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At least 505 records · Page 28Linked to original sources
PubMed2003

Cortical activation during reading aloud of long sentences: fMRI study.

The purpose of this study was to investigate human brain activity during the reading aloud of Japanese sentences using fMRI. Twenty-three right-handed normal Japanese subjects performed three reading tasks: covert reading of meaningful or meaningless sentences, and reading aloud of meaningful sentences. Areas in the bilateral frontal and temporal cortices were activated during the reading-aloud task compared with the covert reading task. In addition, activation of these brain areas showed significant positive correlation with the reading speed during the reading-aloud task. Our results indicate that bilateral frontal-temporal networks are involved in phonological processing during reading aloud.

Adolescent↗
PubMed2000

Early attention problems and children's reading achievement: a longitudinal investigation. The Conduct Problems Prevention Research Group.

OBJECTIVES: To determine whether attention problems predict the development of reading difficulties and examine whether screening for attention problems could be of practical value in identifying children at risk for reading underachievement. METHOD: Three hundred eighty-seven children were monitored from kindergarten through fifth grade. Standardized assessments of attention problems and reading achievement were conducted at multiple time points. RESULTS: Attention problems predicted reading achievement even after controlling for prior reading achievement, IQ, and other behavioral difficulties. Inattentive first graders with normal reading scores after kindergarten were at risk for poor reading outcomes. CONCLUSIONS: Attention problems play an important role in the development of reading difficulties for some children, and screening for attention problems may help identify children at risk for reading difficulties.

Attention↗
PubMed1993

Visual requirements for reading.

We have applied research on the visual psychophysics of reading to low vision assessment. Research on different aspects of the reading process found that reading rate rather than reading comprehension is more sensitive to variations in a subject's visual functioning or the stimulus properties of print. The research identified four different visual factors that significantly affect reading rate: (1) acuity reserve [print size relative to acuity threshold], (2) contrast reserve [print contrast relative to contrast threshold], (3) field of view [number of letters visible], and (4) in cases of maculopathy, central scotoma size. Our research indicates that fluent reading rates can be attained with a restricted field of view, as little as four characters. However, attainment of fluent reading levels requires that print size and contrast should be several times threshold and the diameter of a central scotoma should be less than 22 degrees. Although important clinical studies are lacking, we derived specific visual requirements for different reading rates from published experimental research to provide a starting point and to illustrate how visual requirements could be derived, even with poor correlations. Research has made significant progress toward the development of a comprehensive low vision assessment that will allow the practitioner to identify visual impediments to reading, other than reduced visual acuity. Having more fully characterized a visual impairment, the practitioner may tailor devices or interventions to the individual's needs and capabilities.

Aged↗
PubMed2001

Loss of visual acuity is the main reason why reading addition increases after the age of sixty.

PURPOSE: To determine why the reading addition increases after the age of 55 to 60 years when accommodation is zero. METHODS: Distance and near visual acuities, arm length, habitual near working distance, reading addition, and pupil diameter were measured in 44 subjects aged >60 years (mean, 72.9 +/- 5.7). Reading addition values were attained using three techniques: least-plus addition using both N-notation text and MN-READ text and the cross-cylinder technique. RESULTS: The mean dioptric working distance was 2.75 +/- 0.40 D. The reading addition found using N-notation text (+2.21 +/- 0.38 D) was significantly lower than that measured using MN-READ text (+2.48 +/- 0.49 D) or the cross-cylinder method (+2.53 +/- 0.44 D). The reading addition was positively correlated with the dioptric working distance (r = 0.47, p < 0.01), and decreasing habitual working distance was associated with poorer visual acuity (r = -0.42, p < 0.01). CONCLUSIONS: Our results suggest that decreases in near visual acuity after 60 years of age lead to a reduction in habitual working distance, which increases text angular subtense. In turn, the reduced working distance requires a greater reading addition. Increases in depth of field associated with both suprathreshold text (N-notation) and lower visual acuity lead to reading additions being less than the dioptric working distance.

Accommodation, Ocular↗
PubMed2006

The reading habits of medicine clerks at one medical school: frequency, usefulness, and difficulties.

