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At least 703 records · Page 39Linked to original sources
PubMed2005

Brain activations during letter-by-letter reading: a follow-up study.

Lesions affecting the ventral cortex of the left temporal lobe commonly yield a selective reading impairment known as pure alexia. It is thought to result from the disruption or deafferentation of the Visual Word Form Area (VWFA), a region in the left lateral occipitotemporal sulcus activated whenever normal subjects are viewing alphabetic strings. Most pure alexic patients retain the ability to identify single letters, and develop a strategy of letter-by-letter (LBL) reading. We recently studied fMRI activations in LBL readers and clarified the underlying mechanisms. However, LBL reading is a dynamic process which may improve over months or years of practice, although the cerebral bases of this continuing improvement are currently unknown. We had the opportunity to run the same behavioural testing and fMRI experiment a second time in an alexic patient, 8 months after collecting the data reported by Cohen et al. [Cohen, L., Henry, C., Dehaene, S., Molko, N., Lehéricy, S., Martinaud, O., Lemer, C., and Ferrieux, S. (2004). The pathophysiology of letter-by-letter reading. Neuropsychologia, 42, 1768-1780]. We analyze the changes that occurred over this period in the pattern of reading-related activations, while the patient's LBL reading improved. The activation level decreased in most of the overall network between the two sessions. This general trend contrasted with a focal increase restricted to specific left frontal and parietal areas. When studying the contrast between words and consonant strings, which may be taken as a correlate of LBL reading, we also found a general decrease, except for similar left frontal and parietal regions, which showed a significant increase. We suggest that the pattern of evolution fits with the minimal hypothesis of normal strategic abilities and skill learning, associated with perceptual tuning in right-hemispheric structures able to substitute the disrupted VWFA.

Adult↗
PubMed2005

Perhaps correlational but not causal: no effect of dyslexic readers' magnocellular system on their eye movements during reading.

During reading, dyslexic readers exhibit more and longer fixations and a higher percentage of regressions than normal readers. It is still a matter of debate, whether these divergent eye movement patterns of dyslexic readers reflect an underlying problem in word processing or whether they are - as the proponents of the magnocellular deficit hypothesis claim - associated with deficient visual perception that is causal for dyslexia. To overcome problems in the empirical linkage of the magnocellular theory with reading, a string processing task is presented that poses similar demands on visual perception (in terms of letter identification) and oculomotor control as reading does. Two experiments revealed no differences in the eye movement patterns of dyslexic and control readers performing this task. Furthermore, no relationship between the functionality of the participants' magnocellular system assessed by the coherent motion task and string processing were found. The perceptual and oculomotor demands required during string processing were functionally equivalent to those during reading and the presented consonant strings had similar visual characteristics as reading material. Thus, a strong inference can be drawn: Dyslexic readers do not seem to have difficulties with the accurate perception of letters and the control of their eye movements during reading - their reading difficulties therefore cannot be explained in terms of oculomotor and visuo-perceptual problems.

Adolescent↗
PubMed2006

Are males with Duchenne muscular dystrophy at risk for reading disabilities?

Males with Duchenne muscular dystrophy have sub-average cognitive capacities and may manifest more specifically language-related deficits. In the current study, the information-processing capacity, reading performance, and behavioral functioning of 25 Dutch males with Duchenne muscular dystrophy (mean age 10.1 years) were systematically assessed. This study relied on the use of a new battery of tests to explore more precisely reading disabilities in males with Duchenne muscular dystrophy. Five of the males had serious reading problems and another five had moderate reading problems, which indicates that reading problems are significantly more common in males with Duchenne muscular dystrophy than in males from a normal population. These reading problems were independent of the level of information processing and behavioral functioning. Implications of these findings and possible directions for future research are discussed, especially with regard to the early detection and treatment of reading problems in males with Duchenne muscular dystrophy.

Aptitude↗
PubMed2005

Patterns of nucleotide difference in overlapping and non-overlapping reading frames of papillomavirus genomes.

On the basis of a phylogenetic analysis of papillomavirus complete genomes, 30 pairs of closely related genomes were chosen for examination of the pattern of synonymous and non-synonymous nucleotide difference in overlapping and non-overlapping reading frames. The proportion of synonymous differences per synonymous site (pS) was generally reduced in overlapping regions in comparison to non-overlapping regions. This reduction in pS appears to result from purifying selection acting on the overlapping reading frame because of functional constraint on the amino acid sequence that it encodes. As a consequence of such purifying selection, a trade-off was observed between synonymous substitution in one reading frame and non-synonymous substitution in the other; this pattern was particularly evident in the overlap between the E2 and E1 reading frames, which encodes a highly conserved portion of the E2 protein. Fifty-three sequences of the hinge region of the HPV16 E2 protein (where the E2 and E4 reading frames overlap) showed an elevated level of non-synonymous nucleotide substitution in the E2 reading frame, particularly in a region believed to be involved in immune recognition. Non-synonymous substitutions in this region occurred disproportionately in such a way as to cause synonymous substitutions in the E4 reading frame. Thus, positive diversifying selection on the E2 hinge region appears to coexist with purifying selection on the overlapping region of E4.

