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PubMed1994

The influence of orthographic consistency on reading development: word recognition in English and German children.

Groups of 7, 8, and 9-year-old children who were learning to read in English and German were given three different continuous reading tasks: a numeral reading task, a number word reading task, and a nonsense word reading task. The nonsense words could be read by analogy to the number words. Whereas reading time and error rates in numeral and number word reading were very similar across the two orthographies, the German children showed a big advantage in reading the nonsense words. This pattern of results is interpreted as evidence for the initial adoption of different strategies for word recognition in the two orthographies. German children appear to rely on assembling pronunciations via grapheme-phoneme conversion, and English children appear to rely more on some kind of direct recognition strategy. A model of reading development that takes account of orthographic consistency is proposed.

Austria↗
PubMed1992

EEG spectra in dyslexic and normal readers during oral and silent reading.

EEGs of extensively screened dyslexics and normal readers were recorded while they read easy and difficult texts silently and orally, and during two other verbal tasks which also differed in overt speaking but had no reading component: narrative speaking and listening to a story. Mid-temporal, central and parietal leads were referenced to linked ears and to Cz. Large differences between tasks and between groups were found. With the linked ears reference, power was higher in all bands in oral reading than in silent reading, with the largest change occurring in the temporal leads. In the theta and low beta bands the difference between oral and silent reading was greater for controls than for dyslexics. These effects were not accounted for by differences in reading speed or in difficulty. Similar results were found in two cohorts of subjects. The difference between groups in theta was found only in the reading tasks. In contrast, the group difference in low beta was also found in the change from listening to speaking. This implies that the oral-silent group difference in theta is related to some aspect of the reading tasks other than the presence or absence of overt speaking, and that the low beta group difference is related to some aspect of overt speaking rather than to reading per se. With the Cz reference no group differences were found. It is suggested that the groups differ in the reading strategies they use, and the degree to which they shift strategy between the silent and oral tasks. We hypothesize that these cognitive differences are reflected in the theta activity from the temporal lobe. While there were many differences between the tasks in alpha power and asymmetry, no group differences involving alpha were found.

Adolescent↗
PubMed1987

A comparison of word recognition processes in dyslexic and normal readers at two reading-age levels.

This study addressed the question of whether dyslexic children use qualitatively different word identification processes as compared to normal readers at the same stage of reading acquisition. Fifty-two dyslexic children and reading-age matched normal readers were required to pronounce words and pseudowords designed to tap several word recognition and decoding processes. Performance profiles were compared for the two reading groups at two reading ages. Although an invariant acquisition sequence was observed across reading groups, differences in level of performance between dyslexics and reading-age controls varied as a function of reading age. The performance of the more advanced dyslexics was virtually indistinguishable from normal readers on all measures. In contrast, the younger reading age dyslexics differed from normal readers on several measures of spelling-sound correspondences. However, no reading group differences were observed on measures of word recognition. The results indicated that dyslexics and normal readers at the same reading age use essentially the same processes to recognize words, but may differ in knowledge of correspondence rules.

Adolescent↗
PubMed1985

Psychophysics of reading--II. Low vision.

Very little is known about the effects of visual impairment on reading. We used psychophysical methods to study reading by 16 low-vision observers. Reading rates were measured for text scanned across the face of a TV monitor while varying parameters that are likely to be important in low vision: angular character size, number of characters in the field, number of dots composing each character, contrast polarity (white-on-black vs black-on-white text), and character spacing. Despite diverse pathologies and degrees of vision loss in our sample, several major generalizations emerged. There is a wide variation in peak reading rates among low-vision observers, but 64% of the variance can be accounted for by two major distinctions: intact central fields vs central-field loss and cloudy vs clear ocular media. Peak reading rates for observers with central-field loss were very low (median 25 words/minute), while peak reading rates for observers with intact central fields were at least 90 words/minute (median 130 words/minute). Most low-vision readers require magnification to obtain characters of optimal size. Sloan M acuity was a better predictor of optimal character size than Snellen acuity, accounting for 72% of the variance. Low-vision reading is similar to normal reading in several respects. For example, both show the same dependence on the number of characters in the field. Our results provide estimates of the best reading performance to be expected from low-vision observers with characteristic forms of vision loss, and the stimulus parameters necessary for optimal performance. These results will be useful in the development of clinical tests of low vision, and in the design of low-vision reading aids.

Adolescent↗
PubMed1987

Reading twisted text: implications for the role of saccades.

