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At least 613 records · Page 34Linked to original sources
PubMed2001

Low-vision patients with age-related maculopathy read RSVP faster when word duration varies according to word length.

Normally sighted younger and elder subjects as well as subjects with central visual field loss (CFL) from age-related maculopathy read rapid serial visual presentation (RSVP) text with words presented at a constant rate and at three different rates where word presentation duration varied according to word length. The elder subjects reading sentences foveally read fastest when word duration was constant. The younger group reading random words peripherally read faster at a variable word duration rate. The subjects with CFL read sentences an average of 33% faster when the presentation rate varied with word length. There was a trend for slow readers with CFL to benefit more than fast readers with CFL. We conclude that varying word duration based on word length in rapid serial visual presentation reading would improve reading rates for low-vision patients with CFL.

Adult↗
PubMed2001

Reading performance in older adults with good acuity.

PURPOSE: This study evaluated factors affecting reading performance in a sample (N = 544) of older adults (mean age 72.8 years, range 58 to 102) with good high-contrast acuity (> or = 20/32). METHODS: Using the Pepper Reading Test, the relationship between reading rate and several vision measures was assessed. RESULTS: Mean corrected reading rate fell substantially over the age range tested despite the fact that these individuals all had good acuity. However, multiple regression analysis indicated that when other measures were taken into account (most notably, low-contrast vision, motor ability, and attentional field integrity), age was not a significant independent predictor of corrected reading rate. CONCLUSION: Reading is an important skill, and ways of enhancing reading performance should be explored. Good high-contrast acuity does not assure that older individuals can read satisfactorily.

Aged↗
PubMedDate not supplied

Parental involvement in the development of children's reading skill: a five-year longitudinal study.

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences.

Child↗
PubMed1993

Reading performance with low vision aids: relationship with contrast sensitivity.

Reading performance and contrast sensitivity were measured in 30 subjects with low vision due to a variety of pathologies. The Pepper test was used to quantify reading rate and accuracy with the subject's own prescribed optical reading low vision aid. It was found that both reading rate and accuracy were repeatable measures. Reading rates were found to be correlated with contrast sensitivity at 0.5 c/deg (r = 0.62). Multiple regression analysis also showed that the best predictor of reading rate was contrast sensitivity at 0.5 c/deg and that no other components of the contrast sensitivity function helped to explain more of the variance. This indicates that primarily low spatial frequencies are necessary for reading with optical low vision aids, as has been found previously for reading with a close circuit TV system.

Adult↗
PubMed1991

Reading problems in adult chronic headache sufferers.

In a questionnaire survey we determined the prevalence of problems with reading, at present as well as in the past, in adult chronic headache sufferers as compared with age- and sex-matched controls. The reading problems inquired about were those with reading in general, reading quickly, prolonged reading and reading comprehension. The subjects were also asked about present and past problems with writing, concentrating, performing mathematics and overall learning. Significant differences in the prevalences of the problems studied between the headache sufferers and controls were observed on just two items and only for the female groups. These items were present problems with reading comprehension (39.3% versus 7.5%; p = 0.002) and concentrating (46.4% versus 17.5%; p = 0.015). We concluded that adult female headache sufferers have impaired reading comprehension and concentration abilities which do not seem to originate from the past.

Adult↗
PubMed2005

Letter-by-letter reading: natural recovery and response to treatment.

The present investigation provides a longitudinal study of an individual (RB) with acquired alexia following left posterior cerebral artery stroke. At initial testing, RB exhibited acquired alexia characterized by letter-by-letter (LBL) reading, mild anomic aphasia, and acquired agraphia. Repeated measures of reading accuracy and rate were collected for single words and text over the course of one year, along with probes of naming and spelling abilities. Improvements associated with natural recovery (i.e., without treatment) were documented up to the fourth month post onset, when text reading appeared to be relatively stable. Multiple oral reading (MOR) treatment was initiated at 22 weeks post-stroke, and additional improvements in reading rate and accuracy for text were documented that were greater than those expected on the basis of spontaneous recovery alone. Over the course of one year, reading reaction times for single words improved, and the word-length effect that is the hallmark of LBL reading diminished. RB's response to treatment supports the therapeutic value of MOR treatment to in LBL readers. His residual impairment of reading and spelling one-year post stroke raised the question as to whether further progress was impeded by degraded orthographic knowledge.

