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PubMed1990

Parents' attitudes and the reading performance of their children.

A group of 60 children were given tests in reading performance, intelligence and personality while their parents were tested on personality, attitudes towards reading, and the frequency and duration of listening to their children reading. Factor analysis yielded two factors related to parental attitudes towards reading and their activities with their children as measured overtly and covertly, but these were not linked to the reading performance of the children. Instead, reading performance was linked to a morality variable in both the children and their parents. This suggested that there was a tendency for the poor readers and their parents to "fake good." This might account for the lack of association between reading performance and parental attitudes and activity in reading.

Achievement↗
PubMed1999

Reading ability and differential cognitive profiles of girls and boys.

To compare the differential cognitive and stylistic profiles of Spanish-speaking girls and boys and the relation between these profiles with subjects' reading scores 50 girls and 50 boys, 8 years old, were assessed on a reading test, the Children's Embedded Figures Test, and the Intellectual Test (Escala Diferencial del Rendimiento Intelectual). Analysis showed differential cognitive profiles for the two sexes. While girls used single, essentially verbal strategies for the reading activity, boys with high reading scores used verbal and perceptual strategies. In general, for girls verbal intelligence scores had correlated the highest with reading scores and lowest with independence on the Children's Embedded Figures Test. For boys the two tests contribute to the explained variance of reading scores. Curiously for scores in reading letters, reading strategies of the two groups seemed inverted.

Child↗
PubMed2003

Planning levels in naming and reading complex numerals.

On the basis of evidence from studies of the naming and reading of numerals, Ferrand (1999) argued that the naming of objects is slower than reading their names, due to a greater response uncertainty in naming than in reading, rather than to an obligatory conceptual preparation for naming, but not for reading. We manipulated the need for conceptual preparation, while keeping response uncertainty constant in the naming and reading of complex numerals. In Experiment 1, participants named three-digit Arabic numerals either as house numbers or clock times. House number naming latencies were determined mostly by morphophonological factors, such as morpheme frequency and the number of phonemes, whereas clock time naming latencies revealed an additional conceptual involvement. In Experiment 2, the numerals were presented in alphabetic format and had to be read aloud. Reading latencies were determined mostly by morphophonological factors in both modes. These results suggest that conceptual preparation, rather than response uncertainty, is responsible for the difference between naming and reading latencies.

Humans↗
PubMed2004

Seriality of phonological encoding in naming objects and reading their names.

There is a remarkable lack of research bringing together the literatures on oral reading and speaking. As concerns phonological encoding, both models of reading and speaking assume a process of segmental spellout for words, which is followed by serial prosodification in models of speaking (e.g., Levelt, Roelofs, & Meyer, 1999). Thus, a natural place to merge models of reading and speaking would be at the level of segmental spellout. This view predicts similar seriality effects in reading and object naming. Experiment 1 showed that the seriality of encoding inside a syllable revealed in previous studies of speaking is observed for both naming objects and reading their names. Experiment 2 showed that both object naming and reading exhibit the seriality of the encoding of successive syllables previously observed for speaking. Experiment 3 showed that the seriality is also observed when object naming and reading trials are mixed rather than tested separately, as in the first two experiments. These results suggest that a serial phonological encoding mechanism is shared between naming objects and reading their names.

Humans↗
PubMed1990

Optimal landing position in reading isolated words and continuous text.

During isolated-word reading, within-word eye-movement tactics (i.e., whether the eye makes one or more fixations on the word) depend strongly on the eye's first fixation position in the word; there exists an optimal landing position where the probability of having to refixate the word is much smaller than when the eye first fixates other parts of the word. The present experiment was designed to test whether the optimal landing position effect still exists during text reading, and to compare the nature and strength of the effect with the effect found for isolated words. The results confirmed the existence of an optimal landing position in both reading conditions, but the effect for words in texts was weaker than it was for isolated words, probably because of the presence of factors such as reading rhythm and linguistic context. However, the effect still existed in text reading; within-word tactics during text reading are dependent on the eye's initial landing position in words. Moreover, individual fixation durations were dependent on within-word tactics. Thus, the initial landing position in words must be taken into account if one wishes to understand eye-movement behavior during text reading. Further results concerned the effects of word length and word frequency in both reading conditions.

Adult↗
PubMed2000

The inter-relationship between magnification, field of view and contrast reserve: the effect on reading performance.