These experiments investigated how the quality of saccadic skill limits the acquisition of visual information during a reading task. Subjects read text in which the spatial pattern of saccades was varied by reversing the order of words in a line, the order of letters in a word, or both. Some of these transformations drastically altered the customary visual appearance of words. To distinguish visual from oculomotor influences on reading, letters, in some conditions, were rotated 180 deg to produce text in which the customary visual appearance of words was destroyed while the order of words and letters remained unchanged. We found that the directional pattern of saccades had relatively modest effects on reading speed under the instruction to read accurately. The size of saccades had large effects on reading speed. Text in which familiar patterns of letters were destroyed, either by changing letter-order or letter-orientation, was read by sequences of small (less than 30') saccades made to look at every letter, or every alternate letter. Separate tests of letter recognition showed that these small saccades were necessary because recognition of letters drops sharply as a function of eccentricity in the absence of familiar letter patterns. Frequent small saccades slowed reading in that durations of the pauses before saccades increased when saccade size fell below 30-60'. We found a similar pattern of increased saccadic latency with decreasing saccade size when subjects used saccades to track a point whose motion mimicked their own reading eye movement patterns. The long latencies before small saccades in the point-tracking task showed that saccadic programming difficulties contributed to the long pause durations before small saccades during reading. The observed difficulty in programming small saccades means that valid inferences about the duration of visual or cognitive processes cannot be drawn from the temporal pattern of saccades unless the relative difficulty and time required to program different spatial patterns of saccades is taken into account.

Eye Movements↗
PubMed2006

Learning-related changes of brain activation in the visual ventral stream: an fMRI study of mirror reading skill.

A previous neuroimaging study has indicated that the visual dorsal stream may contribute to accurate reading of mirror-reversed words. However, the role of the visual ventral stream in the learning of mirror reading skill remains ambiguous. In the present fMRI study, we investigated learning-related changes in brain activation in the visual ventral stream in a mirror reading task. Subjects participated in three successive runs of the mirror reading task, in each of which they were asked to read mirror-reversed words and normal words as accurately and as quickly as possible. The behavioral data for the mirror reading condition showed significant improvement in reaction time but not in performance accuracy across the three runs. The activation data showed different learning-associated patterns related to the right and left visual ventral streams. On the right side, activity related to the reading of mirror stimuli was significantly greater than that related to normal stimuli in the first run only, whereas on the left side it was greater in all runs. Additional correlation analysis between response time data and percentage signal changes only in the mirror reading condition showed significant correlation on the right visual ventral stream in the first run only, whereas that on the left visual ventral stream was found only in the third run. The dissociable response between the right and left visual ventral streams may reflect learning-related changes in reading strategy and may be critical in improving the speed of reading mirror-reversed words.

Adult↗
PubMed2004

Reading-related oculomotor testing and training protocols for acquired brain injury in humans.

Many individuals with acquired brain injury (ABI) report reading problems of oculomotor origin. These may include frequent loss of place, skipping of lines and difficulty shifting to the next line of print. We describe two protocols for the testing and training of reading-related eye movements in adult individuals with ABI (traumatic brain injury [TBI] and stroke with hemianopia), who experience oculomotor-based symptoms when reading. These protocols use objective eye movement recording techniques and computer-based stimulus presentation and analysis. One protocol tests and the other trains basic horizontal and vertical versional eye movements (fixation, saccades and pursuit), as well as reading eye movements using simulated single and multiple line dynamic arrays. In addition, a reading rating-scale questionnaire is administered before and after completion of training to assess subjective reading improvement. In all paradigms, the target consists of a 0.5 degrees luminous square, which is displayed on a computer monitor positioned 40 cm from the subject along the midline. All testing and training are conducted under binocular viewing conditions with optical correction in place. There are two modes of training: normal internal oculomotor visual feedback either alone (4 weeks) or in conjunction with external oculomotor auditory feedback (4 weeks) administered in a counterbalanced manner within each diagnostic group. Training is performed 1 h, twice weekly for the 8 weeks. Oculomotor testing is conducted before, midway and after training. Following training, reading-related eye movements and reading ability improved as assessed both subjectively and objectively. These protocols provide a systematic approach to the quantitative and comprehensive testing and training of reading-related eye movement skills and behaviors in the ABI population manifesting oculomotor-based reading dysfunctions. Furthermore, the training protocol results in the rapid remediation of the eye movement deficits, which appear to transfer to activities of daily living.