Base Sequence↗
PubMed2005

Eye movements during multiple readings of the same text.

People often read the same text more than once. Studying eye movements during multiple readings of the same texts provides a unique opportunity to observe the consistency of saccadic landing positions. Eye movements were recorded while 5 people read the same 4 texts more than 40 times, no more than 4 times/day, and never on consecutive trials. Other texts, read only once, were interspersed. Comprehension questions and a change-detection task helped maintain attention in the face of the repetition. There were two main findings: (1) repeated reading produced significant, but modest, changes in global saccadic patterns. The only change found in all readers was a reduction in the proportion of regressions. (2) Saccadic landing positions fell into clusters located at a variety of places with respect to word boundaries, and often across word boundaries. A mixed-strategy model of saccadic guidance (look to the center of words, while trying to maintain fairly uniform saccade lengths), could account for the overall strength of clustering, but not for the variability among cluster locations, suggesting that saccadic landing sites are selected in part on the basis of local text characteristics. The reliable clustering of saccadic landing positions found during multiple readings of the same text opens the way for cluster patterns to be used to study eye movement strategies during reading and overcome at least some of the variability associated with traditional global single-text measures.

Adult↗
PubMed2000

Reading latency of words and nonwords in Alzheimer's patients.

Contrasting data on reading ability in Alzheimer's disease patients have been reported in the literature. Recently Patterson, Graham and Hodges (1994) found that irregular words were misread by demented subjects, while regular words were read correctly. The present study hypothesizes that reading latency may be a sensitive measure of Alzheimer's patients reading impairment. Fifteen Alzheimer's patients were compared with 17 elderly normal subjects on three tasks that used the same set of concrete, regular words: a picture naming task, a word-picture matching task and a word-nonword reading task. The results of the study indicate that reading latency is longer in Alzheimer's patients than in normal subjects, and that misnamed and mismatched words are read with the same mechanism as nonwords.

Aged↗
PubMed2001

Visuospatial deficits with preserved reading ability in a patient with posterior cortical atrophy.

Visuospatial deficits are characteristic of posterior cortical atrophy (PCA). A 58 year old woman had progressive dressing apraxia and environmental disorientation but continued to read voraciously. Positron emission tomography revealed hypometabolism of the occipitoparietal regions bilaterally, consistent with PCA. The symptoms suggested predominant dysfunction of the dorsal ("where") stream with abnormalities in visual localization and visuospatial integration; however, the patient also had a less pronounced apperceptive object agnosia. Further analysis of her preserved reading ability was performed. Familiar irregular words were read rapidly, but nonsense words were read slowly in a letter-by-letter fashion. She had a word superiority effect for embedded words and words with obscured letters but had difficulty reading stylized script or printing in unusual fonts. These findings suggested a dissociation between reading routes. Although the patient had a phonological dyslexia, her visuospatial processing was sufficient for access to preserved visual word forms for efficient lexical reading.

Agnosia↗
PubMed1991

Increased reading speed for words and pronounceable non-words: evidence of preserved priming in amnesics.

Twelve amnesics with various aetiologies were compares with 12 matched control subjects on a task which examined the increase in reading speed for lists of words and pronounceable non-words that were shown several times and read twice during a training phase. After a four minute delay the reading speed for the primed lists was compared with that for an equal number of umprimed lists. No non-specific practice effects were observed. The amnesics showed an equal proportional increase in reading speed for primed words list to that of their controls, and, if anything, a slightly greater reading speed increase for non-words. These effects were found even when an amnesic subgroup, selected because its baseline reading speed was closely matched to that of the controls, was used for the comparison. The patients' preserved priming for the novel information found in the non-word list reading task occurred in conjunction with very impaired free recall for the contents of the lists. The effects occurred in patients of all aetiologies used in the study and confirm and extend the findings of Moscovitch, Winocur and McLachlan (1986).

Alcohol Amnestic Disorder↗
PubMed1986

Phonological reading: phenomena and paradoxes.

We report a single case study of a patient with an acquired dyslexia. KT had no difficulty in reading regular words and non-words at a normal speed, but he made numerous errors in reading irregular words. These were characterised by "regularisation" of the letter string. We have documented his residual reading abilities and in addition have investigated other aspects of his residual reading skills. We found that his performance on visual lexical processing tasks was very satisfactory, there was no effect of priming from a correctly read irregular word and his reading of polysyllabic words was remarkably good. In particular his assignment of word stress was usually accurate. We consider our findings in relation to current models of phonological reading and conclude that they provide further evidence for a multiple levels computation of the transcoding between print and phonology.