For the reading task, contrast reserve is defined as the ratio of the letter contrast of the printed letters, to the reader's contrast threshold. Acuity reserve is the ratio of the print size used for the reading task, to the reader's visual acuity. The effects of low contrast reserve on reading performance were investigated at various magnifications, ranging from 3x to 7.5x, with the field of view systematically controlled. Eye movements were recorded whilst normally sighted subjects read using the magnifiers. It was shown that with adequate contrast reserve, increasing the field of view improved the reading rate because of the resulting increase in forward saccade length. Conversely, reducing the contrast reserve slowed the reading rate by decreasing the length of forward saccades and increasing the mean fixation duration, suggesting that the perceptual span is reduced at low contrast reserve. This study also shows that when the contrast reserve is low, providing magnification higher than that required for letter recognition (that is, increasing the acuity reserve) will not improve the reading performance. Furthermore, even when the contrast reserve was high, reading rates were lower for the magnifications of 5x and higher, because increases in saccade length do not match those of the retinal image size at these magnifications.

Contrast Sensitivity↗
PubMed1999

[A scientific reading method].

To provide high quality services, nursing professionals must be prepared to update their knowledge constantly. To achieve this, various methods are available such as courses, conferences and research projects. All of these methods share one essential intellectual activity, scientific reading. Scientific reading is a complex and demanding activity that requires more than basic reading skills. Many nurses find it boring and arduous, probably because it gives them no pleasure, but especially because they lack a method. In this article, the author proposes a scientific reading method consisting of three stages: an overview approach to the text, a superficial reading, and an in-depth reading of the text. This method is simple, easy to use, and entirely appropriate for scientific reading. The author hopes that this method will give more nurses the desire to read and use scientific literature in the practice of their profession.

Health Knowledge, Attitudes, Practice↗
PubMed2001

The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.

This study examined the role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. The subjects were 154 1st, 2nd, 3rd, and 5th graders in Beijing who had learned an alphabetic script known as Hanyu Pinyin to help read Chinese characters. Children's performance on tests of various cognitive skills, reading ability, and pinyin knowledge were examined. Results of hierarchical regression analyses showed that (a) visual skills predicted reading success at lower grades; (b) pinyin knowledge and the ability to discriminate homophonic characters predicted reading success in Grades 2, 3, and 5; and (c) onset-rime awareness, but not phonemic awareness, predicted Chinese reading. This suggests that learning to read Chinese progresses from a logographic phase to an orthographic-phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system.

Child↗
PubMed1992

[Reading, hearing, understanding].

The relationship between reading comprehension, listening comprehension, and two indicators of intelligence (verbal reasoning, speed of information processing) is analyzed on the basis of a hierarchical monistic model. Two tests (reading comprehension, listening comprehension) were administered to 221 4th graders in classroom context at two sessions. Order of administration was balanced. Additionally, verbal reasoning and speed of information processing were assessed, marks in German were collected. On the whole, performance in listening comprehension exceeds reading comprehension as expected for children at that age. In spite of this mean difference a high correlation between the variables was found. In accordance with theory, the relationship between reading and listening comprehension is stronger when the influence of reading specific abilities is lower and reading material is less complex. Listening comprehension appears to be of more relevance to the prediction of reading comprehension than verbal intelligence, speed of information processing, and marks in German, even when listening comprehension is introduced as the last predictor in multiple regression analysis. It is suggested to emphasize the role of listening comprehension in the assessment and prognosis of reading disabilities.

Attention↗
PubMed2005

[A case report illustrating the effectiveness of reading performance assessments in the diagnosis and treatment of psychogenic visual disturbances].

PURPOSE: An optimal strategy for treating psychogenic visual disturbances in adults has not been established. We report a patient with psychogenic visual disturbances who recovered his visual acuity and showed an improvement in his reading performance after undergoing training based on a reading performance assessment. CASE: A 37-year-old man who had been diagnosed as having myopic macular degeneration was referred to our clinic. Three months after his initial diagnosis, no changes in his fundi were observed, but his visual acuity had significantly decreased and his peripheral field of vision had become severely restricted. In view of his tunnel vision, the discrepancy among the visual acuity results obtained by different test methods, the results of a reading assessment, objective eye examination data, and his behavioral patterns, we diagnosed a psychogenic visual disturbance in the patient and referred him to an ophthalmologist and a psychiatrist for follow-up care. In our low vision clinic, we assessed his visual function, including reading performance, and developed a training program including reading, writing, and computer skills. We also provided information to help the patient find a job. The training program included instructions on how to manipulate reading aids and how to select reading materials to maximize his vision; these instructions were effective. Nine months after his rapid decrease in visual acuity, the results of his visual function tests showed an improvement. The patient also became motivated to find a job. CONCLUSION: Reading assessments are a useful tool for diagnosing psychogenic visual disturbances in adults and for coping with functional vision impairment.

