Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Reading acquisition”

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 361 records · Page 20Linked to original sources
PubMed2002

Language and reading outcomes to age 9 in late-talking toddlers.

Language and reading outcomes at 6 to 9 years of age were examined in a sample of 34 children who were late talkers as toddlers. The late talkers, who all had normal nonverbal ability and age-adequate receptive language at intake, were compared to a group of 25 typically developing children matched at intake (24 to 31 months) on age, socioeconomic status, and nonverbal ability. Late talkers performed in the average range on most language tasks by age 5. However, they had significantly poorer scores on most language measures through age 9. The groups did not differ in reading skills at age 6 or 7, but the late talkers were slightly less skilled in reading at ages 8 and 9. Findings suggest that slow early language development reflects a predisposition for slower acquisition and lower asymptotic performance in a wide range of language-related skills into middle childhood.

Age Factors↗
PubMed1986

Oral and written language in a case of childhood phonemic deafness.

Neuropsychologic and neurolinguistic studies performed on an 11-year-old Landau-Kleffner boy are reported. At age 3 his language began to deteriorate progressively until complete disappearance. At the same time, the patient developed epileptic seizures. When 6 years old, he was taught to match objects to the corresponding written word, and subsequently he was able to learn reading and writing to such extent that he could attend primary school. BAER and primary cortical auditory responses were normal, whereas late cortical components were grossly retarded and distorted. Phonemic discrimination, identification, and production were absent, and in contrast, lexical-semantic abilities tested through reading and writing were normal. In visual STM tasks, phonologic mediation was absent. The role of phonologic mediation in language acquisition is then hypothesized.

Child↗
PubMed1977

Reading retention and transfer in TMR students.

Twenty-one TMR students at two schools completed 2 years of reading instruction using a whole-word approach. Students were pretested and posttested both years on two word lists; one list was made up of words included in the reading program, the other of words not included. The former list was used to assess word acquisition and retention, the latter to assess transfer. A one-way repeated measures analysis of variance indicated a statistically significant increase in words recognized. By the close of the second year, the average student had completed 100 lessons and had learned 41 words. Students retained most of the words they had learned over the 3-month summer vacation. A separate one-way repeated measures analysis indicated statistically significant transfer to untaught words. The authors concluded that TMR students can profit from reading instruction.

Adolescent↗
PubMed1993

Parallels between math and reading disability: common issues and approaches.

There is a relatively larger body of research on reading than on math disabilities. However, many research findings and theoretical issues are common to both areas of study. In this review, similarities in skill acquisition across domains are identified, and findings concerning the nature of the differences between learners with and without disabilities are discussed. Evaluating the areas of similarity and difference between reading and math disabilities may enhance our understanding of individual differences in learning abilities, and may be useful in guiding future research and theory development.

Child↗
PubMed1996

Word recall versus reading speed: evidence of preserved priming in head-injured patients.

This study addressed a number of issues. One purpose was to test whether memory-impaired, head-injured patients show the same pattern of memory task dissociation as reported in amnesics, that is, impaired explicit and intact implicit memory performance. The second purpose of this study was to apply the distinction between the acquisition and retention aspects of memory, which has not, as yet, been investigated adequately in the study of implicit memory. The third purpose was to evaluate the contribution of intra-item and inter-item processes in implicit memory. A group of 18 head-injured (HI) patients and 18 control subjects participated in this study. Subjects read two lists of 15 words seven times: five times consecutively, once after 20 min, and after a 1-hr delay. One list was read in the same order and the other in a different order. Acquisition and retention of the information were measured explicitly (i.e., recall of words) and implicitly (i.e., priming-reading speed). The results indicated that novel information is preserved in HI as in other amnesic patient groups, only when implicit, rather than explicit, measures of memory are used. The effect of contextual manipulation (i.e., order of presentation) was interpreted to suggest similar involvement of intra-as well as inter-memory processes in implicit memory in normal and memory-impaired subjects.

Adult↗
PubMed1997

Common k-space acquisition: a method to improve myocardial grid-tag contrast.

A current limitation of many myocardial tag acquisitions employing SPAMM encoding is the relatively rapid loss of tag contrast over the cardiac cycle. Acquisition schemes that apply line tags produce prolonged tag contrast compared with directly excited grid tags. However, a grid-tag series can be generated by combining two orthogonal line-tag series. To be time efficient, each line-tag series can be acquired with the read gradient oriented perpendicular to the line-tag direction. There are several disadvantages associated with this approach, including the requirement to avoid signal fold-over and that fat shift artifacts appear in different directions in each line-tag series. Presented here is a method of applying separate line tags that does not require interchanging the read and phase encoding gradients and does not extend the scan time compared with a conventional grid-tag acquisition. Additionally, the means of generating grid tags results in a doubling of the tag contrast to noise ratio compared a line-tag set. Computer simulations are presented along with phantom and volunteer scans.