Agraphia↗
PubMedDate not supplied

Early reading for low-SES minority language children: an attempt to 'catch them before they fall'.

Minority language and low socioeconomic status (SES) students are at high risk for language and learning disabilities. In an attempt to 'catch them before they fall', an early reading project was initiated in four kindergarten classes, in a low-SES bilingual school (English/French as a second language), where minority language children form a majority. The project included: (1) teaching reading and writing to kindergarten students, and outcome research: individual pre- and post-treatment assessment using a computer software to measure phonological processing and decoding skills; (2) reading testing of grade 1 students, graduates of traditional kindergartens with no explicit reading instruction programs. Statistical analyses of the pre- and post-tests showed that in only 9 weeks the kindergarten students were able to learn phonological skills critical to the reading process. By contrast, a significant number of the grade 1 students, all graduates of a traditional kindergarten, showed serious reading lags on a group reading test, indicating that early reading instruction is justifiable for this high-risk student population.

Age Factors↗
PubMed2006

The role of the posterior fusiform gyrus in reading.

Studies of skilled reading [Price, C. J., & Mechelli, A. Reading and reading disturbance. Current Opinion in Neurobiology, 15, 231-238, 2005], its acquisition in children [Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., et al. Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101-110, 2002; Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. Development of neural mechanisms for reading. Nature Neuroscience, 6, 767-773, 2003], and its impairment in patients with pure alexia [Leff, A. P., Crewes, H., Plant, G. T., Scott, S. K., Kennard, C., & Wise, R. J. The functional anatomy of single word reading in patients with hemianopic and pure alexia. Brain, 124, 510-521, 2001] all highlight the importance of the left posterior fusiform cortex in visual word recognition. We used visual masked priming and functional magnetic resonance imaging to elucidate the specific functional contribution of this region to reading and found that (1) unlike words, repetition of pseudowords ("solst-solst") did not produce a neural priming effect in this region, (2) orthographically related words such as "corner-corn" did produce a neural priming effect, but (3) this orthographic priming effect was reduced when prime-target pairs were semantically related ("teacher-teach"). These findings conflict with the notion of stored visual word forms and instead suggest that this region acts as an interface between visual form information and higher order stimulus properties such as its associated sound and meaning. More importantly, this function is not specific to reading but is also engaged when processing any meaningful visual stimulus.

Adolescent↗
PubMed2004

Eye movement control during single-word reading in dyslexics.

We investigated whether dyslexics make instantaneous automatic adjustments of reading saccades depending on word length. We used a single-word reading paradigm on 10 dyslexic and 12 normally reading children aged 11-15 years. Eye movements were recorded by scanning laser ophthalmoscope (SLO) while subjects read single words of different length aloud. All subjects passed standardized prescreening tests, which included a reading test, to exclude those with discernible deficits of eyesight, oculomotor skill, or intellectual development. We measured number, direction, frequency, and amplitude of saccades, as well as the durations of inter-saccadic intervals, as functions of word length. The results show that word length influences the number and amplitude of reading saccades in both subject groups, but this relationship showed quantitatively significant group-specific differences: Both groups showed a gradual increase of the saccade amplitudes in either direction dependent on word length, but the gain of this function was significantly lower in the dyslexics. The durations of holding phases between saccades were significantly longer in the dyslexics, and accordingly, we found a lower rate of occurrence of saccades per unit time in the dyslexics. Forward saccade amplitudes showed no correlation with the duration of the preceding or following holding phases in either group. The data show that the mechanisms enabling dyslexics to make instantaneous adjustments of reading saccades depending on word length are present but quantitatively impaired. This supports the view that these adjustments may help dyslexics to increase reading speed, but that they cannot utilize them to the same extent as normal readers.

Adolescent↗
PubMed2005

Eye-movement training for reading in patients with age-related macular degeneration.

