Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “READING”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 37 records · Page 2Linked to original sources
PubMed1996

[Preserved implicit reading and the recovery of explicit reading in a pure alexic].

We described a 55-year-old, right-handed, university-educated Japanese man who showed pure alexia after an infarction in the territory of the left posterior cerebral artery. Damage to the corpus callosum was limited to the most caudal part of the splenium. In the early days of his illness, he demonstrated the inability to read aloud on either Kana (Japanese syllabograms) or Kanji (Japanese morphograms). In contrast, he could semantically categorize Kanji-words such as animals or non-animals. Subsequently, he gradually regained the ability of reading aloud Kanji as well as Kana. At that time, we further investigated the relation between his reading ability and the attributes of 881 Kanji characters including hieroglyphicity, concreteness, and familiarity. We found that he could more readily read Kanjis with higher hieroglyphicity, concreteness, and familiarity. The reading times for Kanji-words were significantly shorter than those of corresponding Kana-words. Moreover, he showed some difficulty to read Kana-words and Kana combinations without meaning when asked to perform repetitive opposing movements with his thumb and little finger inhibiting kinesthetic reading. The effect was not observed when he read Kanji-words. These results lead us to suggest the following: (1) the two components of reading, reading aloud and comprehension abilities, are dissociable in a pure alexic, especially in Kanji reading; and (2) recovery mechanisms underlying Kanji and Kana reading were different in our case. Namely, restitution of the direct connection through the residual splenium fibers between the visual word form processing area in the right hemisphere and the left angular gyrus was attributed to Kanji reading, and utilization of kinesthetic reading played an important role in Kana reading.

Dyslexia, Acquired↗
PubMed2001

Detection of lung cancer on the chest radiograph: impact of previous films, clinical information, double reading, and dual reading.

To study the impact of clinical information, previous chest radiographs, double reading (one pair of observers read the films independently) and dual reading (one pair of observers read the films simultaneously) on the sensitivity, specificity and odds ratios of observers in the detection of early lung cancer on the chest radiograph. The study was performed in 3 sessions. In the first session, 14 observers reviewed the chest radiographs of 100 cases (30 with early lung cancer, 35 with no abnormalities, 35 with other cardiopulmonary diseases). Sensitivity, specificity, odds ratios and the effect of double reading were calculated. After 4 months, a second session was held in which 7 observers reviewed all cases with the provision of all information. The other 7 observers reviewed all cases without information again. To determine the effect of dual reading, in the third session, 4 pairs of observers reviewed all cases in which they disagreed in the first independent reading session. The effects of information, double reading and dual reading on sensitivity, specificity and odds ratio were calculated. The sensitivity of the observers in the first session ranged from 0.20 to 0.60 and the specificity from 0.87 to 0.95. In the second session, these parameters changed only slightly, independent from the availability of clinical information and previous films. With double reading the sensitivity increased and specificity decreased. With dual reading sensitivity increased and specificity remained unchanged. The odds ratios were improved with double reading by 4% and with the dual reading by 14%. Additional clinical information, previous chest radiographs, double reading and dual reading have little impact on the detection of early lung cancer on the chest radiograph.

Carcinoma, Non-Small-Cell Lung↗
PubMedDate not supplied

Working memory and inferences: evidence from eye fixations during reading.

Eye fixations during reading were monitored to examine the relationship between individual differences in working memory capacity-as assessed by the reading span task-and inferences about predictable events. Context sentences predicting likely events, or non-predicting control sentences, were presented. They were followed by continuation sentences in which a target word represented an event to be inferred (inferential word) or an unlikely event (non-predictable word). A main effect of reading span showed that high working memory capacity was related to shorter gaze durations across sentence regions. More specific findings involved an interaction between context, target, and reading span on late processing measures and regions. Thus, for high- but not for low-span readers, the predicting condition, relative to the control condition, facilitated reanalysis of the continuation sentence that represented the inference concept. This effect was revealed by a reduction in regression-path reading time in the last region of the sentence, involving less time reading that region and fewer regressions from it. These results indicate that working memory facilitates elaborative inferences during reading, but that this occurs at late text-integration processes, rather than at early lexical-access processes.