Brain Injuries↗
PubMed2006

Reading ability with 3 multifocal intraocular lens models.

PURPOSE: To prospectively evaluate reading performance with of 3 types of multifocal intraocular lenses (IOLs) under different lighting conditions based on reading acuity and reading speed tests. SETTING: Augenklinik, Bad Hersfeld, Germany. METHODS: This randomized study comprised 60 cataract patients (120 eyes) randomly assigned to receive an SA40N IOL (AMO) (Group 1, 20 patients), Tecnis ZM001 IOL (AMO) (Group 2, 20 patients), or AcrySof ReSTOR SA60D3 IOL (Alcon) (Group 3, 20 patients). Pupil size and reading ability at near (visual acuity, reading speed) without correction, with best distance correction, and with best near correction were assessed 6 weeks postoperatively under low-light conditions (6 cd/m(2)) and bright-light conditions (100 cd/m(2)) using the Radner Reading Charts. RESULTS: Six weeks postoperatively, there was no significant difference between groups in pupil size measured under low-light (6 cd/m(2)) or bright-light (100 cd/m(2)) conditions. When assessed under low-light conditions, near visual acuity and reading speed with or without correction were generally better in Group 2 than in Groups 1 and 3; there were no significant difference between Groups 1 and 3. Under bright-light conditions, Groups 2 and 3 performed significantly better than Group 1 and Group 2 performed better than Group 3. CONCLUSIONS: Under bright-light conditions, second-generation multifocal IOLs provided better reading performance than the Array SA40N IOL. However, when tested under low-light conditions, patients with the Tecnis ZM001 IOL had the best reading acuity and reading speed.

Contrast Sensitivity↗
PubMed1996

Reading skills in children with Turner's syndrome: an analysis of hyperplexia.

Most neuropsychological studies of cases of chromosomal abnormalities report associations with disorders or disabilities. Studies of Turner's Syndrome (TS), in which their is functional absence of the information carried on the short arm of the second X chromosome, have emphasised disorders of spatial skill and potential abnormality of the parietal lobes or right hemisphere. In contrast, language skills have received little investigation despite suggestions by Shaffer (1962) of considerable verbal skill. This paper reports on an analysis of reading skill, in girls with TS. The girls with TS attained reading levels higher than those predicted on the basis of their age and intelligence. Moreover, they attained significantly higher reading levels than controls. Unlike many previous studies of hyperlexia, reading comprehension was also better than controls. The hyperlexia of the girls with TS was characterised by strength in both lexical reading systems, as assessed by the ability to read irregular words, and strength in alphabetical or phonological reading skills, as assessed by the ability to read long unfamiliar regular words. Hyperlexia need not therefore co-occur with comprehension difficulties nor need it reflect strength in only part of the reading system. In TS it appears to represent a genuine hyperdevelopment of a skill. The strength of reading skill counterbalances the spatial difficulties of a comparable sample of girls with TS (Temple and Carney, 1995), and with other verbal skills may potentially be exploited in remedial enterprises.

Child↗
PubMed2004

Reading habits, perceptual learning, and recognition of printed words.

The present work aims at demonstrating that visual training associated with the act of reading modifies the way we perceive printed words. As reading does not train all parts of the retina in the same way but favors regions on the side in the direction of scanning, visual word recognition should be better at retinal locations that are frequently used during reading. In two studies that probed word and letter discriminations we provided evidence for a correlation between eye fixation pattern during reading and performance. We showed that effects of reading-related visual training were stimulus-specific in the sense that it affected the perception of words but not that of visually unfamiliar non-words. This stimulus specificity was also evident in the legibility of individual characters of the Roman and the Hebrew scripts-two scripts that are read in opposing directions. When displayed within a sequence of homogenous letters (e.g., xxexx) the legibility of a target character varied with the location of the sequence in the visual field and with the serial position of the target within the sequence. This retinal location- and context-dependency differed between Roman and Hebrew characters. These results seem to indicate that reading modifies the functional structure of early stages in the visual pathway. The cortical network that supports reading seems to comprise components of the visual cortex of both hemispheres before it lateralizes to the left hemisphere. Expanding the reading network to include these visual regions will shed a different light on the potential role of the visual word form area (e.g., ) in word recognition and on the organization of the reading system in general.

Analysis of Variance↗
PubMed1997

The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary.