Heart↗
PubMed2001

Internet user profile in the field of parasitology.

This study determined a profile of current Internet users in parasitology, their use patterns on the Internet for parasitologic purposes, and the Web sites they would recommend. In a European survey, 689 parasitologically engaged scientists were asked to fill out a questionnaire about Internet access, current problems, current and future use, and which Web sites they would recommend as well as about the use of e-mail. In all, 153 (22.2%) of the interviewees returned the questionnaire. Only one participant had no access to the Internet. Time expenditure was considered the main problem involved in use of the Internet. The Internet was mainly used for e-mail (96.1%); for literature research (93.5%); for reading of electronic journals (51.6%); and for gathering of information, e.g., about institutes and colleagues (58.2%) and about congresses (49.7%). In the future, 71.9% of the respondents would like to read electronic journals more often and 49.7% would like to use the web more intensively for acquisition of information about congresses, universities, and institutions. Requests for the future included an easier application of the browser software (33%) and a shorter response time (47.7%). The survey demonstrates that the Internet has assumed a definite place in the lives of researchers in the field of parasitology. Survey responses indicate a need for electronic journals. In our opinion, universities and parasitology societies should be urged to publish journals electronically on the Web. To diminish current problems involved in the finding of relevant information on the Internet, we strongly recommend careful reading of the instructions regarding the search engines used. Web pages with clear structures, small file sizes, precise HTML (hypertext markup language) key-word editing, and page titles would facilitate more accurate discovery of specific sites. In addition, there seems to be a need for regular publication of reviewed parasitology-link collections.

Computer Literacy↗
PubMedDate not supplied

[Phonological awareness therapy in the literacy process].

BACKGROUND: Phonological awareness and literacy. AIM: to verify the influence of phonological awareness therapy in the literacy process. METHOD: 46 children were submitted to an assessment involving the reading and writing of words and non-words and of phonological awareness. The experimental group was submitted to therapy. RESULTS: Therapy had a positive influence in the performance of the children in the experimental group (76.47%) regarding tasks of phonological awareness and regarding their performance in reading and writing; only literate children were able to perform tasks involving phonemic awareness. CONCLUSION: Phonological awareness therapy facilitates the acquisition of the alphabetic code.

Awareness↗
PubMed2000

High-resolution near-infrared imaging of DNA microarrays with time-resolved acquisition of fluorescence lifetimes.

Ultrasensitive, near-infrared (NIR), time-resolved fluorescence is evaluated as a detection method for reading DNA hybridization events on solid surfaces for microarray applications. In addition, the potential of mulitiplexed analyses using time-resolved identification protocols is described. To carry out this work, a NIR time-resolved confocal imager was constructed to read fluorescence signatures from the arrays. The device utilized a 780-nm pulsed diode laser, a single-photon avalanche diode (SPAD), and a high-numerical-aperture microscope objective mounted in an epi-illumination format. Due to the small size of the components that are required to construct this imager, the entire detector could easily be mounted on high-resolution translational stages and scanned over the stationary arrays. The instrument response function of the device was determined to be 275 ps (fwhm), which is adequate for measuring fluorophores with subnanosecond lifetimes. To characterize the system, NIR dyes were deposited directly on different substrate materials typically used for DNA microarrays, and the fluorescence lifetimes of two representative dyes were measured. The fluorescence lifetime for aluminum tetrasulfonated naphthalocyanine was found to be 1.92 ns, and a value of 1.21 ns was determined for the tricarbocyanine dye, IRD800, when it was deposited onto poly(methyl methacrylate) (PMMA) and measured in the dry state. Finally, the imager was used to monitor hybridization events using probe oligonucleotides chemically tethered to a PMMA substrate via a glutardialdehyde linkage to an aminated-PMMA surface. The limit of detection for oligonucleotides containing a NIR fluorescent reporter was determined to be 0.38 molecules/microm2, with this detection limit improving by a factor of 10 when a time-gate was implemented. Fluorescence lifetime analysis of the hybridization events on PMMA indicated a lifetime value of 1.23 ns for the NIR-labeled oligonucleotides when using maximum-likelihood estimators.

Base Sequence↗
PubMed1996

The psychoeducational profile of boys with Klinefelter syndrome.