Cognition↗
PubMed2006

Meta-analysis of the nonword reading deficit in specific reading disorder.

A meta-analysis was conducted to investigate whether specific reading disorder (SRD) groups demonstrate a deficit in using phonological recoding strategies. Thirty-four studies were reviewed that had compared the nonword reading performances of SRD groups with reading-level matched (RL) control groups. The average nonword reading difference between groups across the total number of studies was moderate (d = 0.65, N = 2865). Three predictors of the size of group differences in nonword reading ability were identified. Studies that used passage reading tests to match groups for reading level found significantly less evidence for nonword reading deficits than studies that used word-level reading accuracy tests. Secondly, there was a significant positive relationship between group differences in intelligence level (SRD-RL control group) and effect sizes. Finally, group differences in age showed a significant negative association with effect magnitudes. The mean age, reading level and intelligence level of groups did not significantly predict nonword reading outcomes. It was concluded that there was evidence for nonword reading deficits in SRD groups, consistent with the claim that deficient development of phonological recoding strategies is a leading cause of reading difficulties.

Dyslexia↗
PubMed1989

Comparison of paragraph comprehension test scores with reading versus listening-reading and multiple-choice versus nominal recall administration techniques: justification for the bypass approach.

Eight groups of learning disabled children (N = 100), categorized by the clinical Lexical Paradigm as good readers or poor readers, were individually administered the Gilmore Oral Reading Test, Form D, by one of four input/retrieval methods: (1) the standardized method of administration in which the child reads each paragraph aloud and then answers five questions relating to the paragraph [read/recall method]; (2) the child reads each paragraph aloud and then for each question selects the correct answer from among three choices read by the examiner [read/choice method]; (3) the examiner reads each paragraph aloud and reads each of the five questions to the child to answer [listen/recall method]; and (4) the examiner reads each paragraph aloud and then for each question reads three multiple-choice answers from which the child selects the correct answer [listen/choice method]. The major difference in scores was between the groups tested by the recall versus the orally read multiple-choice methods. This study indicated that poor readers who listened to the material and were tested by orally read multiple-choice format could perform as well as good readers. The performance of good readers was not affected by listening or by the method of testing. The multiple-choice testing improved the performance of poor readers independent of the input method. This supports the arguments made previously that a "bypass approach" to education of poor readers in which testing is accomplished using an orally read multiple-choice format can enhance the child's school performance on reading-related tasks. Using a listening while reading input method may further enhance performance.

Achievement↗
PubMed2006

Single reading with computer-aided detection and double reading of screening mammograms in the United Kingdom National Breast Screening Program.

PURPOSE: To retrospectively determine if the use of a computer-aided detection (CAD) system can improve the performance of single reading of screening mammograms to match that of double reading in the United Kingdom. MATERIALS AND METHODS: Local research ethics committee approval was obtained; informed consent was not required. This study included a sample of 10 267 mammograms obtained in women aged 50 years or older who underwent routine screening at one of two breast screening centers in 1996. Mammograms that were double read in 1996 were randomly allocated to be re-read by eight different radiologists using CAD. The cancer detection and recall rates from double reading and single reading with CAD were compared. Statistical significance and confidence intervals were calculated with the McNemar test to account for the matched nature of the data. RESULTS: Single reading with CAD led to a cancer detection rate that was significantly (P = .02) higher than that achieved with double reading: 6.5% more cancers were detected by means of single reading with CAD than by means of double reading. However, the recall rate was higher for single reading with CAD than for double reading (8.6% vs 6.5%, respectively; P < .001). This was equivalent to relative increases of 15% and 32% in the cancer detection and recall rates, respectively. CONCLUSION: Single reading with CAD leads to an improved cancer detection rate and an increased recall rate.

Breast Neoplasms↗
PubMed1975

The reading Miscue Inventory. A promising approach to diagnosis of the reading-disabled.