PURPOSE: To describe the reading habits of medicine clerks, which previously have not been well described. Understanding issues related to student reading habits may provide insights and opportunities for medical educators to develop methods to improve clerks' clinical clerkship experiences and their information literacy skills. METHOD: The authors administered an 18-item survey tool to 120 students on their first inpatient internal medicine clerkships at the Johns Hopkins University School of Medicine in 2002-03. The questionnaire focused on issues related to what and how often they read during their basic medicine clerkship. Data were explored mainly with descriptive statistics. RESULTS: One hundred twelve of 120 (93%) medicine clerks completed the survey. Clerks reported reading for an average of 10.8 (SD 5.6) hours per week (median ten hours per week, range one to 30 hours per week). The most commonly used and useful reading sources were UpToDate and test preparation textbooks. Approximately 30% of students reported substantial problems in reading about their patients. Limited data suggest that reading habits and learning methods vary by year of medical school. Clerks are given disparate advice on appropriate reading sources to consult by attending physicians, resident physicians, and fellow students. CONCLUSIONS: Students spend significant amounts of time reading online sources during their medicine clerkship, especially UpToDate. Medical educators should become familiar with these sources and contribute to maximizing their effectiveness for students. Additional research focused on understanding how students build skills in information literacy and how educational programs can facilitate the development of those skills is needed.

Baltimore↗
PubMed2006

Beating the beat: reading can be faster than the frequency of eye movements in persons with congenital nystagmus.

PURPOSE: Rapid serial visual presentation (RSVP) of text has been reported to foster higher reading rates than presentation in a continuous text (CT) format, possibly because scanning eye movements are minimized. We investigated how this might be relevant for persons with congenital nystagmus (CN). METHODS: We evaluated whether reading rates differ in persons with CN for RSVP versus CT presentation of single sentences under otherwise similar conditions. In a second experiment, we presented unrelated words to observers with CN in RSVP format while measuring their eye movements to determine whether reading can occur during the high-velocity, nonfoveating periods of the CN wave form. Both sentences and random words were selected from the MNRead corpus and displayed at 2x, 4x, or 8x the threshold word size on a 21-inch computer monitor. RESULTS: Subjects with CN have virtually equivalent maximum reading speeds of 449 and 448 words per minute, respectively, for RSVP and CT presentation of sentences. Typically, reading rates were faster than the frequency of CN, which suggests that subjects could read during the nonfoveating periods of the nystagmus waveform. This finding was confirmed using random words that, unlike those in sentences, cannot be inferred from contextual cues. Examination of eye movements recorded during reading indicated that random words are read correctly with 47% to 65% accuracy (depending on word size) during the nonfoveating periods of the CN waveform. CONCLUSION: A clinical implication of these results is that reading performance in persons with CN should be facilitated by large text sizes that remain legible during a greater fraction of the CN waveform.

Adolescent↗
PubMed2006

Reading with central scotomas: is there a binocular gain?

PURPOSE: The purpose of this study was to compare reading performance under binocular versus monocular viewing conditions in patients with bilateral age-related macular degeneration (AMD). METHODS: Twenty-two patients with AMD participated. Distance acuity, reading acuity, and contrast sensitivity were recorded binocularly and monocularly with the better eye. An infrared eye tracker recorded eye movements during reading. Reading speed and reading eye movement parameters, including number of fixations and regressions, fixation duration, and number of saccades to find the next line, were calculated for both viewing conditions. The difference between binocular and monocular performance (binocular gain) was computed. Regression analysis was used to determine whether intraocular differences in distance and reading acuity and contrast sensitivity were predictive of binocular gain. RESULTS: Reading speed when using both eyes was highly correlated with the reading speed for the better eye. There was a small, but not significant, advantage of binocular viewing (6.9 words/minute, p = 0.33). No significant difference was detected in any eye movement parameters when comparing both eyes with the better eye. Although some patients showed either positive or negative binocular gain, the amount of gain was not predicted by intraocular differences in acuity or contrast sensitivity. CONCLUSIONS: Overall, there was no significant difference between binocular and monocular reading performance in patients with AMD.

Aged, 80 and over↗
PubMed2004

Reading habits of physical medicine and rehabilitation resident physicians.