Klinefelter syndrome (KS) affects about 1 in 900 males due to an extra X chromosome. Although there are no obvious physical features associated with childhood KS, many boys demonstrate a cognitive deficit in verbal processing. The first section of this article integrates the extant literature on intelligence and achievement outcomes in boys with KS. The second section presents our findings from a 20-year study involving one of the largest unselected cohorts of boys with KS. We followed 36 boys with KS and 33 sibling controls from 6 until 20 years of age. Boys with KS are shown to demonstrate a verbal cognitive deficit and significant underachievement in reading and spelling, as well as in arithmetic. These problems, which are evident from early school years, increase with age such that by late adolescence, boys with KS are four to five grade levels behind. In addition, we also found that they were most likely to have a generalized type of learning disability, with very few boys indicating a pure reading or pure arithmetic problem. They also showed deficits in written language skills and acquisition of knowledge-based subject material were also problematic. Despite significant underachievement and frequent grade failure, many boys with KS had completed high school, and a few were also pursuing postsecondary educations. The discussion section examines how their language-based disability affects comprehension and learning, leading to underachievement.

Achievement↗
PubMed2003

Becoming a pianist. An fMRI study of musical literacy acquisition.

Musically naïve subjects were scanned using functional magnetic resonance imaging (fMRI) before and after they had been taught to read music and play keyboard. When subjects played melodies from musical notation after training, activation was seen in a cluster of voxels within the right superior parietal cortex consistent with the view that music reading involves spatial sensorimotor mapping.

Brain Mapping↗
PubMed1999

Role of surgical residents in undergraduate surgical education.

OBJECTIVES: To identify the role and impact of surgical residents on the various activities of a senior (4th year) surgical clerkship, and to explore students' perceptions of differences between the teaching behaviours of attending physicians and residents. DESIGN: A survey by questionnaire. SETTING: McGill University, Montreal. METHOD: A 67-item questionnaire was administered to fourth-year medical students at the end of their 8-week surgical clerkship. Analysis of the data was performed using the Wilcoxon signed-rank test, Dunn's multiple comparison test and mean average. MAIN OUTCOME MEASURES: Overall satisfaction with the clerkship, teaching behaviours and teaching of clinical skills and basic principles. RESULTS: Overall satisfaction with the clerkship was 6.31 out of 10. Surgical residents were perceived as being significantly more active than the attending staff in 14 out of 15 teaching behaviours. They were also seen as important in teaching certain clinical skills such as suturing, assisting in the operating room and managing emergency situations. They also contributed significantly to teaching the basic principles of surgery such as infections, surgical bleeding and fluid and electrolytes. On a 10-point scale, students felt that more learning was achieved by independent reading, tutorials and residents' teaching than by other teaching modalities, including attending physicians' and nurses' teaching. CONCLUSIONS: Medical students perceive surgical residents as being significantly more active in their education process than the attending staff. Residents appear to be responsible for teaching various technical and patient management skills necessary for patient care. Along with independent reading and tutorials, resident teaching contributes a significant portion of the medical student's acquisition of knowledge and appears to contribute to the students' choice of surgery as a career.

Adult↗
PubMed2002

Interpretation and reporting of myocardial perfusion SPECT: a summary for technologists.

Interpretation of cardiac perfusion SPECT images, and the subsequent reporting of results to referring physicians, are sometimes taken to be outside the sphere of the nuclear medicine technologist. However, all personnel involved with nuclear medicine procedures contribute to the timeliness and usefulness of the final report. The goal of this article is to review the principles of scan interpretation and reporting, from the standpoint of what technologists need to understand about these processes. In addition, software tools to aid these processes will be discussed, including quantitative image analysis, telemedicine, computer-aided scan interpretation, databases, computer-aided reporting, and Internet-based reporting. Finally, the accuracy of the scan report will be related to the tasks normally performed by technologists, such as the acquisition and processing of images and the entry, transfer, and networking of data. After reading this article, the reader will be able to describe the principles of scan interpretation and reporting, the software tools for telemedicine and computer-aided interpretation, and the role of the technologist in this process.

Allied Health Personnel↗
PubMed2002

Testing the test: the reliability of echocardiography in the sequential assessment of valvular regurgitation.

BACKGROUND AND OBJECTIVE: Substantial variability in serial echocardiographic qualitative assessment of valvular regurgitation may exist. Reader variability is generally well understood, but acquisition variability (portions of variability caused by equipment, sonographers, physiologic changes) has been less frequently assessed, particularly in combination with reader variability. We attempted to determine the relative contributions of acquisition and reader variability as components of total test-retest variability for aortic (AR) and mitral (MR) regurgitation. METHODS: Outpatient echocardiographic study was done at 2 clinical sites. Twenty-three predominantly obese middle-aged females had 3 echocardiograms, 2 performed 14 +/- 3 days apart and the third performed within 1 to 2 hours of the second. Triplets of echocardiograms were evaluated for change in grade of AR and MR. Medical history, anthropometrics, and blood pressures were obtained. RESULTS: Average intrareader variability (percentage of reads for which there is within-reader disagreement) was 5.6% for AR and 16.7% for MR. The average total test-retest variability (percentage of reads for which there is disagreement between visits) was 29.0% for AR and 24.6% for MR. The acquisition variability for AR was 23.4% +/- 7.7%; for MR, it was 7.9% +/- 10.2%. A significant predictor of change for AR/MR was the initial grade. Change in diastolic blood pressure was positively associated with change in AR and MR. CONCLUSIONS: Intrareader agreement was substantial for AR and MR. Components of total test-retest variability found were reader, biological (change in diastolic blood pressure), and regression to the mean. Recommendations for clinical practice include monitoring blood pressure changes and understanding the confidence limits of the clinical test. Test-retest variability and its components should be considered in echocardiography and other diagnostic testing.