Reading Miscue Inventory--RMI--opens avenues of dealing with the reading process in a scientific and process-oriented fashion which can lead to further refining of the theoretical base upon which reading is founded as well as providing diagnostic information for use by reading specialists. From such information, reading specialists are able to develop remediation on an individualized basis. Appropriate materials, procedures, and practices are developed from the qualitative analysis of miscues rather than from the information provided by standardized achievement or diagnostic reading tests. In sights are gained regarding a child's ability to use the complex process of reading. Remediation of disability, at the appropriate place in the process, is based on assumptions regarding the interrelationship of thought and language. Reading specialists are looking to psycholinguists for theoretical bases upon which to build models of the reading process. Qualitative miscue analysis is based upon recently proposed notions of the psycholinguistic nature of reading. Common concepts and understanding regarding reading and assessment of reading disability may facilitate learning disability teams in their diagnostic and remedial procedures. Until recently, these discussions have occurred mainly in reading-related research and in education circles, but learing disabilities teams are beginning to participate in the refining and clarifying of these notions of assessment and remediation. Regardless of the eventual outcome, the necessity for considering these views is basic to a fuller understanding of ways in which learning-disabled children may be helped.

Child↗
PubMed1994

Reading unspaced text: implications for theories of reading eye movements.

According to current theories of reading, the reader's saccades are guided primarily by spaces between words, clearly the most prominent visual feature in most modern texts. This belief was investigated by recording eye movements with unprecedented accuracy and precision while subjects read spaced and unspaced passages both silently and aloud. Modest increases in fixation durations and decreases in overall reading speed were observed when unspaced texts were read. However, subjects read unspaced texts with the same level of comprehension and percentage of regressions as they read spaced texts. The only global eye movement parameter that changed appreciably when spaces were removed was progressive (rightward) saccade length. Progressive saccades were shorter in unspaced texts. However, unspaced texts were denser and narrower because they were constructed so as to contain the same number of words/line as the spaced texts. This meant that unspaced texts contained more informational characters/degree of visual angle. The observed decrease in progressive saccade lengh tended to be proportional to this increase in text density. Therefore, the number of saccades/line of text remained approximately the same in both spaced and unspaced texts. Furthermore, a detailed examination of local eye movement properties, i.e. where within words the subjects fixated and how many times they fixated words of different lengths, suggested that the same oculomotor strategy was used for reading spaced and unspaced texts. This was true for both silent reading and reading aloud. Thus, a model that could explain reading spaced texts could also explain reading unspaced texts with only a change of a single global parameter, namely, saccade length. We conclude that the current tendency to emphasize spaces as guides to reading eye movements must be reconsidered. Words, not spaces, may serve as the perceptual units that guide the line of sight through the text.

Adult↗
PubMed2001

Psychophysics of reading. XX. Linking letter recognition to reading speed in central and peripheral vision.

Our goal is to link spatial and temporal properties of letter recognition to reading speed for text viewed centrally or in peripheral vision. We propose that the size of the visual span - the number of letters recognizable in a glance - imposes a fundamental limit on reading speed, and that shrinkage of the visual span in peripheral vision accounts for slower peripheral reading. In Experiment 1, we estimated the size of the visual span in the lower visual field by measuring RSVP (rapid serial visual presentation) reading times as a function of word length. The size of the visual span decreased from at least 10 letters in central vision to 1.7 letters at 15 degrees eccentricity, in good agreement with the corresponding reduction of reading speed measured by Chung and coworkers (Chung, S. T. L., Mansfield, J. S., & Legge, G. E. (1998). Psychophysics of reading. XVIII. The effect of print size on reading speed in normal peripheral vision. Vision Research, 38, 2949-2962). In Exp. 2, we measured letter recognition for trigrams (random strings of three letters) as a function of their position on horizontal lines passing through fixation (central vision) or displaced downward into the lower visual field (5, 10 and 20 degrees ). We also varied trigram presentation time. We used these data to construct visual-span profiles of letter accuracy versus letter position. These profiles were used as input to a parameter-free model whose output was RSVP reading speed. A version of this model containing a simple lexical-matching rule accounted for RSVP reading speed in central vision. Failure of this version of the model in peripheral vision indicated that people rely more on lexical inference to support peripheral reading. We conclude that spatiotemporal characteristics of the visual span limit RSVP reading speed in central vision, and that shrinkage of the visual span results in slower reading in peripheral vision.