Adult↗
PubMed1991

Reading performance of geriatric patients post exudative maculopathy.

This study was performed to evaluate any differences in reading speed and duration of comfortable reading speed in geriatric patients with post disciform stage exudative age-related macular degeneration (ARMD) or ocular histoplasmosis. Reading speed and duration with CCTV, illuminated stand magnifier, and spectacle lenses were compared for 37 patients in the Low Vision Program at the Central Blind Rehabilitation Center. Results indicate significantly faster reading speed with CCTV and spectacle lenses as compared to illuminated stand magnifiers. The difference between reading speeds measured with spectacle reading glasses and CCTVs was borderline significant. Patients read significantly longer with CCTVs than with spectacle lenses or illuminated stand magnifiers. No significant difference was found comparing spectacle lenses or illuminated stand magnifiers with regard to reading duration.

Aged↗
PubMedDate not supplied

Is reading part of the lifelong learning process for RNs?

A 1988 national survey of 1,406 Registered Nurses (RNs) was conducted at 44 sites in 25 states and the District of Columbia to determine what type of occupation-related and general literature they read, what time they devote to reading, their purposes for reading, and the uses of the materials they read. The survey found that nurses are reading. They read, purchase, and subscribe to significantly more general than professional literature. They report that libraries are accessible, but they use them on a limited basis. The RNs also responded that their supervisors do not to support them in their pursuit of reading. Clinical journals, clinical books, and health-related newsletters are the top nursing materials read, newspapers and fiction books the most popular general literature.

Adult↗
PubMed1990

The gap between patient reading comprehension and the readability of patient education materials.

Patient education materials and hospital forms are given to patients with little regard for their ability to read them. Nationwide sampling and data from the 1980 census suggest that a high proportion of patients cared for in public hospitals are functionally illiterate. In this study, 151 adult primary care patients in five different ambulatory care settings were tested for reading comprehension. Patient education materials and forms from each clinic were analyzed for readability using a standard computer program. A large discrepancy was found between the average patient reading comprehension and the ability levels needed to read patient education materials. The average reading comprehension of public clinic patients was 6th grade 5th month. Most tested patient education materials required a reading level of 11th to 14th grade, and standard institutional consent forms required a college-level reading comprehension. In the public clinics there was a gap of more than 5 years between patient reading levels and the comprehension levels required by written patient materials.

Adolescent↗
PubMed1996

Visually impaired observers require a larger window than normally sighted observers to read from a scroll display.

BACKGROUND: As text is magnified, the number of letters that can be displayed with a magnifier or other reading aid at any one time (window size) is reduced. There is a great deal of evidence that reading rates increase as the number of letters displayed increases. The minimum number of proportionally spaced letters necessary to read at maximal rates from a scroll display, in which the text is continuously panned across a television screen, is not known. METHODS: Visually impaired (VI) and normally sighted (NA) observers were asked to read either sentences or random words scrolled across a computer screen. The window size was varied so that from one to 12 characters were visible, on average, at any one time. Each subject read with six different window sizes within the range of one to 12 characters visible. RESULTS: For the NA group, a window of four to five characters was necessary to read at maximal rates. VI subjects, as a group, required a significantly larger window of six to seven characters to reach maximal reading rates. CONCLUSIONS: The window size requirement for the NA group is close to the size other investigators have reported for a fixed-width font. However, the VI group required a larger window than did the NA group, which has not been previously reported. This requirement could result from the additional stimulation available with a larger window to entrain the eyes' motion when reading from a passively scrolled display.

Aged↗
PubMed1996

Critical appraisal by reading for medical students--a case study from Pakistan.

