the dissociability of language functions in primary degenerative dementia.

Dementia↗
PubMed2001

Reading performance in children with low vision.

PURPOSE: While educators and optometrists are concerned with reading efficiency in children with low vision, in most low vision assessments, children's reading performance is assessed only by a brief evaluation of reading fluency. We examined the relationships between clinical vision measures and reading performance in children with low vision. METHODS: Subjects were 71 students with low vision, aged seven to 18 years. The vision and reading performance measures were: high contrast distance visual acuity, contrast sensitivity using both the Pelli-Robson and LH symbol charts, near text visual acuity and reading rates on a range of print sizes. RESULTS: Most children achieved maximum reading rate at print sizes between 2.5 and seven times larger than threshold print size. Maximum reading rate increased significantly with age and near visual acuity. There was no significant relationship between reading rate and contrast sensitivity. CONCLUSIONS: The majority of children with low vision can achieve near normal reading rates with magnification. Age is the strongest predictor of reading rate in children with low vision. They need print sizes well above threshold to achieve maximum reading rate. Routine contrast sensitivity testing of visually impaired students is not indicated for reading assessment.

Journal Article↗
PubMed2005

The effect of print size on reading speed in dyslexia.

This article details a study which predicted that across a wide range of print sizes dyslexic reading would follow the same curve shape as skilled reading, with constant reading rates across large print sizes and a sharp decline in reading rates below a critical print size. It also predicted that dyslexic readers would require larger critical print sizes to attain their maximum reading speeds, following the letter position coding deficit hypothesis. Reading speed was measured across twelve print sizes ranging from Snellen equivalents of 20/12 to 20/200 letter sizes for a group of dyslexic readers in Grades 2 to 4 (aged 7 to 10 years), and for non-dyslexic readers in Grades 1 to 3 (aged 6 to 8 years). The groups were equated for word reading ability. Results confirmed that reading rate-by-print size curves followed the same two-limbed shape for dyslexic and non-dyslexic readers. Dyslexic reading curves showed higher critical print sizes and shallower reading rate-by-print size slopes below the critical print size, consistent with the hypothesis of a letter-position coding deficit. Non-dyslexic reading curves also showed a decrease of critical print size with age. A developmental lag model of dyslexic reading does not account for the results, since the regression of critical print size on maximum reading rate differed between groups.

Journal Article↗
PubMed2003

Non-consensual double reading in the Singapore Breast Screening Project: benefits and limitations.

INTRODUCTION: The aims of this study were to assess the efficacy of non-consensual double reading (against single reading) in the Singapore Breast Screening Project (SBSP) and to compare the benefits (increase in cancer detection) and limitations (increase in recall and biopsy) with published data. MATERIALS AND METHODS: The data from the SBSP was retrospectively analysed and the recommendations of the first and second readers were evaluated separately with regards to rate of recall, biopsy and cancer detection. The mean second screener contribution (MSSC) was also calculated for double reading. RESULTS: In the SBSP, double reading detected 7 additional cancers (5.2% of cancers detected) compared with single reading and the MSCC was 5.5%. Double reading also resulted in 632 additional recalls, with a decrease in the positive predictive value (PPV) of cancer in the recalled women from 8.2% for single reading to 6.1% for double reading. An additional 30 biopsies were performed with double reading which represented a small decrease in PPV (41% compared to 42.9% for single reading). CONCLUSION: In the SBSP, non-consensual double reading (compared to single reading) resulted in a modest increase in cancer detection (MSSC, 5.5%) with a modest decrease in PPV of recall (2.1%) and biopsy (1.9%). These findings were consistent with that of published data and non-consensual double reading is thus recommended.

Adult↗
PubMed1988

Reading disability with motor problems may be an inherited subtype.