OBJECTIVE: To investigate the focus and extent of the resident physician reading habits, to compare how these change over the years of their training, and to compare these habits with those of physiatrists in practice. DESIGN: A total of 1,076 surveys were sent to 80 physical medicine and rehabilitation residency programs accredited by the Accreditation Council for Graduate Medical Education. The questionnaire contained a list of 36 journals pertinent to the field of Physical Medicine and Rehabilitation. Resident physicians were asked to indicate which journals they read during the past year and how extensively they read them. Respondents were also asked whether they participated in a journal club and if they read as much as they would like. RESULTS: A total of 324 surveys (30.1%) were completed correctly. At least half of the surveyed resident physicians scanned or read six journals:Archives of Physical Medicine and Rehabilitation (85.2%), American Journal of Physical Medicine and Rehabilitation (80.6%), Journal of the American Medical Association (68.8%), New England Journal of Medicine (60.5%), American Journal of Sports Medicine (50.9%), and Rehab in Review (49.7%). Most resident physicians (93.9%) responded that they do not read as much as they would like, and 90.1% of resident physicians participate in some form of journal club. CONCLUSION: Most resident physicians in the field of physical medicine and rehabilitation tend to scan for important articles within one of six journals, with most of these physicians noting that they do not read as much as they would like. As the resident physicians advance in postgraduate-year level, the number of journals that they scan increases. The reading habits of the resident physicians were quite similar to those noted in our previous study of the reading habits of practicing physiatrists.

Adult↗
PubMed2006

Institutional care: associations between inattention and early reading performance.

BACKGROUND: Recent government papers have expressed concern about the poor educational attainment of 'looked after' children. Early reading development has been found to be significant in their subsequent academic achievement. The possibility that biosocial factors extraneous to their experiences in public care may underpin their low attainment has not been investigated to date. METHODS: The reading ability of 19 primary school children, who had been raised in institutional care from an early age, were compared with 19 children, matched for age and sex, who were comparable in biological background and who had experienced uninterrupted family foster care. Both groups were compared with classroom controls using teacher questionnaires, interviews, systematic observations and cognitive testing. RESULTS: Reading delay was more prevalent in the institutional group and as a group they had lower reading scores than the children reared in family foster care. Variation in IQ accounted for the lower reading scores of the family foster care group compared with their matched classroom controls. Inattention, found in a previous study to be much more evident in the institutional group, partially accounted for the group difference in reading scores, and was situationally specific to formal teacher-directed tasks. Differential effects of caregivers' interest in terms of help with homework were also found. CONCLUSIONS: Early reading performance was associated with the experience of being raised 'in care' but was not an inevitable outcome. It was concluded that the type of substitute caregiving experienced affected reading performance. Institutional upbringing affected reading performance both directly and indirectly through the heightened levels of inattention associated with institutional care.

Analysis of Variance↗
PubMed1983

Phonological processes in reading: new evidence from acquired dyslexia.

This paper investigates the reading performance of two patients with acquired dyslexia. The first patient read aloud all classes of word (85-95 per cent correct), including affixed words, but failed to read aloud non-words. In addition, semantic judgments about written words were shown to be significantly impaired, relative to the ability to read the words aloud. These dissociations support the view that two independent lexical routes are available for reading aloud familiar words, a semantic route and a lexical phonological route. While unable to read aloud non-words, this patient retained the ability to segment orthographic and phonological stimuli. The reading of non-lexical material, therefore, does not appear to be mediated by lexical analogy procedures. Instead, it is suggested that a non-lexical phonological route exists that is clearly independent of lexical phonological procedures. This patient could process isolated written suffixes orthographically, but could only access complete phonological word forms. Suffixed words (but not isolated suffixes) appear to be represented in the phonological word store. The second patient read aloud non-words, but could not give phonetic sounds appropriate to single letters. This dissociation suggests that the reading aloud of non-words is not reliant upon grapheme-phoneme rules.

Aged↗
PubMed1999

The neural circuitry involved in the reading of German words and pseudowords: A PET study.

Silent reading and reading aloud of German words and pseudowords were used in a PET study using (15O)butanol to examine the neural correlates of reading and of the phonological conversion of legal letter strings, with or without meaning. The results of 11 healthy, right-handed volunteers in the age range of 25 to 30 years showed activation of the lingual gyri during silent reading in comparison with viewing a fixation cross. Comparisons between the reading of words and pseudowords suggest the involvement of the middle temporal gyri in retrieving both the phonological and semantic code for words. The reading of pseudowords activates the left inferior frontal gyrus, including the ventral part of Broca's area, to a larger extent than the reading of words. This suggests that this area might be involved in the sublexical conversion of orthographic input strings into phonological output codes. (Pre)motor areas were found to be activated during both silent reading and reading aloud. On the basis of the obtained activation patterns, it is hypothesized that the articulation of high-frequency syllables requires the retrieval of their concomitant articulatory gestures from the SMA and that the articulation of low-frequency syllables recruits the left medial premotor cortex.

