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PubMed2001

Physiological patterns during practice of the Transcendental Meditation technique compared with patterns while reading Sanskrit and a modern language.

This study tested the prediction that reading Vedic Sanskrit texts, without knowledge of their meaning, produces a distinct physiological state. We measured EEG, breath rate, heart rate, and skin conductance during: (1) 15-min Transcendental Meditation (TM) practice; (2) 15-min reading verses of the Bhagavad Gita in Sanskrit; and (3) 15-min reading the same verses translated in German, Spanish, or French. The two reading conditions were randomly counterbalanced, and subjects filled out experience forms between each block to reduce carryover effects. Skin conductance levels significantly decreased during both reading Sanskrit and TM practice, and increased slightly during reading a modern language. Alpha power and coherence were significantly higher when reading Sanskrit and during TM practice, compared to reading modern languages. Similar physiological patterns when reading Sanskrit and during practice of the TM technique suggests that the state gained during TM practice may be integrated with active mental processes by reading Sanskrit.

Adult↗

PubMed2002

Objective improvement from base-in prisms for reading discomfort associated with mini-convergence insufficiency type exophoria in school children.

PURPOSE: To determine whether base-in prism glasses could diminish asthenopia, and improve reading abilities (speed, accuracy and comprehension). METHODS: All patients aged 8-18 years, from one practice, were examined and considered prospectively over a six month period. Ten percent (72) of these 703 patients met initial criteria of an exodeviation greater at near than distance and reading discomfort. At initial examination these 72 were asked to read orally, with and without base-in prisms. If the senior examiner noted they read faster and with fewer mistakes, and the patient reported increased reading comfort, then reading (only) glasses with 2 to 3 diopters base-in prism OU were prescribed. Of the 72, 33 were so treated. After 3 weeks they were given the Gray Oral Reading Test (GORT-3). This test has two equal parts which were administered one with, and one without, prisms. A subjective questionnaire was also administered. RESULTS: The overall mean improvement in reading speed, accuracy and comprehension on the GORT- 3 with base-in prisms, was from the 34th to the 66th percentile. The improvements in reading were "statistically significant" at p<.001. Patients also reported subjective improvement in asthenopic symptoms and headaches. CONCLUSION: Base-in prism glasses improve subjective reading comfort and abilities (speed, accuracy and comprehension) in these patients.

Adolescent↗

PubMed1992

Impaired emotional health in children with mild reading disability.

Children with reading disabilities are at risk for emotional difficulties. There is some evidence that reading-disabled children with high socioeconomic status may be at risk of having low self-esteem. We conducted a preliminary study of the impact of reading disability on children's self-esteem and emotional health in a select group of mildly impaired reading disabled children with well-educated parents who were well informed about reading disabilities. We interviewed 28 healthy, preadolescent boys and girls with mean reading delay of 9.0 months and 39 comparable nonreading disabled children who formed the control group. Children and parents completed the Harter's Self-Perception Profile. Parents completed the Achenbach Child Behavior Checklist and Rand Mental Health Survey. We found that these mildly impaired reading-disabled children were more anxious and less happy than were nondisabled students despite having well-informed, well-educated parents (mean level of education = 17.0 years). Reading-disabled children considered themselves to be less competent scholastically, and their parents rated them as less competent than nondisabled children on all measures of self-esteem. These well-educated mothers tended to underrate their child's perceived scholastic competence. Controlling for behavior problems, Achenbach Child Behavior Checklist scores for social competence were lower for reading-disabled children. These findings suggest that the mildly impaired reading-disabled children with high socioeconomic status are at risk for low self-esteem and poor emotional health.

Adaptation, Psychological↗

PubMed2006

The comparison of clinical imaging devices with respect to parallel readings in both devices.