The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items with the novel words. Listening to multiple readings of a storybook facilitated children's acquisition of expressive and receptive vocabulary, whereas answering questions during the multiple readings was more helpful to the acquisition of expressive than receptive vocabulary. These findings suggest that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.

Child, Preschool↗
PubMed1996

Reading lexically without semantics: evidence from patients with probable Alzheimer's disease.

Recent modifications of the lexical model of oral reading make the prediction that under conditions where sublexical reading processes alone cannot achieve the target pronunciation (i.e., when words have exceptional spellings or when sublexical processes are impaired), patients with severe semantic impairment should have more difficulty reading aloud semantically impaired words than semantically retained words. In a battery of lexical-semantic and reading tasks, two neurologically normal control subjects and two subjects with probable Alzheimer's disease (AD) and only moderate semantic impairment read aloud all words accurately. One AD subject with severe semantic impairment was impaired in word reading but demonstrated no difference in reading words with regular and exceptional spellings. Another AD subject with severe semantic impairment read aloud without error virtually all regular and exception words. Neither severely impaired AD subject demonstrated any relationship between oral reading accuracy and semantic knowledge of exception words. These findings support a model of word reading incorporating lexical, nonsemantic processes by which lexical orthographic input representations directly activate lexical phonological output representations without the necessity of semantic mediation.

Aged↗
PubMed2004

Genetic and environmental sources of covariance between reading tests used in neuropsychological assessment and IQ subtests.

In this study, we examined genetic and environmental influences on covariation among two reading tests used in neuropsychological assessment (Cambridge Contextual Reading Test [CCRT], [Beardsall, L., and Huppert, F. A. (1994). J. Clin. Exp. Neuropsychol. 16:232-242], Schonell Graded Word Reading Test [SGWRT], [Schonell, F. J., and Schonell, P. E. (1960). Diagnostic and attainment testing. Edinburgh: Oliver and Boyd.]) and among a selection of IQ subtests from the Multidimensional Aptitude Battery (MAB), [Jackson, D. N. (1984). Multidimensional aptitude battery, Ontario: Research Psychologists Press.] and the Wechsler Adult Intelligence Scale-Revised (WAIS-R) [Wechsler, D. (1981). Manual for the Wechsler Adult Intelligence Scale-Revised (WAIS-R). San Antonio: The Psychological Corporation]. Participants were 225 monozygotic and 275 dizygotic twin pairs aged from 15 years to 18 years (mean, 16 years). For Verbal IQ subtests, phenotypic correlations with the reading tests ranged from 0.44 to 0.65. For Performance IQ subtests, phenotypic correlations with the reading tests ranged from 0.23 to 0.34. Results of Structural Equation Modeling (SEM) supported a model with one genetic General factor and three genetic group factors (Verbal, Performance, Reading). Reading performance was influenced by the genetic General factor (accounting for 13% and 20% of the variance for the CCRT and SGWRT, respectively), the genetic Verbal factor (explaining 17% and 19% of variance for the CCRT and SGWRT), and the genetic Reading factor (explaining 21% of the variance for both the CCRT and SGWRT). A common environment factor accounted for 25% and 14% of the CCRT and SGWRT variance, respectively. Genetic influences accounted for more than half of the phenotypic covariance between the reading tests and each of the IQ subtests. The heritabilities of the CCRT and SGWRT were 0.54 and 0.65, respectively. Observable covariance between reading assessments used by neuropsychologists to estimate IQ and IQ subtests appears to be largely due to genetic effects.

Adolescent↗
PubMed1998

Reading of lexically stressed words by Italian aphasic patients: a retrospective study.

This retrospective study investigated whether there is evidence of a 3rd reading mechanism in a transparent orthography such as Italian, where (nearly) all words can be read through the sublexical route but stress cannot always be assigned by orthography-to-phonology rules. The presence and frequency of stress errors in lexically stressed words in 16 aphasic patients with impaired reading comprehension of those same words was checked. Nine patients were reexamined months later. Notwithstanding impaired reading comprehension, none of the patients made stress errors at first examination. At follow-up, all patients showed improvement of reading comprehension and only 2 patients still had better preserved oral reading. The authors concluded that even in transparent orthographies such as Italian, the noninteractive dual-route model is inadequate for explaining all patterns of reading performances. In nonprogressive aphasias, reading comprehension can recover in a larger number of patients, reducing the amplitude of the dissociation between reading aloud and reading comprehension and reducing the number of patients showing this dissociation.

Adolescent↗
PubMed2000

What do medical students read and why? A survey of medical students in Newcastle-upon-Tyne, England.

