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At least 55 records · Page 3Linked to original sources
PubMed1994

[A single blood pressure reading during check-up for hypertension leads to a change in management more often than multiple readings].

OBJECTIVE: To define the number of blood pressure readings necessary during a patient's visit to serve as a correct reference for patient management. DESIGN: Observational study. SETTING: Outpatient clinic in the Netherlands. METHOD: In a period of 30 months blood pressure was measured in 250-300 patients with hypertension during 1008 patients' visits. All readings were done by the same physician in the same room with the same system, after the patients had been submitted to at least 10 minutes of supine rest. Three readings were taken simultaneously with a mercury sphygmomanometer and (via a Y-connector) with a semiautomatic oscillometric method. RESULTS: Blood pressure readings of 932 visits were available for further analysis. Both methods gave similar results for the mean of each reading and for the combination of 2 or 3 readings. Based on the first diastolic reading alone instead of the mean of 3 readings, 25% of the patients would have been subjected to different patient management. On the basis of the first two readings II% would have been treated differently. CONCLUSION: No definite recommendation can be made for the ideal number of blood pressure readings per visit, but with only 1 or 2 readings, 11-25% of the subjects would have been submitted to different management.

Blood Pressure Determination↗
PubMed1996

The nonword reading deficit in developmental dyslexia: evidence from children learning to read German.

This study examined whether dyslexic children learning to read German show the same nonword reading deficit, which is characteristic of dyslexic children learning to read English (Rack, Olson, & Snowling, 1992), a deficit which is taken as evidence for a phonological impairment underlying dyslexia. Because the German writing system, in contrast to English, exhibits comparatively simple and straightforward grapheme-phoneme correspondences, the generality of the nonword reading deficit across different alphabetic systems seemed questionable. Actually, it was found that 10-year-old dyslexic children learning to read German exhibited rather high reading accuracy for nonwords when compared to that typically found among dyslexic children learning to read English. Nevertheless, the children learning German did exhibit a nonword reading deficit. Specifically, their speed for nonwords was impaired in relation to younger control (nondyslexic) children matched on reading speed for frequent words. This nonword reading deficit was observed for nonwords with little similarity to existing German words as well as for nonwords which were analogous to short, frequent content words. It is hypothesized that dyslexic children learning German do not differ from dyslexic children learning English in their underlying phonological impairment, but that they do differ with respect to the expression of this impairment.

Austria↗
PubMed1995

Psychophysics of reading--XIII. Predictors of magnifier-aided reading speed in low vision.

A key clinical problem in low-vision assessment is finding simple measures that are predictive of real-world performance. Our purpose was to determine whether a set of clinical variables could predict how well low-vision subjects read with their magnifiers. The variables were Snellen acuity, presence/absence of central scotomas, clear/cloudy ocular media, age, magnifier type, and score on a standardized test of reading speed (Minnesota Low-vision Reading Test). Forty low-vision subjects identified the magnifier they most "preferred" to use, based on the frequency and length of time used, ease of use, or any other factor considered important by each subject. All subjects were highly experienced with their magnifier (3 months to 21 yr of use). We classified the magnifiers into five categories: (1) standard correction only; (2) hand-held magnifier; (3) spectacle-mounted magnifier; (4) closed-circuit TV; and (5) stand magnifier. Subjects used their preferred magnifiers to read aloud printed paragraphs of about 150 words from which their reading speeds were calculated. By far the best predictor of the magnifier-aided reading speed was the score on the standardized reading test which accounted for 79.7% of the variance. 43.7% of the variance was accounted for by age, and 42.3% by magnifier type. Snellen acuity, central visual field status, and ocular media status were not significantly correlated with magnifier-aided reading speed. We conclude that a standardized clinical reading test can give a valid prediction of the reading speed a low-vision patient is likely to achieve with a magnifier.

Adult↗
PubMed2005

Psychophysics of reading with a limited number of pixels: towards the rehabilitation of reading ability with visual prosthesis.

Psychophysics of reading with limited numbers of pixels has received increasing attention as the envisioned visual prosthesis offers a possibility to restore some useful reading ability to the blind through the pixelized vision it generates. This paper systematically studied how several important parameters of pixelized vision affect reading performance. A closed-circuit television reading platform with digital image processing capacities was developed to convert images of printed text into pixelized patterns made up of discrete dots. Reading rates in six normally sighted subjects were measured under different combinations of pixel number, window width, and angular subtense of pixel array. The results showed that reading is possible with as few as 6 x 6 binary pixels, at 15 words/min. It was also found that for a given array of pixels, maximum reading rates occur at a specific medium window width, due to a tradeoff between window width and character sampling resolution. It was also observed that pixelized reading exhibits more significant scale dependence than normal vision. Reading rates were decreased by increasing the angular subtense of the pixel array while keeping other parameters fixed. We hope these results will be helpful to the design of visual prosthesis for the rehabilitation of reading abilities.