There is evidence from a number of studies that various forms of reading disability are inherited. The familial patterns of one specific type of reading disability that occurs together with impaired coordination and balance were evaluated. Ten reading-disabled children with these motor problems, ten children with only reading problems, and ten control children without reading disabilities were examined along with their siblings and parents. The control children were matched to the reading-disabled children for age, sex, and family socioeconomic status. A high prevalence of reading and motor problems was found in the relatives of the children with reading disability and motor problems, whereas a high prevalence of only reading problems was found in the relatives of the children with only reading disability. There were no differences among the three groups of children or their siblings on number of pregnancy and birth complications or prevalence of attention deficit disorder. It was concluded that reading disability with motor problems may be an inherited type of reading disability, distinct from reading disability without motor problems, which is also inherited.

Adolescent↗
PubMed1994

Variation of within visit blood pressure readings at a single visit in the elderly and their relationship to ambulatory measurements.

The value of routinely taking one or several BP readings at a single visit in subjects with an initially elevated BP reading is unclear. The variation of sequential BP readings in the elderly, who often have a disproportionate increase in SBP compared with DBP, has received little attention. In addition, no attempt has been made to relate the various BP readings obtained to a subject's ambulatory daytime BP. The aim of this study was to examine the variation in BP between one, two or three readings at a single visit in elderly subjects with elevated BPs and to compare these readings with those obtained from daytime ambulatory BP monitoring (ABPM). Sixty-nine subjects, mean age 76 years (range 66-86 years) with at least one SBP reading > 150 mmHg and who had undergone a minimum of two previous clinic visits for BP measurement by the same physician were included. Following five minutes rest three supine BP readings were taken, spaced two minutes apart, using a Hawksley random zero sphygmomanometer. Seventeen subjects underwent home 24h ABPM commencing immediately after the clinic BP readings. Clinic SBP fell from first to third reading by 11 mmHg (95% Cl 9-13 mmHg, P < 0.001) and from first to second readings by 6 mmHg (Cl 4-8 mmHg, P < 0.01). There was no change in mean DBP between readings. In 85% of readings first SBPs were higher than the second.(ABSTRACT TRUNCATED AT 250 WORDS)

Aged↗
PubMed1995

Phonological awareness and visual skills in learning to read Chinese and English.

It is well known that phonological awareness is closely related to reading skill in children who are learning to read an alphabetic script such as English. In this study, the relationship between phonological awareness and reading skill was also investigated in children living in Hong Kong and Taiwan who were learning to read Chinese. This is because children from Taiwan learn a phonological script, known as Zhu-Yin-Fu-Hao, before they are taught to read any Chinese characters. In addition, a high proportion of Chinese characters contain a "phonetic" component which might be used by Chinese readers when they are recognising Chinese words. Consequently, the performance of 137 8-year-old primary children from Britain, Hong Kong and Taiwan on tests of phonological awareness, visual skills and reading ability was examined. Although there were significant correlations between Chinese reading and phonological awareness, the results of a series of regression analyses did not support the view that differences in phonological awareness per se are a primary cause of differences in reading ability amongst children learning to read Chinese. In contrast, performance on the phonological awareness tests (rhyme and phoneme detection) was significantly related to the reading ability of British children even after the effects of IQ and vocabulary had been partialled out. The results also showed that a test of visual skills (visual paired associates learning) was significantly related to the reading ability of the children in Hong Kong and Taiwan, but not to the reading of the British children. In addition, the nature of rhyme and phoneme deletion skills differed in children from Britain and Hong Kong. Whereas British children found it more difficult to delete the first phoneme from an initial consonant blend (e.g., deleting /s/ from star) than from a word which contained a single consonant before the vowel (e.g., deleting /s/ from sit), children from Hong Kong showed exactly the opposite pattern. In addition, performance on a phoneme deletion test appeared to be strongly influenced by whether or not the child had learnt an alphabetic script in the language in which they were being tested.

Awareness↗
PubMed1996

Psychophysics of reading--XIV. The page navigation problem in using magnifiers.