Dyslexia, Acquired↗
PubMedDate not supplied

The validity of reading comprehension therapy materials.

This study examines the degree to which reading comprehension therapy materials measure reading comprehension. Thirty-six non-brain-damaged adults (18 females, 18 males) ranging in age from 55 to 75 years participated. They answered written multiple-choice questions from aphasia therapy workbooks before and after reading the paragraphs (n = 40) to which the questions related. Results showed that for each of four sets of workbook materials, subjects answered an average of 24% to 49% more of the questions after reading the paragraphs relative to the number they answered before reading the paragraphs. For questions that could not be answered using one's prior knowledge, subjects were more dependent on having to read the paragraph in order to answer the questions correctly. Based on binomial probabilities, at least half of the questions from 32/40 paragraphs were answered correctly at greater than chance levels without reading the related paragraph.

Aged↗
PubMed2000

The effect of contrast on reading speed in dyslexia.

Contrast coding has been reported to differ between dyslexic and normal readers. Dyslexic readers require higher levels of contrast to detect sinewave gratings for certain spatiotemporal conditions, and dyslexic readers show faster visual search at low contrast. We investigated whether these differences in early contrast coding generalize to reading performance by measuring reading speed as a function of text contrast for dyslexic children and adults and for age-matched controls. Contrast affected reading performance of dyslexic and normal readers similarly. For both groups, reading speed was relatively constant between 100 and 2% contrast, and decreased rapidly below 2% contrast. This pattern of results held true for both children and adults, for text with and without sentence context, across a range of character sizes, and for reading aloud and reading silently. We conclude that earlier findings of group differences in contrast effects on grating detection or visual search tasks do not generalize to reading.

Adolescent↗
PubMed2002

Head-free reading of horizontally and vertically arranged texts.

Parameters of eye and head movements and their coordination in reading horizontally and vertically arranged texts were compared. Reading was faster for horizontally arranged than for vertically arranged texts by 24%, primarily due to larger gaze amplitude for horizontal reading, and thus smaller numbers of saccades and fixations. The higher velocity of gaze saccades for given amplitudes in horizontal than vertical reading also contributed to the difference in reading speed. The horizontal bias in reading is at least partly due to the oculomotor system, because the higher velocity for given amplitude of horizontal saccade was also observed in a control experiment devoid of lexical load, in which a sequentially stepping laser target was tracked. The analysis of instantaneous phase of eye and head movements with a new metric derived by the Hilbert transform suggests that eye and head coupling is stronger for vertical than for horizontal direction in both reading and laser-tracking tasks. These results, combined with previous evidence that text familiarity modulates the timing and strength of head movement commands with respect to eye movements (Vis. Res. 39 (1999) 3761), indicate that the coupling strength between eye and head movements is variable depending on the direction of gaze shift and cognitive context.

Adult↗
PubMed2004

Neural correlates of lexical and sublexical processes in reading.

The purpose of the present study was to compare the brain regions and systems that subserve lexical and sublexical processes in reading. In order to do so, three types of tasks were used: (i). silent reading of very high frequency regular words (lexical task); (ii). silent reading of nonwords (sublexical task); and, (iii). silent reading of very low frequency regular words (sublexical task). All three conditions were contrasted with a visual/phonological baseline condition. The lexical condition engaged primarily an area at the border of the left angular and supramarginal gyri. Activation found in this region suggests that this area may be involved in mapping orthographic-to-phonological whole word representations. Both sublexical conditions elicited significantly greater activation in the left inferior prefrontal gyrus. This region is thought to be associated with sublexical processes in reading such as grapheme-to-phoneme conversion, phoneme assembly and underlying verbal working memory processes. Activation in the left IFG was also associated with left superior and middle temporal activation. These areas are thought to be functionally correlated with the left IFG and to contribute to a phonologically based form of reading. The results as a whole demonstrate that lexical and sublexical processes in reading activate different regions within a complex network of brain structures.

Adult↗
PubMed2003

A computer-based reading test for use as an index of premorbid general intellectual level in North American English-speaking adults.