OBJECTIVE: Many proposals for the comparison of diagnostic devices refer to the computation of ROC curves or sensitivity / specificity-based parameters, thereby strictly assuming the presence of a reliably parameterized clinical reference method. When none of the devices under consideration can be regarded as a reference, Cohen's kappa coefficient for assessing the methods' relative agreement becomes increasingly popular. If, however, not only the agreement between two diagnostic devices, but also the devices' reliability must be taken into account (for example, if multiple parallel readings are obtained from one or both of the devices), no corresponding coefficients can be obtained from standard software. Bearing the recent modifications in the German Medicinal Devices Law (Medizinproduktegesetz) in mind, such methods will soon become necessary and strongly demanded for the sake of immediate re-evaluation of previously certified medicinal devices. METHODS: Generalizations of Cohen's kappa (kappa) for complex multi reader designs can be found by estimating weighted averages of the observed and expected agreement among subsets of parallel readings. A flexible, although instructive, strategy for designing kappa coefficients in the context of method comparison trials is proposed, which measures the two methods' overall agreement while correcting for each method's underlying inter / intra observer reliability. Cluster algorithms will be outlined, which allow to identify (in)compatible clusters of readings. Their application will be illustrated by means of the intraindividual comparison of two different strategies in radiographical imaging, where none of the underlying imaging methods can be regarded as a reference. RESULTS: The algorithms are illustrated by the comparison of two radiological imaging devices R and F, where none of these imaging methods could be considered as a valid reference, i.e. replicate readings by three independent radiologists were taken from each device, respectively. The setting allowed for intraindividual comparison of the imaging methods, since each of the three involved radiologists took one reading from both devices on each of 120 individuals. The algorithm identifies a subset of compatible reading patterns with an overall agreement of kappa = 0.83 (95% confidence interval 0.78 - 0.88) despite the fact, that the underlying readings arose from two different imaging devices. An obvious interpretation suggests, that the gradient in experience between the readers was more relevant to their reading patterns' outcome than any difference between the imaging devices. CONCLUSIONS: The generalized kappa coefficients can be modified according to the study design at hand to instructively identify (in)compatible clusters of multiple parallel reading patterns; the relative agreement of imaging methods can be estimated as well as each imaging method's internal reliability as assessed by parallel readings from the respective methods.

Algorithms↗

PubMed1998

Different neural circuits subserve reading before and after therapy for acquired dyslexia.

Rehabilitative measures for stroke are not generally based on basic neurobiological principles, despite evidence from animal models that certain anatomical and pharmacological changes correlate with recovery. In this report, we use functional magnetic resonance imaging (fMRI) to study in vivo human brain reorganization in a right handed patient with an acquired reading disorder from stroke. With phonological dyslexia, her whole-word (lexical) reading approach included inability to read nonwords and poor reading of function words. Following therapy, she was able to read nonwords and function words, and preferred a decompositional (sub-lexical) strategy in general. fMRI was performed during a reading task before and after treatment. Prior to therapy, her main focus of brain activation was in the left angular gyrus (area 39). After therapy, it was instead in the left lingual gyrus (area 18). This result suggests first that it is possible to alter brain physiology with therapy for acquired language disorders, and second, that two reading strategies commonly used in normal reading use distinct neural circuits, possibly reconciling several conflicting neuroimaging studies of reading.

Adult↗

PubMed2000

Oral reading in dementia.

Reading has been thought to consist of three main processing components: the orthographic, phonological, and semantic lexicons. In traditional psycholinguistic models, these components have been treated independently such that the selective dysfunction of one does not necessarily imply the breakdown of another. Recently, it has been proposed that a word's semantic representation is essential to oral reading such that a disturbance within the semantic lexicon will disrupt processing within the orthographic and/or phonological lexicons. From this view, semantic deterioration should lead to fragmentation of the other systems contributing to reading, resulting in a specific pattern of errors during oral reading. This would include (1) a larger than normal advantage for reading words with regular spelling-to-sound correspondence over words with exception spelling, as well as the production of "regularization errors" when reading exception words; and (2) a smaller than normal difference between reading real words and pronounceable nonwords, or pseudowords (PW's). We found that patients with Semantic Dementia generally conformed to these hypothesized patterns of reading difficulty. Despite the presence of a semantic impairment, however, patients with Alzheimer's Disease, Frontotemporal Dementia, and Progressive Non-Fluent Aphasia did not demonstrate these patterns of reading difficulty. Our findings suggest that not all semantic impairments invariably lead to the disruption of the orthographic and phonological lexicons.

Aged↗

PubMed2000

Individual differences in gains from computer-assisted remedial reading.

Two hundred second- to fifth-grade students (aged approximately 7 to 11 years) spent 29 h in a computer-assisted remedial reading program that compared benefits from accurate, speech-supported reading in context, with and without explicit phonological training. Children in the "accurate-reading-in-context" condition spent 22 individualized computer hours reading stories and 7 small-group hours learning comprehension strategies. Children in the "phonological-analysis" condition learned phonological strategies in 7 small-group hours, and divided their computer time between phonological exercises and story reading. Phonologically trained children gained more in phonological skills and untimed word reading; children with more contextual reading gained more in time-limited word reading. Lower level readers gained more, and benefited more from phonological training, than higher level readers. In follow-up testing, most children maintained or improved their levels, but not their rates, of training gains. Phonologically trained children scored higher on phonological decoding, but children in both conditions scored equivalently on word reading.