Analysis of Variance↗
PubMed1998

Psychophysics of reading. XVIII. The effect of print size on reading speed in normal peripheral vision.

Reading in peripheral vision is slow and requires large print, posing substantial difficulty for patients with central scotomata. The purpose of this study was to evaluate the effect of print size on reading speed at different eccentricities in normal peripheral vision. We hypothesized that reading speeds should remain invariant with eccentricity, as long as the print is appropriately scaled in size--the scaling hypothesis. The scaling hypothesis predicts that log-log plots of reading speed versus print size exhibit the same shape at all eccentricities, but shift along the print-size axis. Six normal observers read aloud single sentences (approximately 11 words in length) presented on a computer monitor, one word at a time, using rapid serial visual presentation (RSVP). We measured reading speeds (based on RSVP exposure durations yielding 80% correct) for eight print sizes at each of six retinal eccentricities, from 0 (foveal) to 20 deg in the inferior visual field. Consistent with the scaling hypothesis, plots of reading speed versus print size had the same shape at different eccentricities: reading speed increased with print size, up to a critical print size and was then constant at a maximum reading speed for larger print sizes. Also consistent with the scaling hypothesis, the plots shifted horizontally such that average values of the critical print size increased from 0.16 deg (fovea) to 2.22 deg (20 deg peripheral). Inconsistent with the scaling hypothesis, the plots also exhibited vertical shifts so that average values of the maximum reading speed decreased from 807 w.p.m. (fovea) to 135 w.p.m. (20 deg peripheral). Because the maximum reading speed is not invariant with eccentricity even when the print size was scaled, we reject the scaling hypothesis and conclude that print size is not the only factor limiting maximum reading speed in normal peripheral vision.

Adolescent↗
PubMed2000

[Reading ability and need for reading aids, inadequate management of a nursing home population].

INTRODUCTION: In our society people are getting older and often become handicapped and immobile. Reading then is one of their main passtime and very important for their social integration and independence. PATIENTS AND METHODS: Seventy-seven (6 males, 71 females) randomly chosen elderly people (age ranged from 77 to 94 years, mean: 85.5 years) staying in nursing homes were examined concerning their reading ability of newspaper print with their own reading equipment. Exclusion criteria were extensive organic diseases and impaired mental ability, such as dementia. Relevant anamnestic data, including ophthalmologic, family and social history were ascertained by questionnaire. Special attention was given to visual acuity for near distance, reading ability, motivation and personal reading aids. Further questions dealt with general diseases, medication, social contacts inside and outside the nursing homes and the former occupation of the patient. If reading of newspaper print with individual glasses was impossible, the effect of magnification was evaluated and the magnification factor was determined (Zeiss reading charts). RESULTS: Thirty-eight people (45%) were unable to read with their own reading glasses. 91% of them regained reading ability by magnification, they had inadequate visual aids. 77% of this group had a magnification requirement of 1 to 3 times, 14% needed 10 to 25 times of magnification and 9% more than 25 times. Only one person had an electronic magnifying reading system (CCTV). CONCLUSION: Reading aids of elderly people very frequently are insufficient. Magnification can be helpful in most cases and various magnification systems are available. With this support elderly people could regain their quality of life, their independence and socialization. Nursing costs could also be reduced.

Aged↗
PubMed2001

Learning to read in Williams syndrome: looking beneath the surface of atypical reading development.

In this paper, we make a fundamental distinction between literacy attainment scores and the actual process of learning to read, and examine these two aspects of reading in atypical development. Reading skills in a group of children and adults with the genetic disorder Williams syndrome (WS) were compared to a group of typically developing children matched for reading age and receptive vocabulary scores. Study 1 focused on the product of reading and explored the relationship between reading, general cognition, and phonological skills. Phonological skills were shown to be related to individual differences in reading attainment in both groups, although more weakly in the WS group. Experiment 2 examined the process of learning to read. The two groups were taught to associate abbreviated spellings (cues) with spoken words. The cues differed in their phonetic closeness to the target words, whereas the target words differed on the semantic variable of imageability. Compared to controls, the WS group showed slower learning, less sensitivity to the phonetic quality of the cue, and reduced influence from the imageability of words. The results support the hypothesis that although reading levels in WS depend on phonological skills, the full development of their reading is compromised by weak semantics. The studies highlight the importance in atypical populations of examining both reading levels and the actual process of learning to read.