OBJECTIVES: There is increasing interest in the role of medical humanities within the undergraduate curriculum, but we know little about medical students' views on this or about their reading habits. Our study explored the reading habits of medical students, and their attitudes towards literature and the introduction of humanities into the curriculum. DESIGN: Self-completion questionnaire survey. SETTING: Newcastle University and Medical School. SUBJECTS: All first-, second- and third-year undergraduate medical students (384), biology students (151) and a random sample of law students (137) were sent a self-completion questionnaire to assess reading levels, attitudes towards literature and the medical humanities (medical students) and the perceived benefits of reading. RESULTS: Medical students read widely beyond their course and articulate a range of benefits from this, including: increasing awareness of life outside their experience; introspection or inspiration; emotional responses; and stimulation of an interest in reading or literature. Of the medical students, 40% (103/258) read one or more fiction books per month, but 75% (193) read fewer non-curricular books since starting university, largely because of time pressures, work, study or academic pressures and restricted access to books. A total of 77% (194) thought that medical humanities should definitely or possibly be offered in the curriculum, but of these 73% (141) thought it should be optional and 89% (172) that it should not be examined. CONCLUSIONS: Medical students read literature for a variety of very positive and valued reasons, but have found leisure reading harder to maintain since starting university. They support inclusion of the humanities in medical education, but have mixed views on how this should be done.

Attitude↗
PubMed1990

[Decreased reading speed and rapid fatigue as signs of disordered visual function].

Monocular and binocular reading curves of 20 patients (4 with cataract, 5 with glaucoma, 11 with maculopathy) were recorded by infrared oculography. Reading speed was found to be directly proportional to the visual acuity of the eye tested. However, the same visual acuity in both eyes does not always mean that the subject reads at the same speed with both eyes. For example, paracentral visual field defects impair reading ability and eyes which appear to have good vision may easily become tired. Twelve of 16 examined eyes with maculopathy showed a significant decrease in reading speed during a reading test lasting no more than 2 minutes. In tests of the same duration cataract patients did not tire; their reading speed increased. Binocular vision helps improve reading speed in cases of maculopathy, and even more so in cases of glaucoma with visual field defects. Attention is drawn to Mackensen's suggestion that measurement of reading speed is a valuable function test, and to the fact that in certain cases fatigue of an eye during reading is a new and measurable criterion of the degree of visual impairment.

Adult↗
PubMed2005

Reading depends on writing, in Chinese.

Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is manifested universally across languages and that behavioral remediation using strategies addressing phonological awareness alleviates reading difficulties in dyslexics. The prevailing view of the central role of phonological awareness in reading development is largely based on studies using Western (alphabetic) languages, which are based on phonology. The Chinese language provides a unique medium for testing this notion, because logographic characters in Chinese are based on meaning rather than phonology. Here we show that the ability to read Chinese is strongly related to a child's writing skills and that the relationship between phonological awareness and Chinese reading is much weaker than that in reports regarding alphabetic languages. We propose that the role of logograph writing in reading development is mediated by two possibly interacting mechanisms. The first is orthographic awareness, which facilitates the development of coherent, effective links among visual symbols, phonology, and semantics; the second involves the establishment of motor programs that lead to the formation of long-term motor memories of Chinese characters. These findings yield a unique insight into how cognitive systems responsible for reading development and reading disability interact, and they challenge the prominent phonological awareness view.

Asian People↗
PubMed2000

Auditory processing parallels reading abilities in adults.

A broad battery of psychoacoustic measures and standard measures of reading and spelling were applied to 102 adults. The test group included individuals with a childhood history of reading difficulties and controls with no reported reading difficulties. Reading scores were variable in both groups. Poor auditory processing abilities were recorded in poor readers; particular difficulties were posed by tasks requiring spectral distinctions, the simplest of which was pure tone frequency discrimination. In absolute terms, the greatest deficits were recorded in tasks in which stimuli were presented in brief forms and in rapid succession. Auditory processing abilities accounted for more than 50% of the reading score variance in the control group, but their correlation with reading scores was lower in the group with childhood histories of reading difficulties. The additional variability in the latter group resulted largely from the prevalence of reading-compensated poor psychoacoustic performers, whose short-term word memory was also typically poor. Taken together, these findings support a link between impaired auditory resolution and poor reading. Psychoacoustic difficulties are largely retained through adulthood and may be the source of the retained reading difficulties.

Adolescent↗