Adult↗
PubMed1997

High refresh rate and oculomotor adaptation facilitate reading from video displays.

Reading from a video display terminal (VDT) was tested at screen refresh rates of 500 Hz and 60 Hz. Reading was initially 8 words/min (3.05%) faster at 500 Hz. A hypothesis that reading rate on VDTs is limited by stimulus availability accounts for the difference. When the eye reaches a new fixation position, it 'parks' until a sample of text appears at the fovea. Then processing resumes in the normal way. This idea, combined with the 500-Hz reading data, can predict reading rate at any refresh rate, and is quantitatively confirmed by the reading rate at 60 Hz. The difference in reading rates disappeared for the second half of the text, as a result of differences between frequencies of eye movements in the two refresh conditions. From the first half to the second, subjects at 60 Hz made more large forward saccades and fewer small reverse saccades. Both changes make sampling of the text more sparse, compensating for the dead time between samples. Subjects were unaware of refresh conditions, differences in their reading rates, and types of eye movements they generated. Reading from a continuously illuminated active-matrix display is slightly faster than from a comparable VDT.

Adaptation, Ocular↗
PubMed2003

Static aspects of eye and head movements during reading in a simulated computer-based environment with single-vision and progressive lenses.

PURPOSE: Reading with two different intermediate progressive lens designs was investigated regarding eye and head movement patterns and compared with movement patterns with a conventional single vision lens in a computer-based work environment. METHODS: Two-dimensional eye (horizontal, vertical) and three-dimensional head (horizontal, vertical, and torsional) movements were recorded objectively and simultaneously at a rate of 60 Hz during reading of moderate contrast (40%) single- and double-page text formats at 60 cm with binocular viewing. In addition, global reading ability was rated subjectively for each lens. Subjects were 11 visually normal, presbyopic individuals aged 45 to 71 years selected by convenience sampling from a clinic population. Reading was performed with three types of spectacle lenses: a single-vision lens (SVL; 60 degrees horizontal [H] clear field-of-view [FOV]); a progressive addition lens (PAL) with a relatively wide intermediate zone (PAL-I; 7.85 mm, 18 degrees H clear FOV); and a PAL with a relatively narrow intermediate zone (PAL-II; 5.60 mm, 13 degrees H clear FOV). RESULTS: Many reading-related parameters, as well as eye- and head-movement parameters, were adversely affected by the PALs compared with the SVL. One reading-related parameter (i.e., number of regressions) differentiated between PALs. Subjective rating of global reading ability was highest with the SVL and lowest with the PAL-II. CONCLUSIONS: The optical design of a spectacle lens had significant impact on reading performance and on the combined eye-head movements initiated during reading. Both horizontal eye and head movements discriminated well between PALs and the SVL, but not between PALs, despite subjective preferences. This suggests that nonoculomotor factors contribute to patients' nonacceptance of PALs. Vertical eye and head movements and torsional head movements were not as discriminatory as were their horizontal counterparts.

Aged↗
PubMedDate not supplied

Treatment of specific developmental reading disorders, derived from single- and dual-route models.

A group of 21 participants with specific reading disorders was treated with a method derived from dual-route models and another group of 23 with a method derived from single-route models of reading. Both treatments were compared with four control treatments. The reading performance of each participant was compared with that of his or her chronological-age controls on the following variables: speed and accuracy of reading passage, isolated words and nonwords, and accuracy in homophone recognition. The treatment deriving from dual-route models produced significant improvements in the homophone recognition, compared to all other treatments. The treatment deriving from single-route models produced significant improvements, compared to all other treatments, in speed of word reading. Furthermore, these two treatments produced significant improvement with respect to all other treatments but one, in speed of nonword reading. These findings support the hypothesis that treatments derived from specific models of reading development are superior to other treatments. However the benefits obtained on the reading of isolated stimuli (words, homophones) did not significantly improve the reading of a passage. This fact suggests that treatments should include exercises involving passages or sentences.

Age Factors↗
PubMedDate not supplied

A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities.

Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.

Child↗
PubMed2001

Cortical localization of reading in normal children: an fMRI language study.