Child↗

PubMed2003

Reliability of a standardized reading chart system: variance component analysis, test-retest and inter-chart reliability.

BACKGROUND: The purpose of this study was to analyze statistically the test-retest and inter-chart reliability of three standardized Radner Reading Charts with respect to reading acuity, maximum reading speed, critical print size and LogRAD/LogMAR ratio and to quantitatively identify the sources of variability. METHODS: At two testing sessions (3 to 4 weeks apart), 36 volunteers read monocularly all three Radner Reading Charts in randomized order (orthogonal Latin square design). The subjects were grouped according to their distance LogMAR visual acuity (group 1, 0.1 or better; group 2, 0.12-0.4; group 3, 0.42-0.8). Based on these 216 reading tests, crude correlations were calculated between the two testing sessions and between the three charts, and "variance component analyses" were performed for all variables. RESULTS: For all visual acuity groups and variables, the test-retest and the inter-chart reliability was high. The variance component analyses showed that the differences between individuals predominantly influenced the variance, whereas the effect of the test replication was low. The three charts caused minimal variability, indicating equality for clinical examinations. CONCLUSION: The standardized Radner Reading Charts provide clinically reliable and reproducible results for individuals with normal eyesight and for patients with visual impairment. These findings indicate that reading test systems, which consider the current international standards for visual acuity measurements (EN ISO 8596, NAS-NRC) and the psychophysical requirements for controlling optical item interactions, can provide reliable measures for clinical and scientific analyses of reading performance.

Aged↗

PubMed2005

Effects of mora deletion, nonword repetition, rapid naming, and visual search performance on beginning reading in Japanese.

This study examined the extent to which mora deletion (phonological analysis), nonword repetition (phonological memory), rapid automatized naming (RAN), and visual search abilities predict reading in Japanese kindergartners and first graders. Analogous abilities have been identified as important predictors of reading skills in alphabetic languages like English. In contrast to English, which is based on grapheme-phoneme relationships, the primary components of Japanese orthography are two syllabaries-hiragana and katakana (collectively termed "kana")-and a system of morphosyllabic symbols (kanji). Three RAN tasks (numbers, objects, syllabary symbols [hiragana]) were used with kindergartners, with an additional kanji RAN task included for first graders. Reading measures included accuracy and speed of passage reading for kindergartners and first graders, and reading comprehension for first graders. In kindergartners, hiragana RAN and number RAN were the only significant predictors of reading accuracy and speed. In first graders, kanji RAN and hiragana RAN predicted reading speed, whereas accuracy was predicted by mora deletion. Reading comprehension was predicted by kanji RAN, mora deletion, and nonword repetition. Although number RAN did not contribute unique variance to any reading measure, it correlated highly with kanji RAN. Implications of these findings for research and practice are discussed.

Aptitude↗

PubMed1996

Vergence eye movements during fixations in reading.

The purpose of this explorative study was to examine vergence eye movements during fixations in reading. Eye movements of twelve normal adults were assessed during reading of different materials, that is, words within context (prose passages) and words without context (word lists), as well as during different tasks, that is, reading while attending to the meaning and reading while attending to the sound (words had to be pronounced subvocally). Results indicated that vergence velocity was higher during the reading of prose than during the reading of word lists as well as higher during reading for meaning than during reading while subvocalizing. These findings were also true if only the initial 80 ms of each fixation were measured. Post-hoc analyses indicated that the effects of text type and reading objective were partially, but not entirely, attributable to differences in saccade sizes. Findings are taken to suggest that the increase in vergence velocity results from readers attending to larger units of the text.

Adult↗

PubMed1985

Psychophysics of reading--I. Normal vision.