Adolescent↗
PubMed2006

Watching the brain during meaning acquisition.

Acquiring the meaning of a new word in a foreign language can be achieved either by rote memorizing or, similar to meaning acquisition during infancy, by extracting it from context. Little is known about the brain mechanisms involved in word learning. Here we demonstrate, using event-related brain potentials, the rapid development of a brain signature related to lexical and semantic processing during contextual word learning. Healthy volunteers engaged in a simple word-learning task were required to discover the meaning of a novel word from a context during silent reading. After 3 exposures, brain potentials to novel words in meaningful contexts were indistinguishable from real words, although this acquisition effect was not observed for novel words, for which sentence contexts allowed no meaning derivation. Furthermore, when the learned novel words were presented in isolation, an activation of their corresponding meaning was observed, although this process was slower than for real words.

Adult↗
PubMed2004

Neural representations of nouns and verbs in Chinese: an fMRI study.

The neural representation of nouns and verbs has been a focus of many recent neuroimaging and neuropsychological studies. These studies have in general found that in English and other Indo-European languages, verbs are represented in the frontal region (e.g., the left prefrontal cortex) while nouns in the posterior regions (the temporal-occipital regions). There is accumulating evidence, however, that the picture may have been overly simplified. In the present study, we examine the representations of nouns and verbs in Chinese, a language that has unique properties in its grammar and particularly in the structure of nouns and verbs. In an fMRI experiment, subjects viewed a list of disyllabic nouns, verbs, and class-ambiguous words and performed a lexical decision on the target. Results from the experiment indicate that nouns and verbs in Chinese activate a wide range of overlapping brain areas in distributed networks, in both the left and the right hemispheres. The results provide support for the prediction regarding the impact of linguistic typology and language-specific influences on the neural representation of grammatical categories. They are consistent with recent proposals that specific linguistic experience shapes neural systems of reading and speaking and that the language-specific properties of the Chinese grammar affect the representation, processing, and acquisition in this language.

Adult↗
PubMed2006

Evaluation of PROforma as a language for implementing medical guidelines in a practical context.

BACKGROUND: PROforma is one of several languages that allow clinical guidelines to be expressed in a computer-interpretable manner. How these languages should be compared, and what requirements they should meet, are questions that are being actively addressed by a community of interested researchers. METHODS: We have developed a system to allow hypertensive patients to be monitored and assessed without visiting their GPs (except in the most urgent cases). Blood pressure measurements are performed at the patients' pharmacies and a web-based system, created using PROforma, makes recommendations for continued monitoring, and/or changes in medication. The recommendations and measurements are transmitted electronically to a practitioner with authority to issue and change prescriptions. We evaluated the use of PROforma during the knowledge acquisition, analysis, design and implementation of this system. The analysis focuses on the logical adequacy, heuristic power, notational convenience, and explanation support provided by the PROforma language. RESULTS: PROforma proved adequate as a language for the implementation of the clinical reasoning required by this project. However a lack of notational convenience led us to use UML activity diagrams, rather than PROforma process descriptions, to create the models that were used during the knowledge acquisition and analysis phases of the project. These UML diagrams were translated into PROforma during the implementation of the project. CONCLUSION: The experience accumulated during this study highlighted the importance of structure preserving design, that is to say that the models used in the design and implementation of a knowledge-based system should be structurally similar to those created during knowledge acquisition and analysis. Ideally the same language should be used for all of these models. This means that great importance has to be attached to the notational convenience of these languages, by which we mean the ease with which they can be read, written, and understood by human beings. The importance of notational convenience arises from the fact that a language used during knowledge acquisition and analysis must be intelligible to the potential users of a system, and to the domain experts who provide the knowledge that will be used in its construction.

Antihypertensive Agents↗
PubMed1996

Reading vocabulary knowledge and deafness.

With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary knowledge are critical. It is necessary to teach vocabulary, especially to poor readers, who are not likely to derive many word meanings from the use of context during natural or deliberate reading situations. On the basis of theoretical and research syntheses, the article offers implications for vocabulary instruction for deaf children and adolescents.

Journal Article↗