BACKGROUND: fMRI provides a noninvasive means of identifying the location and organization of neural networks that underlie cognitive functions. OBJECTIVE: To identify, using fMRI, brain regions involved in processing written text in children. METHODS: The authors studied nine normal right-handed native English-speaking children, aged 10.2 years (range 7.9 to 13.3 years), with two paradigms: reading Aesop's Fables and "Read Response Naming" (reading a description of an object that was then silently named). Data were acquired using blood oxygen level-dependent fMRI. Group data were analyzed with statistical parametric mapping; individual data sets were analyzed with a region-of-interest approach from individual study t maps. The number of activated pixels was determined in brain regions and an asymmetry index (AI = [L - R]/[L + R]) calculated for each region. RESULTS: The authors found strong activation in the left middle temporal gyrus and left midfrontal gyrus and variable activation in left inferior frontal gyrus for both reading tasks in the group analysis (z > 5.5 to 9.1). All subjects had strong left-sided lateralization for both tasks in middle/superior temporal gyrus, inferior frontal gyrus, and middle frontal gyrus (AI = 0.76 to 1.0 for t = 4). Reading Fables activated twice as many pixels in temporal cortex as the Read Response Naming task; activation in dorsolateral prefrontal cortex was similar for both tasks. Small homologous right middle temporal region activation was seen with reading a fable. CONCLUSIONS: The neural networks that process reading appear to be lateralized and localized by middle to late childhood. Reading text paradigms may prove useful for identifying frontal and temporal language-processing areas and for determining language dominance in children experiencing epilepsy or undergoing tumor surgery.

Brain Mapping↗
PubMed2004

Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1.

BACKGROUND: A previous study (Stuart, 1999) showed that early phoneme awareness and phonics teaching improved reading and spelling ability in inner-city schoolchildren in Key Stage 1, most of whom were learning English as a second language. AIMS: The present study, a follow-up of these children at the end of Key Stage 1, addresses four main questions: (1) Are these improvements maintained to the end of Key Stage 1? (2) Are different patterns of cognitive process evident in the word recognition skills of phonics trained versus untrained children? (3) Do the phonics trained children now also show a significant advantage in reading comprehension? (4) Are there differences in amount of reading, in self-concept as readers and in oral vocabulary development between phonics trained and untrained children? Relationships between reading and spelling ages and Key Stage 1 SATs levels are also explored. SAMPLE: Data are reported from 101 seven-year-olds (85 of whom were second language learners) remaining from the original 112 children reported on previously. METHOD: Children were tested on four standardized tests of reading, spelling and vocabulary, and on a further six experimental tests of phoneme segmentation, grapheme-phoneme correspondence knowledge, regular, exception and nonword reading, author recognition and reading self-concept. RESULTS: Lasting influences of early phoneme awareness and phonics teaching on phoneme awareness, grapheme-phoneme correspondence knowledge, word reading and spelling were found. Part of the previously untrained group had now received structured phonics teaching, and were therefore treated as a third (late trained) group. Early and late-trained groups showed similar levels of attainment and similar cognitive processing patterns, which were different from the untrained group. However, there were no influences of training on reading comprehension, self-concept or oral vocabulary. CONCLUSIONS: Early phoneme awareness and phonics training efficiently accelerates the word recognition and spelling skills of first and second language learners alike. However, this is not sufficient to bootstrap the development of language comprehension in the second language learners. Further research is needed into the kinds of language teaching that will best develop their oral and written language comprehension.

Achievement↗
PubMed2006

Book reading styles in dual-parent and single-mother families.

BACKGROUND: Whereas many studies have investigated quantitative aspects of book reading (frequency), few have examined qualitative aspects, especially in very young children and through direct observations of shared reading. AIM: The purpose of this study was to determine possible differences in book-reading styles between mothers and fathers and between mothers from single- and dual-parent families. It also related types of parental verbalizations during book reading to children's reported language measures. SAMPLE: Dual-parent (29) and single-parent (24) families were observed in shared book reading with their toddlers (15-month-olds) or young preschoolers (27-month-olds). METHOD: Parent-child dyads were videotaped while book reading. The initiator of each book-reading episode was coded. Parents' verbalizations were exhaustively coded into 10 categories. Mothers completed the MacArthur Communicative Development Inventory, and the children were given the Bayley scales. RESULTS: All parents differentiated their verbalizations according to the age rather than the gender of the child, but single mothers imitated female children more than males. Few differences in verbalizations were found between mothers and fathers or between mothers from single- and dual-parent families. Fathers allowed younger children to initiate book-reading episodes more than mothers. For both age groups of children, combined across families, verbalizations that related the book to the child's experience were correlated with reported language measures. Questions and imitations were related to language measures for the older age group. CONCLUSIONS: The important types of parental verbalizations during shared book reading for children's language acquisition are relating, questions and imitations.

Books↗