This paper is about the visual requirements for reading with normal vision. It is the first in a series devoted to the psychophysics of reading with normal and low vision. We have measured reading rates for text scanned across the face of a TV monitor while varying parameters that are important in current theories of pattern vision. Our results provide estimates of the stimulus parameters required for optimal reading of scanned text. We have found that maximum reading rates are achieved for characters subtending 0.3 degree to 2 degrees. Contrast polarity (black-on-white vs white-on-black text) has no effect. Reading rate increases with field size, but only up to 4 characters, independent of character size. When text is low-pass spatial-frequency filtered, reading rate increases with bandwidth, but only up to two cycles/character, independent of character size. When text is matrix sampled, reading rate increases with sample density, but only up to a critical sample density which depends on character size. The critical sample density increases from about 4 X 4 samples/character for 0.1 degree characters to more than 20 X 20 samples/character for 24 degrees characters. We suggest that one spatial-frequency channel suffices for reading.

Humans↗

PubMed1987

Psychophysics of reading--V. The role of contrast in normal vision.

How does contrast affect reading rate? What is the role of contrast sensitivity? We measured reading rate as a function of the contrast and character size of text for subjects with normal vision. Reading rates were highest (about 350 words/min) for letters ranging in size from 0.25 degree to 2 degrees. Within this range, reading was very tolerant to contrast reduction--for 1 degree letters, reading rate decreased by less than a factor of two for a tenfold reduction in contrast. The results were very similar for white-on-black and black-on-white text. Reading rate declined more rapidly for very small (less than 0.25 degree) and very large (greater than 2 degrees) letters. People with low vision usually require large characters to read, so high contrast is particularly important for them. Taking 35 words/min to be a threshold for reading, we constructed a contrast-sensitivity function (CSF) for reading. We were able to relate the shape of this CSF to the shape of sine-wave grating CSFs.

Humans↗

PubMed1989

Psychophysics of reading. VI--The role of contrast in low vision.

The effect of contrast on reading performance was measured in 19 low-vision observers with a wide range of visual disorders and degrees of vision loss. The observers read text composed of 6 deg letters, ranging in contrast from 0.96 down to contrast threshold for reading. Reading performance was characterized by two parameters: peak reading rate is the reading rate at maximum contrast, and critical contrast is the contrast at which reading rate drops to half its maximum value. Peak reading rates were lower in observers with central field loss than in observers with intact central vision. In 16 of 19 cases, critical contrasts were higher for low-vision observers than for normal observers (averaging 3.9 times higher), indicating a decreased tolerance to contrast reduction. Values of critical contrast were closely linked to contrast sensitivity for letters (r = 0.87), but did not vary systematically with type of vision loss. Five observers read white-on-black text faster than black-on-white at both high and low contrasts. Four of the five had cloudy ocular media. We attribute this contrast polarity effect to abnormal light scatter in eyes with cloudy media. We examined the hypothesis that our low-vision observers' deviation from normal performance could be characterized (1) by a contrast scaling factor representing an attenuation of effective contrast and (2) that this scale factor could be identified with reduced contrast sensitivity. Such a description provided a good account for subjects with cloudy ocular media, where contrast attenuation results from intraocular light scatter. It provided a first order, but incomplete account for subjects with field loss where contrast attenuation is related to contrast sensitivity losses due to neural factors.

Adult↗

PubMed1987

Unexpected reading precocity in a normal preschooler: implications for hyperlexia.

This is a case study of a left-handed, preschool boy of superior intelligence who read very early and at a level well beyond what his IQ would predict. He is developmentally normal with no signs of autism or related disorders. His reading age was 9.3 at age 2-11 and 11.2 at 4-2; these levels are considerably beyond what would be predicted by his IQ or language age. He was able to read nonwords and both regular and irregular words equally well, indicating his mechanisms of lexical access in reading are similar to those of normal readers. Unlike classical hyperlexics, his reading comprehension for both single words and sentences was well above age level. When his precocious reading first appeared, he was also advanced in reading-related linguistic skills, such as phoneme awareness, auditory verbal short-term memory, and word retrieval, but not in visuospatial skills. These results imply that neither pathological language and/or social development, nor pathological variation in the normal mechanisms of lexical access in reading are necessary causes for reading precocity in early childhood. A model for integrating subtypes of precocious readers with subtypes of normal and dyslexic readers is proposed.

Child, Gifted↗

PubMed1990

From letters to words: procedures for word recognition in letter-by-letter reading.

There are two alternative interpretations of how word recognition is accomplished in letter-by-letter reading. One postulates that it relies on the spelling system operating "in reverse," whereas the other claims that it is mediated by the reading system. Because of the close association between patterns of reading and spelling in previously reported cases of letter-by-letter reading, both hypotheses may be considered equally plausible. We now report a patient with letter-by-letter reading who demonstrated a striking dissociation between reading and spelling. Our observations in this patient argue against the concept of "reading via spelling" and suggest that word recognition in letter-by-letter reading is mediated by the orthographic input lexicon used in normal reading.