Adult↗
PubMed1991

The language-reading relationship in normal and reading-disabled children.

In this study, the word retrieval, phonological awareness, sentence completion, and narrative discourse processing skills of 93 reading-disabled and 93 normally achieving subjects from 8 to 14 years of age were compared. The subjects were matched for age, sex, and neighborhood. Results revealed that the two groups differed significantly on the time and accuracy of word retrieval, their ability to produce a syntactically appropriate structure in a sentence completion task, their retelling of stories that had been read to them, their answers to questions about the stories, and their inferences. Further analysis revealed that the variance in the younger reading-disabled children's reading comprehension scores was best accounted for by their performance on the sentence completion and word retrieval measures; the inferencing skills of the older reading-disabled children best accounted for the variance in their reading comprehension. By contrast, the younger normally achieving children's reading comprehension scores were best accounted for by their sentence completion, the proportion of the stories that they retold, and word retrieval scores. The proportion of stories retold and the phonological awareness score of the older normally achieving children best accounted for the variance in their reading scores. These findings suggest that the oral language skills of normally achieving and reading-disabled children may relate differently to their reading comprehension at different age levels.

Adolescent↗
PubMed1989

Psychophysics of reading. VIII. The Minnesota Low-Vision Reading Test.

This is the eighth in a series of papers dealing with the role of vision in reading. In previous papers, we have evaluated the effects of stimulus and subject variables on reading rate using a drifting-text procedure. In this paper, we describe a new test of reading rate that uses static text, called the Minnesota Low-Vision Reading Test (MNread). It is microcomputer-based, and more easily set up and administered than the drifting-text procedure. It is of potential value as a standardized psychophysical test of reading and should be useful in research, clinical, and educational applications. Some types of low-vision aids rely on drifting text and others on static text. Is reading performance different for these two modes of text presentation? We measured reading rate as a function of angular character size for normal and low-vision subjects with drifting and static text. Although reading rates were highly correlated for the two modes of text presentation, normal subjects usually read static text more rapidly. The reverse was true for low-vision subjects; their reading rates for drifting text were slightly higher (average 15%) than for static text.

Adult↗
PubMed1997

A longitudinal study of beginning reading achievement and reading self-concept.

BACKGROUND: Although achievement-related self-perceptions are causally related to academic performance, it is not clear at what age this relationship starts to form, especially in terms of learning to read. AIMS: The aim of this longitudinal study was to examine the emerging causal interplay between reading self-concept and beginning reading performance. SAMPLE: One hundred and twelve children who started school at the age of 5 years participated in the study over a two and a half-year period. METHOD: Path analyses were used to examine the relationships between reading-related skills and reading self-concept at the start of Year 1, the middle of Year 2, and the middle of Year 3. RESULTS: Reading performance emerged as causally predominant over reading self-concept between the middle of Year 2 and the middle of Year 3. CONCLUSIONS: Initial reading-related experiences in school are associated with the development of reading self-concepts within the first two and a half years of schooling. This period may mark the time during which negative 'Matthew effects' develop for those who experience initial difficulties in learning to read.

Achievement↗
PubMed1997

Assessing reading difficulties: the validity and utility of current measures of reading skill.

BACKGROUND: Accurate assessment of reading difficulties is clearly important if appropriate support and remediation is to be provided. Many different reading tests are routinely used yet it is not clear to what extent different tests tap the same underlying skills. AIMS: The nature of the relationships between different tests of reading accuracy, reading comprehension and linguistic comprehension is investigated in this paper. SAMPLES, METHODS AND RESULTS: In study 1, 184 7-10 year old children completed a listening comprehension test, three tests of reading accuracy (reading of nonwords, single words and text) and two tests of reading comprehension (test comprehension and sentence completion). While sentence completion was well accounted for by individual differences in word recognition, text comprehension was more heavily dependent on listening comprehension. Study 2 compared the performance of children with poor comprehension skills with controls matched for age, nonverbal ability and decoding skill. The poor comprehenders had greatest difficulty with those tests most heavily dependent on linguistic comprehension and least difficulty on purer measures of decoding. CONCLUSIONS: These findings show that different reading tests measure different aspects of the reading process and that caution should be exercised when selecting tests for the assessment of reading difficulties.

Analysis of Variance↗
PubMedDate not supplied

A comparison of two reading interventions for children with reading disabilities.