Most people with low vision require magnification to read. A magnifier's field of view often contains only a few letters at a time. Page navigation is the process by which the reader moves the magnifier from word to word, and from the end of one line to the beginning of the next line. Page navigation takes time and reduces reading speed. The major questions addressed in this paper are: (1) What role does page navigation play in limiting reading speed? and (2) Are the window width requirements for reading (number of characters in the field for a criterion performance level) increased by the need for page navigation? We measured the reading speeds of three normal-vision and seven low-vision subjects in two ways: with drifting-text requiring no page navigation, and with a closed-circuit TV (CCTV) magnifier which required page navigation. We built special hardware to record the location of the CCTV's magnified field in the text. These recordings were used to separate forward-reading time (left-to-right movement through the text) from retrace time (navigational movement). For normal-vision subjects, forward-reading and retrace times were about equal. For low-vision subjects, retrace times were shorter than forward-reading times, indicating that the forward-reading performance was limited by visual, not navigational, demands. The retrace time did have an impact, however, ranging from 17 to 50% of the overall time. The window requirements for reading with page navigation (CCTV) were larger than those for reading without page navigation (drifting-text). The difference was more than a factor of three for normal-vision subjects and close to a factor of two for low-vision subjects (10 characters for CCTV vs 5.2 characters for drifting-text for 85% of maximum reading speed.

Adult↗
PubMed2004

Adolescents with learning disorders have atypical EEG correlation indices. II. Correlation indices during reading.

OBJECTIVE: To find out whether 14-16 year old reading and writing impaired pupils have atypical EEG activation patterns during reading. METHODS: EEG correlation indices (EEGCIs), based on the waveform characteristics of two EEG signals, were used as measurers of slow joint activation of cortical regions during reading in pupils with reading and writing impairment. RESULTS: Reading was associated with high EEGCIs within the right hemisphere in reading and writing impaired pupils. The finding is analogous to the results of an earlier study [Byring, Electroencephalogr. Clin. Neurophysiol. 63 (1986) 1] in boys with spelling disabilities. The activation in the right hemisphere might represent a compensation for a left hemisphere dysfunction in pupils with reading and writing impairment during reading, as suggested by a number of functional neuroimaging studies. This interpretation was corroborated by high EEGCIs especially in those impaired pupils who had a good occupational outcome. CONCLUSIONS: EEGCIs during reading are high within the right hemisphere in pupils with reading and writing impairment. SIGNIFICANCE: High EEGCIs within the right hemisphere during reading might be considered neurophysiological markers for reading and writing impairment.

Adolescent↗
PubMed2006

Electrophysiological and behavioral evidence of auditory processing deficits in children with reading disorder.

OBJECTIVE: The aim of the research was to investigate auditory processing abilities in children with reading disorders using electrophysiological and behavioral tasks. METHODS: Differences in auditory processing between control, compensated (age appropriate reading skills with a history of reading disorder), and reading disordered groups were systematically investigated. RESULTS: The reading disorder group had significantly lower results than control and compensated reader groups for most tests in the reading and auditory processing test battery. All children with a reading disorder did not pass at least one behavioral test of auditory processing, and hence would be diagnosed clinically as having an auditory processing disorder (APD). The reading disorder group also had significantly smaller /ga/-evoked mismatch negativity (MMN) area than the control group. Compensated and control groups had similar results for the electrophysiological and behavioral auditory processing tests. Correlation analyses showed that reading fluency and accuracy and nonword scores (measured using Castle and Coltheart's word/nonword test) correlated significantly with most APD measures. CONCLUSIONS: The general profile of auditory processing deficits in children with reading disorder was a combination of deficits on frequency patterns (i.e. frequency pattern test) and absent or small /ga/-evoked MMN. Significant results from the correlation analyses support the co-morbidity of reading and auditory processing disorders. SIGNIFICANCE: Children with reading disorders are likely to have auditory processing disorders.

Acoustic Stimulation↗
PubMed1990

A letter-by-letter reader who could not read nonwords.