Brief tests of vocabulary or reading ability are often used as an index of general intellectual level to hypothesize deficits in patients, to establish comparability of comparison groups, and as a covariate of performance on other neuropsychological tests. We evaluated a new variant of a reading test for potential use in estimating premorbid general intellectual ability and implementation as a computerized-adaptive test. A total of 319 outpatients who participated in an epilepsy self-management study were tested on three occasions, completing the Wide-Range Achievement Test-3 (WRAT-3) Reading test at baseline and the NES3 Adult Reading Test (ART) at the 3-month follow-up. At the 6-month follow-up, some participants completed the ART and some the NES2 Vocabulary test. ART and WRAT-3 Reading scores obtained 3 months apart were highly correlated (r=0.87, n=179), while ART and NES2 Vocabulary scores were somewhat less correlated (r=0.80, n=61). The ART test-retest correlation was high (r=0.95, n=79). The ART distribution was spread out more evenly at the high end than that of the WRAT-3 Reading. ART score was significantly related to education, race, income, and examiner category, but was unrelated to age category and depression status. Non-significant gender differences were observed. An item-response theory (Rasch model) analysis showed good fit of the model to the observed data and yielded an improved ranking of the ART items in order of difficulty. The NES3 ART exhibited high reliability and strong association with WRAT-3 Reading. These results suggest that the NES3-ART may be useful as an index of general intellectual ability for comparison of groups and for use as a covariate in data analyses among English-speaking, North American adults. The Rasch model analysis provides a basis for implementing the ART as a computerized-adaptive test, which should improve its time efficiency and reduce participant burden in taking the test.

Adolescent↗
PubMed2000

Confusion between silent and overt reading in schizophrenia.

The present study was aimed at investigating whether schizophrenic patients are impaired in monitoring their own speech. In particular, we attempted to assess their ability to discriminate between overt and covert speech in a reading task, in order to verify whether they can correctly recollect the modality in which an internally generated action is produced. Subjects were asked to read either silently or aloud, items from a list of words. After a delay of 5 min, they were required to indicate in a new list which words had been read previously (either silently or overtly), or had never been presented during the reading task. With respect to normal controls, schizophrenic patients showed a significant bias to report that they had read aloud words which they had actually read silently, or which were absent during the reading task. The results are discussed in relation to recent neuroimaging studies on inner and overt speech in hallucinating schizophrenic patients. Our data favour the hypothesis that the inability to correctly discriminate between inner and overt speech may play a role in the onset of schizophrenic hallucinations.

Adult↗
PubMedDate not supplied

Does baccalaureate nursing education for registered nurses foster professional reading?

Reading activities of registered nurses (RNs) were investigated using an untreated comparison group design study. The study group consisted of RN students (N = 60) enrolled in a baccalaureate in nursing (BSN) program at four distance education sites in northeast and central Texas who were queried about their reading activities. Total reading time of professional literature was reported at the time they started the nursing sequence of courses in their baccalaureate nursing program and 6 months after completion of these courses. The purposes of reading various types of professional literature also were identified by asking the respondent's interest, the perceived amount of application, and the commitment to reading this literature. RN counterparts at worksites of the RN-BSN students (N = 67) were respondents in the comparison group. After completing the BSN program, these nurses showed more interest in and commitment to reading and were more concerned about applying knowledge gained from reading in their nursing practice.

Adult↗
PubMed1996

The longitudinal stability of the WRAT-R Reading subtest: is it an appropriate estimate of premorbid intelligence?

Reading tests are assumed to be accurate estimates of premorbid intelligence, based on the belief that reading remains relatively stable following cerebral injury/disease. However, this assumption has been primarily inferred only from studies comparing differences in reading/intelligence measures between neurologically impaired and normal groups. The current study, using within-subject comparisons, compared the longitudinal stability of reading (WRAT-R/3) and intelligence (WAIS-R FIQ) scores for 39 individuals with cognitive dysfunction referred for repeat neuropsychological evaluation. Wilcoxon signed-ranks tests indicated that reading scores: (1) did not statistically change for those demonstrating intellectual decline (> 0 point decline in FIQ), or for those who remained relatively stable (FIQ increase between 0 and 6 points) over retest, but (2) did significantly improve for those demonstrating intellectual improvement greater than 6 points. These results suggest that reading scores may be appropriately considered as "hold" tests for individuals who intellectually decline/remain stable over time, but not for those demonstrating significant intellectual improvement. Additionally, significant variability in reading score decline/improvement suggests that caution must be used when estimating premorbid intelligence based on WRAT-R/3 Reading scores.

Achievement↗
PubMed1978

The effects of the reader's skill and the difficulty of the text on the perceptual span in reading.

Development of the perceptual span in reading was investigated by varying the availability of graphic information in the periphery of vision. Low-ability eighth-grade readers, high-ability eighth-grade readers, and skilled adult readers read texts presented in a normal prose format, with a single space between words, and texts typed with 13 letter spaces between words. It was found that removing peripheral information by wide spacing improved comprehension for low-ability eighth graders but did not affect their overall reading efficiency (the number of questions answered correctly per minute of reading time). Wide spacing decreased the reading efficiency of high-ability eighth-grade readers and skilled adult readers. In addition, the texts were of two levels of difficulty. It was hypothesized that subjects would employ a larger span of perception with the easy text. Surprisingly, the wide spacing of words did not produce greater decrement fo reading efficiency with the easy text. The findings thus suggest that the perceptual span may increase as reading skill develops but does not change under the influence of momentary task variables.

Achievement↗