Adolescent↗
PubMed1994

Reading ability of parents compared with reading level of pediatric patient education materials.

OBJECTIVES: To test the reading ability of parents of pediatric outpatients and to compare their reading ability with the ability necessary to read commonly used educational materials; to compare individual reading grade levels with the levels of the last grade completed in school; and to further validate a new literacy screening test designed specifically for medical settings. DESIGN: Prospective survey. SETTING: Pediatrics outpatient clinic in a large, public university, teaching hospital. PARTICIPANTS: Three hundred ninety-six parents or other caretakers accompanying pediatric outpatients. MEASUREMENTS: Demographics and educational status were assessed using a structured interview. Reading ability was tested using the Rapid Estimate of Adult Literacy in Medicine (REALM) and the Wide Range Achievement Test-Revised. Written educational materials were assessed for readability levels with a computer program (Grammatik IV). RESULTS: The mean score on the REALM for all parents placed them in the seventh to eighth grade reading range, despite the mean self-reported last grade completed in school being 11th grade 5th month. Wide Range Achievement Test-Revised scores correlated well with REALM scores (0.82). Eighty percent of 129 written materials from the American Academy of Pediatrics, the Centers for Disease Control, the March of Dimes, pharmaceutical companies, and commercially available baby books required at least a 10th grade reading level. Only 25% of 60 American Academy of Pediatrics items and 19% of all materials tested were written at less than a ninth grade level, and only 2% of all materials were written at less than a seventh grade level. CONCLUSION: This study demonstrates that parents' self-reported education level will not accurately indicate their reading ability. Testing is needed to screen at-risk parents for low reading levels. In a public health setting, a significant amount of available parent education materials and instructions require a higher reading level than most parents have achieved. In such settings, all materials probably should be written at less than a high school level if most parents are to be expected to read them. The REALM can easily be used in busy public health clinics to screen parents for reading ability.

Adolescent↗
PubMed1997

The effect of the method of repeated readings on the reading rate and word recognition accuracy of deaf adolescents.

This study examined the effects of the method of repeated readings (RR), a well-accepted remedial reading technique for improving the reading rate of hearing children, with deaf adolescents. Forty-two students from a midwestern residential school for the deaf were randomly assigned into treatment and control groups. The groups were equivalent with respect to age, level of hearing loss, reading achievement, and mental ability. All subjects read material previously determined to be at their instructional levels. Members of the treatment group were videotaped during the initial reading of an assigned passage, allowed to practice over three 15-minute sessions, then videotaped again during a final reading of the assigned passage. The control group differed only in that it practiced reading material other than the assigned passage. Reading rates and word recognition accuracy were recorded for the initial and final reading of each of five passages. Results indicated that the treatment subjects demonstrated significant improvement between pre- and posttesting regarding reading rate and two measures of word recognition accuracy. The performance of subjects engaged in nonrepetitive reading demonstrated minimal improvement. We discuss applicability of this procedure with a deaf population and implications for future research and practice.

Journal Article↗
PubMed2025

Blended Length Genome Sequencing (blend-seq): Combining Short Reads with Low-Coverage Long Reads to Maximize Variant Discovery.

We introduce blend-seq, a workflow for combining data from traditional short-read sequencing pipelines with low-coverage long reads, to improve variant discovery for single samples without the full cost of high-coverage long reads. We demonstrate that with only 4x long-read coverage augmenting 30x short reads, we can improve SNP discovery across the genome, exceeding performance beyond even high-coverage short reads (60x). For genotype-agnostic discovery of structural variants, we see a threefold improvement in recall while maintaining precision by using the low-coverage long reads on their own, and show how we can improve genotyping accuracy by adding in the short-read data. In addition, we demonstrate how the long reads can better phase these variants, incorporating long-context information in the genome to substantially outperform phasing with short reads alone. Our experiments highlight the complementary nature of short- and long-read technologies: the former contributing higher depth for genotyping and the latter better resolution of larger events or those in difficult regions.

cost optimization↗
PubMed2004

Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure.