PURPOSE: To determine whether training oculomotor control, without direct practice in reading sentences, could increase reading speed in patients with age-related macular degeneration (AMD). METHODS: Sixteen patients with AMD participated in the study (age range, 65-87 years; mean, 77). The training program consisted of a series of exercises that were designed to allow the patients to practice eye movements. At the beginning of training, the subjects practiced small horizontal saccades in response to cognitively easy stimuli (e.g., dots). The training then progressed to practicing larger eye movements and then to practicing saccades with single letters, pairs of letters, and three-letter words. Reading of sentences was practiced in only one exercise, during the last session of the 8-week training. RESULTS: The difference between average reading speeds before and after training was 24.7 wpm (difference between medians, 17.9 wpm). The increase in speed was statistically significant (Wilcoxon signed rank test = 124.0, P < 0.001). There was no significant relationship between change in maximum reading speed and ETDRS (Early Treatment Diabetic Retinopathy Study) acuity (r = -0.14, P = 0.76) or between change in maximum reading speed and age (r = 0.25, P = 0.45). CONCLUSIONS: The results indicate that a training curriculum that concentrates on eye-movement control can increase reading speed in patients with AMD. This finding is especially interesting, because the training involved little direct practice in reading sentences but instead concentrated on having subjects practice control of eye positions and eye movements.

Aged↗
PubMed2000

Relationship between scholastic and health behaviors and reading level in adolescent females.

This was a study of 102 adolescent females, 12-20 years of age, presenting to a central city clinic for medical care. Participants completed an oral questionnaire that included demographics, and questions regarding scholastic history, sexual behavior, and substance use. Each subject completed the Accuracy Level Test (ALT), a reading test. The subject's reading test grade level was subtracted from her appropriate grade in school to give a reading delay level (RDL). The mean reading grade level for all subjects was 6.7 +/- 2.6 and the average reading delay was 4.5 +/- 2.5 grades. Poor school attenders had greater reading delays (5.8 +/- 3.4 grades behind vs. 4.3 +/- 2.2 for good attenders p < 0.04), and those who repeated grades were also significantly delayed (5.5 +/- 2.4 grades behind vs. 3.7 +/- 2.3, p < 0.0007). Previously pregnant students had a greater delay in reading level than their nonpregnant peers (5.2 +/- 2.3 vs. 3.9 +/- 2.5 respectively p < 0.01). Delayed reading levels appear to correlate with some risk behaviors. The ALT may serve as a tool to identify high-risk patients who need more intensive clinical intervention.

Adolescent↗
PubMedDate not supplied

Newborn and preschool predictors of second-grade reading scores: an evaluation of categorical and continuous scores.

This study examined how the development of foundation skills in speech perception, language, short-term memory, and family demographics and activities in the home environment influence the development of reading skills. Data from 96 children participating in a longitudinal research project were used. It was hypothesized that measures of specific foundation skills in the preschool period and measures of family demographics and home environment could be used to identify children's reading abilities. As expected, most of the foundation skills were found to be related to and predictive of reading scores. Event-related potential (ERP) measures of speech perception, which have previously been found to be predictive of reading abilities, and measures of family and home activities and language measures were related to reading scores. Verbal short-term memory scores contributed little to the prediction of reading scores. These variables influenced the results whether they were used to discriminate reading groups or to predict a continuum of reading scores, but there were large differences in the amount of variance accounted for. More variance was accounted for in the group analyses than in the continuum analyses.

Cerebral Cortex↗
PubMed1992

Computer-based reading and spelling practice for children with learning disabilities.

To examine the effects of computer-based reading and spelling practice on the development of reading and spelling skills, a pretest-training-posttest experiment was conducted in The Netherlands. Eleven girls and 17 boys with written language disorders (on the average, 9 years, 7 months old and performing 2 grades below age expectancy) practiced hard-to-read words under three conditions: reading from the computer screen, copying from the screen, and writing from memory after presentation on the screen. For all words, whole-word sound was available on call during practice. To assess learning effects, both a dictation and a read-aloud task were administered in which nonpracticed control words were also presented. During training, the computer kept record of several aspects of the pupils' learning behavior. It was found that copying words from the screen resulted in significantly fewer spelling errors on the posttest than writing words from memory, and that both forms of spelling practice led to fewer spelling errors than only reading words during practice. All three forms of practice improved to the same degree both the accuracy and fluency of reading the practiced words aloud. The way in which spelling and reading practice, in combination with speech feedback, support the development of phonological skills in children with written language disorders is highlighted in the discussion.

Child↗
PubMed2005

A neurocognitive approach to music reading.