This study compared the effectiveness of two reading interventions in a public school setting. Forty-five second-grade children with reading disabilities were randomly assigned to a 6-week phonological awareness, word analogy, or math-training program. The two reading interventions differed from each other in (a) the unit of word analysis (phoneme versus onset-rime), (b) the approach to intervention (contextualized versus decontextualized), and (c) the primary domain of reading instruction (oral versus written language). Results indicate that children in both reading programs achieved significant gains in beginning reading skills, learning the specific skills taught in their respective programs, and applying what they had learned to uninstructed material on several transfer-of-learning measures, in comparison to children in the control group. For children in both reading intervention groups, the most significant mediator of growth in oral reading fluency was a child's initial level of word identification skill. Implications of these findings are that systematic, high quality reading intervention can occur in a small group, public school setting and that there are several different paths to the remediation of children with reading disabilities.

Child↗
PubMed1990

Identifying children with specific reading disabilities from listening and reading discrepancy scores.

A method of identifying children with specific reading disabilities by identifying discrepancies between their reading and listening comprehension scores was validated with disabled and nondisabled readers in Grades 4, 5, and 6. The method is based on a modification of the reading comprehension subtest of the Peabody Individual Achievement Test (Dunn & Markwardt, 1970). In this modification, even-numbered sentences are read by subjects, and odd-numbered sentences are read by the test administrator as subjects listen. The features of this test that reduce demands on working memory, thereby making it suitable for the detection of a discrepancy between reading and listening comprehension in readers with disabilities, are discussed. A significant group-by-modality interaction was obtained. Children with reading disabilities scored significantly lower on reading than on listening comprehension, while nondisabled readers scored slightly higher, but not significantly so, on reading than on listening comprehension. The appropriateness of this method as a substitute for the traditional method, which is based on the detection of a discrepancy between intelligence and reading and which has recently been proscribed in certain school districts, is discussed. Issues concerning the listening comprehension skills of disabled readers are also discussed.

Child↗
PubMedDate not supplied

Reading disability defined as a discrepancy between listening and reading comprehension: a longitudinal study of stability, gender differences, and prevalence.

The purpose of this study was to determine whether defining reading disability by a discrepancy between group-administered tests of listening and reading comprehension would produce result similar in terms of stability, gender ratio, and prevalence to IQ-achievement test discrepancy definitions. The total population of a small school district (N = 1,008) was followed from prekindergarten through Grade 7-8 for 13 years. As is often seen in epidemiological studies using IQ and individually administered reading tests to define reading disability, stability in the classification of reading disability was low. Among the participants with a consistent reading disability, the male-to-female ratio was 3.2:1, compared with 1.3:1 for the 5.1% of the sample who were nondiscrepant poor readers in both lower and upper grades. A mean 2.7% of the population was classified as reading disabled over the eight-grade span, and only 1.7% demonstrated a consistent reading disability in both the lower and the upper grades. An increase in the ratio of nondiscrepant to discrepant poor readers after Grade 5 was due mainly to late-emerging poor readers. It was concluded that defining reading comprehension disability in terms of a discrepancy between listening and reading comprehension provides a fairly accurate estimate of the stability, gender ratio, and prevalence of the disorder.

Adolescent↗
PubMed2006

Does the accuracy of single reading with CAD (computer-aided detection) compare with that of double reading?: A review of the literature.

AIM: To examine current evidence to determine whether the accuracy of single reading with computed-aided detection (CAD) compares with that of double reading. METHODS: We performed a literature review to identify studies where both protocols had been investigated and compared. We identified eight studies that compared single reading with CAD against double reading, of which six reported on comparisons of both sensitivity and specificity. RESULTS: Of the six studies identified, three showed no differences in either sensitivity or specificity. One showed single reading with CAD had a higher sensitivity at the same specificity, another that single reading with CAD had a higher specificity at the same sensitivity. However, one study, in a real-life setting, showed that single reading with CAD had a higher sensitivity but a lower specificity. CONCLUSION: As the majority of the studies were not in a real-life setting, used test sets, lacked sufficient training in the use of CAD and simulated double reading (using a protocol of recall if one suggests), current evidence is therefore limited as to the accuracy, in terms of sensitivity and specificity, of single reading with CAD in comparison with the most common practice in the UK of double reading using a protocol of consensus or arbitration.

Breast Neoplasms↗
PubMedDate not supplied

Beginning reading intervention as inoculation or insulin: first-grade reading performance of strong responders to kindergarten intervention.