Letter-by-letter reading is a neuropsychological syndrome characterized by oral reading which seems to be mediated by explicit naming of constituent letters of the printed string. Thus reading time rises abnormally as a function of the length of the items to-be-read. This syndrome is generally interpreted as indicating a disconnection within the normal reading system prior to the activation of the visual and phonological lexical access routes. The patient retains a subsidiary strategy of spelling words by naming their constituent letters and uses this strategy for planning their pronunciation. If this interpretation is correct then reading aloud in letter-by-letter reading should not be affected by the features of the letter string which are stored lexically as the functional disconnection is postulated to occur prior to this stage. In this paper we report the case of a letter-by-letter reader who shows some signs which are puzzling in terms of current interpretations of the syndrome. They can be summarized as follows: (1) The patient reads words better than he reads nonwords; (2) Concrete words are processed more holistically while abstract words are processed more letter-by-letter; (3) Lexical decisions can be made far more rapidly than words can be read aloud. These three signs are very difficult to account for if reading is accomplished solely through a non-lexical reversed spelling strategy. Our experimental investigations of this patient are reported and alternative models assuming strategic control over the reading mechanism are discussed.

Adult↗
PubMed1986

Memory as assessed by recognition and reading time in normal and memory-impaired people with Alzheimer's disease and other neurological disorders.

Three experiments are reported that examine the dissociations in performance on two tests of retention, speeded reading and recognition in young people, home-dwelling and institutionalized elderly people, and people with severe memory disorders. In Experiment 1, subjects read sentences in normal and in geometrically transformed script at initial presentation, 1-2 hr later, and again 4-14 days later. On the latter two occasions, they were required to distinguish old sentences that they had read previously from new ones. In general, the young and elderly subjects could distinguish old from new sentences at the short delay, and all but the institutionalized elderly people could do so at the long delay. Retention as measured by reading speed typically paralleled recognition performance in that those items that were recognized best were read most quickly. The dissociation between these two tests of retention is seen only in people with memory disorders. Although these people could not distinguish old from new items even at short delays (most could not even remember having seen any sentences), their retention as assessed by reading time was similar to that of the other groups. Old sentences were read most quickly, indicating retention of item-specific information, and reading time of new sentences improved, indicating the acquisition and retention of a general skill. Experiment 2 examined what type of item-specific information was retained. Young, elderly, and memory-disordered subjects studied weakly associated word pairs and sentences. A few minutes later they were tested on both recognition and speeded reading of old, new, and recombined pairs and sentences, the last being those in which words from a studied pair or sentence were recombined with words from other such pairs or sentences. The results of both retention tests indicated that young and elderly people could distinguish old from new and recombined items. People with memory disorders, however, again failed on recognition but performed normally on speeded reading. Like the other two groups, they read old items faster than either recombined or new items. In Experiment 3, similar results were obtained even when the word pairs were constructed using randomly associated items. The results of all three experiments suggest that on implicit tests of memory, such as speeded reading, people with memory disorders can be shown to have formed and retained new associations despite failing utterly on explicit tests, such as recognition, that require conscious recollection of a previous episode.(ABSTRACT TRUNCATED AT 400 WORDS)

Aged↗
PubMed2005

The relationship between phonological awareness and reading: implications for the assessment of phonological awareness.

PURPOSE: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade. METHOD: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments. RESULTS: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness. CLINICAL IMPLICATIONS: Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.

Awareness↗
PubMed1989

On the use of hand-held magnifiers during reading.

Little is known about the actual use of magnifiers (or loupes) during reading. In studying the influence of the use of magnifiers on the reading process the reading field is a relevant factor. Four reading fields are distinguished: three horizontal reading fields and the vertical reading field. We examined the influence of a variation in the widths of these fields on the reading behavior of subjects. This was done by measuring two-dimensional loupe movements while subjects read text under conditions that provided a variety of reading field widths. It was found that individual subjects use different reading-field widths depending on loupe dimensions. Most difficulties in reading with a magnifier, especially finding the beginning of a new line, appear to result from the need to move the loupes horizontally in order to read the complete line of text.

Eye Movements↗