Music reading offers a unique perspective on the acquisition of a notational system. Many people cannot read music, but a large proportion are motivated to learn. Musical literacy is therefore amenable to studies of acquisition in a way that language literacy is not. The studies reviewed here investigate how musical symbols on the page are decoded into a musical response. The studies address the nature of the mental representations used in music reading, as well as their instantiation within the brain. The results of a musical Stroop paradigm are described, in which musical notation was present but irrelevant for task performance. The presence of musical notation produced systematic effects on reaction time, demonstrating that reading of the written note, like the written word, is obligatory for those who are musically literate. Spatial interference tasks are also described that suggest that music reading, at least for the pianist, can be characterized as a set of vertical to horizontal mappings. These behavioral findings are mirrored by the results of an fMRI training study in which musically untrained adults were taught to read music and play piano keyboard over a period of three months. Specific learning-related changes were seen in the superior parietal cortex and fusiform gyrus, for melody reading and rhythm reading, respectively. These changes are suggested to correspond to the acquisition of processes that deal with the extraction of spatial and featural properties of notation, respectively.

Cognition↗
PubMed1999

Adult reading assessment: are we doing the best with what we have?

This article describes a survey completed by 728 neuropsychologists for the purpose of gathering information about the assessment of reading in adults as part of neuropsychological examinations. The survey information gathered addressed (a) the general frequency of assessing adult reading, (b) the assessment tools used, (c) the general purposes for the assessment of reading, (d) the need for a review describing available adult reading norm-referenced tests, and (e) the need for the development of criterion-referenced reading tests appropriate for determining functional reading abilities. Survey findings are reported and discussed. A list and description of reading tests appropriate for assessing reading in adults also is provided in the Appendix.

Achievement↗
PubMed1996

Essential practices as adults read to meet the needs of deaf or hard of hearing students.

Most deaf or hard of hearing students do not read proficiently (Karchmer, Milone, & Wolk, 1979; Allen, 1986), yet Winzer (1985) found no agreement as to the best way to teach reading to them. We reviewed the literature in related fields in an attempt to assist teachers and parents in identifying practices that are supported by research and linked to literacy attainment. We were especially impressed by the work of Adams (1990) with regard to the practices that promote proficient reading in hearing students, as well as by that of Hoggan and Strong (1994), who studied the techniques of those working with students with language disabilities. The result of our review was a rationale and description of ten practices that we suggest are essential to include when reading to students if they are to become proficient readers themselves. Our work is particularly applicable when adults are using the methods of read aloud, adult/student shared reading, and adult guided reading. These essential practices can be modeled by teachers for parents and others working with students as they develop reading skills.

Deafness↗
PubMed1997

Long non-stop reading frames on the antisense strand of heat shock protein 70 genes and prion protein (PrP) genes are conserved between species.

Several mammalian genes, including heat shock protein (Hsp70) and prion protein (PrP) genes, have been reported to have long open reading frames (ORFs) or non-stop reading frames (NRFs) in the antisense direction. A simple explanation would be that these long antisense reading frames, which are usually in the same triplet frame as the coding strand, are the fortuitous byproduct of a high overall [G+C] content with concomitant preference for G/C over A/T in the third codon position, a preference for RNY type codons (purine/any nucleotide/pyrimidine), and/or a bias against serine and leucine, the only amino acids with codons that can be read as stop codons in the antisense direction. The PrP genes and most heat shock genes with long antisense NRFs (aNRFs) are indeed relatively [G+C] rich but do not show a bias against serine and leucine. In several vertebrates investigated, at least one of the Hsp70 genes has a long antisense reading frame, and we found that some, though not all, putative stop codons in long Hsp70 antisense reading frames were due to sequencing errors. The PrP gene contains an extended antisense open reading frame in all 45 eutherian mammals tested, but not in a marsupial and in a bird. In the PrP gene, the long, protein-coding exon also harbors the antisense nonstop reading frame. In both Hsp70 and PrP genes, the putative antisense protein sequence is well conserved. Even though there is no clear evidence in Hsp70 or PrP genes for the existence of the respective antisense proteins, we speculate that such antisense proteins serve to regulate the genuine Hsp and PrP proteins under special circumstances. Alternatively, regulation might occur at the RNA level, and the antisense RNA would merely lack stop codons to prevent its rapid degradation by an mRNA quality control mechanism that is triggered by premature stop codons. We note that both Hsp and PrP are involved in physiological or pathological protein aggregation phenomena, that scrapie prions have been reported to modify the expression or localization of heat shock proteins, and that in yeast, propagation of a prion-like state (PSI+) depends on a heat shock (Hsp104) protein.

Amino Acid Sequence↗
PubMed1994

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.

Autistic Disorder↗