This study examined the first-grade reading progress of children who participated in an intensive beginning reading intervention in kindergarten. Specifically, the study investigated whether kindergarten intervention could prevent first-grade reading difficulties, or produce an "inoculation" effect, for some children under certain instructional conditions. Participants included children at risk for developing reading difficulties who received a 7-month beginning reading intervention in kindergarten. In October of first grade, 59 children who had achieved criterion levels on measures of phonological awareness and alphabetic knowledge were randomly assigned to one of two types of first-grade reading instruction: (a) code-based classroom instruction and a supplemental maintenance intervention, or (b) only code-based classroom instruction. February posttest measures assessed oral reading fluency, word reading, nonword reading, and comprehension. Between-group analyses indicated that instructional groups did not differ on any posttest measure. The students' absolute levels of achievement were compared to national and local normative samples. These results indicated that between 75% and 100% of students in both conditions attained posttest levels and demonstrated growth comparable to their average-achieving peers. These results support the hypothesis that strong responders to kindergarten intervention can experience an inoculation effect through the middle of first grade with research-validated classroom reading instruction.

Child↗
PubMed2000

The interaction of multiple routes in oral reading: evidence from dissociations in naming and oral reading in phonological dyslexia.

During oral reading we hypothesized that lexical representations are activated and selected for output by the simultaneous activation of the semantic, the direct lexical orthography to phonology, and the sublexical grapheme-to-phoneme conversion (GPC) routes (Southwood & Chatterjee, 1999). Serial models of reading argue that the semantic route governs oral reading with minimal influence from the nonlexical direct route and the sublexical GPC route. These models predict that semantic errors should occur in reading when the semantic route and GPC are both impaired. The Simultaneous Activation Hypothesis predicts few semantic errors in oral reading but many during picture naming. Semantic errors are infrequent in reading because information from all three reading routes constrains activation of a phonological entry. By contrast phonological selection in picture naming is constrained primarily by the semantic route and if damaged additional information is unavailable to select the appropriate phonological code. In agreement with the Simultaneous Activation Hypothesis five phonological dyslexics produced semantic errors during picture naming but not when reading aloud. Phonological errors were present during oral reading and minimal during picture naming.

Adult↗
PubMed1998

[Image flicker frequency of television reading aids. Effect on reading comfort for visually handicapped patients].

PURPOSE: To compare reading speed and reading comfort between closed-circuit television systems (CCTVs) with different image refresh rates. METHODS: Reading speed was measured with three CCTVs that only differed in repeat frequency (50, 60 and 70 Hz) in 21 patients with age-related macular degeneration and 10 controls. We compared reading speed measured in syllables per minute of 16 different reading templates with about 500 syllables each. RESULTS: Reading speed was equal with all CCTVs. Eighteen of 21 patients identified and disliked 50 Hz CCTVs because the image quality was worse. An image quality of 70 HZ enabled patients to use positive contrast with the best reading speed. CONCLUSIONS: Although reading speed does not improve with increasing frequency, flickering of 50 Hz CCTVs is critical for low-vision patients. The preference of low-vision patients for negative contrast image is more likely due to flickering with a lower repeat rate and 70 Hz CCTVs may allow more comfortable reading in positive contrast.

Aged↗
PubMed1997

Early reading acquisition and its relation to reading experience and ability 10 years later.

A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 11th-grade outcomes and remained so even when measures of cognitive ability were partialed out. First-grade reading ability (as well as 3rd- and 5th-grade ability) was reliably linked to exposure to print, as assessed in the 11th grade, even after 11th-grade reading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension ability that the individual attains. Finally, individual differences in exposure to print were found to predict differences in the growth in reading comprehension ability throughout the elementary grades and thereafter.

Adolescent↗
PubMedDate not supplied

Effects of the failure free reading program on students with severe reading disabilities.

Reading problems are among the most prevalent concerns for those who teach students with learning disabilities. In the present research, 39 students with severe reading problems were taught word recognition and comprehension skills using the failure free Reading Program. The intervention is based on principles identified in research on successful reading programs. Key steps in the program included (a) previewing the story, (b) listening to the story being read, (c) presenting content from the story, (d) reading the story, and (e) reviewing the story. Improved performance in letter-word identification, word attack, comprehension, and dictation was evident after intensive intervention. Discrepancies between intellectual ability and reading achievement decreased in more than half of the students. The failure free Reading Program seems to hold promise for improving reading in students with learning disabilities.

Bibliotherapy↗
PubMed2000

Self-reported reading problems in parents of twins with reading difficulties.

Parents of 323 twin pairs with reading disability (RD) reported significantly more problems learning to read (16% of mothers and 33% of fathers) than parents of 309 twin pairs without reading difficulties (6% of mothers and 9% of fathers). These rates of self-reported reading problems in parents of twins are highly similar to those previously obtained in parents of non-twin children with RD and controls, suggesting that the etiology of reading deficits in twin and non-twin children may also be highly similar. Moreover, within both the RD and control samples, twins whose parents self-reported a positive history of reading problems had lower reading performance test scores, on average, than those whose parents reported no reading problems. Therefore, results of the present twin study support those of previous studies with non-twin children in which parental self-reports have been found to provide a valid index of family history status for reading difficulties.

Achievement↗