Doctors read literature to keep abreast of medical advances. A recommendation from the 1993 World Summit for Medical Education is that medical schools should teach medical students to critically appraise scientific reports. The Department of Community Health Sciences of Aga Khan University Medical College teaches basic research methods to medical students. This is now supplemented with "Critical Reading". Critical reading was first taught to 67 third year students between October, 1993 and May, 1994. A "validity check-list for critical readers" was introduced in a two week orientation consisting of three one-hour classroom sessions and four one-hour small group sessions. Thereafter, small groups met monthly to critique clinical epidemiological reports relevant to current organ system teaching. The students reading attitudes and critical appraisal skills were assessed through continuous assessment and a written final examination with questionnaire. All but three students passed the final examination (mean score (74%, standard deviation 12%). Sixty-four of 67 (96%) completed questionnaires. All (73% strongly) agreed that critical reading skills were essential, but only 30% strongly agreed that they had, indeed, mastered the skills. Ninety-seven percent (56% strongly) disagreed that year three was too early to start critical reading. Clinical teaching staff expressed interest in learning these skills. Students benefited from and enjoyed this first critical reading course. It strengthened ties between clinical and community health sciences teaching staff. The critical reading skills of the clinical teaching staff is being addressed in seminars to strengthen institutional research capacity.

Education, Medical, Undergraduate↗
PubMed1979

An investigative study of the Bender-Gestalt: clinical validation of its use with a reading disabled population.

Investigated usefulness of the Bender-Gestalt in differentiating between primary and secondary reading disability. Research with 50 reading disabled Ss was carried out. The Ss were classified as having a primary or secondary reading disability according to selected criteria; then their Bender protocols were scored. It was hypothesized that developmental scores would differentiate the two diagnostic groups. A second hypothesis was that specific signs would differentiate between primary and secondary reading disabled children. The results supported the latter hypothesis, but not the former. Results also showed that those in the primary group were more reading retarded than secondary reading disability Ss and that Bender-Gestalt scores are not significantly related to reading level in such a group of reading disabled children.

Bender-Gestalt Test↗
PubMedDate not supplied

The prevalence of reading and spelling difficulties among inmates of institutions for compulsory care of juvenile delinquents.

Recent studies have focused on reading and writing disabilities among inmates in prisons and at juvenile institutions. Some studies in Sweden have demonstrated that more than half of the delinquents have serious reading difficulties, and for immigrants the situation is even worse. However, these studies have focused on small groups. Furthermore, little attention has been paid to different types of reading and writing difficulties. The main purpose of this investigation was to estimate the prevalence of reading and writing disabilities in juvenile institutions. The study analyses gender differences and differences between immigrants and Swedish pupils. The study included 163 pupils from 22 institutions and used three tests of literacy skills: word identification, spelling and reading comprehension. More than 70% showed some problems in reading and spelling. However, only 11% had serious difficulties. Moreover, the results showed that comprehension ability among immigrant boys was lower than among Swedish boys, despite the same level of word reading skill. The high prevalence of reading and writing disabilities seems primarily to be related to social and cultural factors, home backgrounds, limited school attendance and poor self-esteem rather than to constitutional problems of a dyslexic nature. The implication of this conclusion may be important for the intervention process.

Adolescent↗
PubMed2000

Reading Development and Attention to Letters in Words.

Four groups of Dutch readers, (a) beginners, second grade elementary school students with 2 years of reading experience, (b) advanced readers, sixth grade elementary school students with 6 years of reading experience, (c) expert readers, university students with 14 years of reading experience, and (d) poor readers, aged 13 years with 2 years of delay in reading skill, were presented with short stories followed by multiple-choice text comprehension questions. Participants were asked to read the stories for meaning and to circle the letter t whenever it occurred in the text. Five types of detection locations were defined: (1) verb suffix, (2) noun final, (3) intra word, second letter, (4) intra word, prefinal letter, and (5) definite article, final t. Differential detection patterns as a function of reading development were obtained. Beginning readers did not differ in detecting the final t in verbs and nouns, whereas expert readers showed a strong attentional bias to verb suffixes as compared with noun endings. Expert readers missed more intra word letters. In all groups prefinal letters were detected better than second letters in words, thus suggesting a general attentional bias for orthographic information in the second part of Dutch words. The t in the definite article was missed most often in all groups, which suggests sensitivity to word frequency at early stages in reading development. Poor readers did not show differential performance patterns as compared to the other reading groups. The overall developmental pattern can be characterized as a shift from attention for single letter information to attention for more complex morphological information in text. Copyright 2000 Academic Press.

Journal Article↗