BACKGROUND: We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children. METHOD: Four hundred and ten children, of pre-kindergarten age, in 20 UK Reception-year classrooms were divided into four matched groups and randomly assigned to one of three experimental teaching conditions, Reading with Rhyme, Reading with Phoneme, Reading with Rhyme and Phoneme, or to a taught control condition (Reading). In each condition the Reading element contained a strong phonic component. RESULTS: There were no selective effects of the different experimental teaching programmes for normally developing children. However, for those children identified as being at risk of reading failure, training in phoneme skills resulted in selective gains in phoneme awareness and in reading skills. CONCLUSIONS: A reading programme that contains a highly structured phonic component is sufficient for most 4.5-year-old children to master the alphabetic principle and to learn to read effectively, without additional explicit phonological training. In contrast, for young children at risk of reading delay, additional training in phoneme awareness and linking phonemes with letters is beneficial.

Achievement↗
PubMed2002

Testing for dual brain processing routes in reading: a direct contrast of chinese character and pinyin reading using FMRI.

Chinese offers a unique tool for testing the effects of word form on language processing during reading. The processes of letter-mediated grapheme-to-phoneme translation and phonemic assembly (assembled phonology) critical for reading and spelling in any alphabetic orthography are largely absent when reading nonalphabetic Chinese characters. In contrast, script-to-sound translation based on the script as a whole (addressed phonology) is absent when reading the Chinese alphabetic sound symbols known as pinyin, for which the script-to-sound translation is based exclusively on assembled phonology. The present study aims to contrast patterns of brain activity associated with the different cognitive mechanisms needed for reading the two scripts. fMRI was used with a block design involving a phonological and lexical task in which subjects were asked to decide whether visually presented, paired Chinese characters or pinyin "sounded like" a word. Results demonstrate that reading Chinese characters and pinyin activate a common brain network including the inferior frontal, middle, and inferior temporal gyri, the inferior and superior parietal lobules, and the extrastriate areas. However, some regions show relatively greater activation for either pinyin or Chinese reading. Reading pinyin led to a greater activation in the inferior parietal cortex bilaterally, the precuneus, and the anterior middle temporal gyrus. In contrast, activation in the left fusiform gyrus, the bilateral cuneus, the posterior middle temporal, the right inferior frontal gyrus, and the bilateral superior frontal gyrus were greater for nonalphabetic Chinese reading. We conclude that both alphabetic and nonalphabetic scripts activate a common brain network for reading. Overall, there are no differences in terms of hemispheric specialization between alphabetic and nonalphabetic scripts. However, differences in language surface form appear to determine relative activation in other regions. Some of these regions (e.g., the inferior parietal cortex for pinyin and fusiform gyrus for Chinese characters) are candidate regions for specialized processes associated with reading via predominantly assembled (pinyin) or addressed (Chinese character) procedures.

Brain↗
PubMed2003

Effects of orthographic transparency on reading and phoneme awareness in children learning to read in Wales.

The relationship between the development of reading skills and the consistency of the orthography (writing system) is investigated in a study that examines reading acquisition in children living in Wales. Performance of children learning to read Welsh (a transparent alphabetic orthography) on tests of reading and phoneme detection was compared with the performance of children learning to read English (an opaque alphabetic orthography). The children were tested during their second year of formal reading instruction at school when they were aged between 5 and 6 years, and again one year later. The children learning to read in Welsh performed significantly better at reading both real words and nonwords than children learning to read in English. The English readers made fewer phonologically based reading errors. The Welsh readers also performed better on a phoneme awareness task. These findings support the claim that children learn to read more quickly in a transparent orthography, and provide further evidence that the consistency of the orthography influences the initial adoption of different strategies for word recognition.

Analysis of Variance↗