Agraphia↗

PubMed2006

Reading performance of patients with uveitis-associated cystoid macular edema.

PURPOSE: To evaluate the extent of the visual impairment caused by uveitis-associated cystoid macular edema (CME) and compare the results with lesion size. DESIGN: Observational case series. METHODS: setting: Uveitis outpatient clinic of the Department of Ophthalmology and Optometry, Medical University of Vienna. patient population: CME was verified in 30 eyes of 30 consecutive uveitis patients with optical coherence tomography and lesion size was assessed with retinal thickness analyzer. main outcome measures: Distance visual acuity (VA) (measured with Early Treatment Diabetic Retinopathy Study charts), reading acuity, and reading speed (tested with Radner Reading Charts). Results were compared with nonaffected partner eyes. RESULTS: Distance VA was logMAR 0.22 +/- 0.15 in CME eyes vs -0.02 +/- 0.17 in healthy controls. Reading acuity was 75% of logMAR in CME eyes vs 92% of logMAR in control eyes (P = .01). The mean reading speed was 148.4 +/- 36.6 words per minute in patients with CME vs 168.9 +/- 36.3 in patients without CME (P = .04). Reading acuity correlated with both lesion size and distance VA (r = 0.61; P = .01 and r = 0.53; P = .028, respectively). Neither anatomical classification of uveitis nor gender or age had a significant influence on the evaluated parameters. CONCLUSIONS: Reading acuity and reading speed were considerably more impaired than distance visual acuity. The assessed parameters showed a better correlation to lesion size and seem to be a better reflection of macular dysfunction. Analyzing reading function is an important factor when following patients with CME and evaluating success of treatment modalities.

Adolescent↗

PubMedDate not supplied

Training caregivers to facilitate communicative participation of preschool children with language impairment during storybook reading.

UNLABELLED: This study reports the effects of training six adult caregivers to use an interactive reading routine, termed Complete Reading Cycle (CRC), during storybook reading with their preschool children, aged 3;2 to 3;5, who exhibited language impairment. Caregivers were taught to be more responsive to their children's communicative attempts during reading and to more actively engage the children in reading the story. Measures of child change included communicative participation and lexical diversity of utterances during adult-child shared reading. Children significantly increased the frequency of communicative turns, total number of words, and number of different words produced during shared storybook reading as a result of caregiver training. Five of the six children had higher mean frequencies for story initiations during training. However, increases in initiations were not statistically significant, with considerable variability across children for this measure. LEARNING OUTCOMES: (1) As a result of this activity, the participant will be able to discuss positive communicative changes in children with language impairment during adult-child storybook reading. (2) As a result of this activity, the participant will be able to use the storybook reading procedures with parents of preschool children exhibiting language impairment.

Adult↗

PubMed2005

Analysis of stroke patients' and carers' reading ability and the content and design of written materials: recommendations for improving written stroke information.

OBJECTIVE: This study (a) evaluated the reading ability of patients following stroke and their carers and the reading level and content and design characteristics of the written information provided to them, (b) explored the influence of sociodemographic and clinical characteristics on patients' reading ability, and (c) described an education package that provides well-designed information tailored to patients' and carers' informational needs. METHODS: Fifty-seven patients and 12 carers were interviewed about their informational needs in an acute stroke unit. Their reading ability was assessed using the Rapid Estimate of Adult Literacy in Medicine (REALM). The written information provided to them in the acute stroke unit was analysed using the SMOG readability formula and the Suitability Assessment of Materials (SAM). RESULTS: Thirteen (22.8%) patients and 5 (41.7%) carers had received written stroke information. The mean reading level of materials analysed was 11th grade while patients read at a mean of 7-8th grade. Most materials (89%) scored as only adequate in content and design. Patients with combined aphasia read significantly lower (4-6th grade) than other patients (p=0.001). CONCLUSION: Only a small proportion of patients and carers received written materials about stroke and the readability level and content and design characteristics of most materials required improvement. PRACTICE IMPLICATIONS: When developing and distributing written materials about stroke, health professionals should consider the reading ability and informational needs of the recipients, and the reading level and content and design characteristics of the written materials. A computer system can be used to generate written materials tailored to the informational needs and literacy skills of patients and carers.

Adult↗