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PubMed1996

Assessing reading level of drug users for HIV and AIDS prevention purposes.

Using the short form of the Woodcock Reading Mastery Test-Revised and the reading subtest of the Wide Range Achievement Test-Revised, the reading abilities of 284 male and 128 female drug users from five sites across the United States were evaluated. All subjects were participants in a National Institute on Drug Abuse HIV/AIDS prevention project aimed at intravenous drug users and cocaine smokers. Results revealed differences in reading abilities among ethnic groups with Native and white subjects having significantly higher reading levels than Hispanic and black subjects. Significant site differences were revealed, with mean grade equivalent scores ranging from 2.7 to 10.1 grades. Across all subjects, the average grade equivalent reading level was 5.8 to 7.7, indicating that the subjects read below the level of 81.5% to 93% of the general population. We provide implications for development of educational materials that are accessible for this population.

Adult↗
PubMedDate not supplied

Issues in the assessment of reading disabilities in L2 children--beliefs and research evidence.

In bilingual and multilingual settings one is constantly challenged by the difficulty of teasing apart phenomena associated with normal second language (L2) reading acquisition from authentic warning signs of reading failure. The bulk of this paper focuses on a critical discussion of a cluster of beliefs that pertain to the issues concerning the diagnosis of reading disability in multilingual and bilingual settings among school children. Findings from available research on reading acquisition among bilingual children and research focusing specifically on the assessment of English-as-a-second language (ESL) children who might be at risk for reading disability are used to evaluate the validity of these beliefs. While some beliefs are supported by research, others are not. In particular, the research suggests that reliable diagnosis of dyslexia among ESL children can be achieved by examining within-language differences on various indices of basic reading skills such as phonological processing, and by noting a significant gap between oral and reading comprehension.

Adolescent↗
PubMed1999

Time Limitations Enhance Reading Comprehension.

Few studies in the domain of reading have explored the relation between time limitations and reading comprehension. Time limitations may enhance reading comprehension by promoting mindfulness in students, a construct which involves exertion of more effort and motivation. This study explored the effects of time constraints on reading comprehension in adult readers. Mild time constraints should create greater mindfulness in readers, resulting in enhanced comprehension. College students read passages under no time pressure, under mild time pressure, or under severe time pressure. Reading comprehension was assessed in each condition. The best reading comprehension was observed under mild time pressure. Implications are discussed. Copyright 1999 Academic Press.

Journal Article↗
PubMed1996

Attention factors mediating syntactic deficiency in reading-disabled children.

Syntactic context effects on the identification of spoken words, and the involvement of attention in mediating these effects, were examined in seventh-grade children with reading disabilities and children who were good readers. The subjects were asked to identify target words that were masked by white noise. All targets were final words embedded in unveiled sentences. Relative to a syntactically neutral context, the identification of targets whose morpho-syntactic structure was congruent with the context was facilitated and the identification of syntactically incongruent targets was inhibited. Reading-disabled children were less inhibited by syntactic incongruence than good readers. Presenting congruent and incongruent sentences in separate blocks reduced the amount of inhibition in good readers while having no effect on the reading-disabled. The percentage of correct identification of incongruent targets in the mixed presentation condition was larger for reading-disabled than for good readers, whereas in the blocked presentation condition the percentage of correct identification was equal across groups. The amount of facilitation was not affected by blocking the congruent and incongruent conditions, and was equal across reading groups. It is concluded that, in both reading groups, the syntactic structure of the context triggers a process of anticipation for particular syntactic categories which is based on a basic assumption that linguistic messages are syntactically coherent. Reading-disabled children are, however, less aware of this process and therefore less affected when the syntactic expectations are not fulfilled.

Adolescent↗
PubMed2001

Comparison of four morphometric definitions and a semiquantitative consensus reading for assessing prevalent vertebral fractures.

The assessment of vertebral fracture in patients with osteoporosis by conventional radiography has been improved over the past 10 years using either the semiquantitative (SQ) method devised by Genant et al. or quantitative morphometry. However, there is still no internationally agreed definition for vertebral fracture and there have been few comparative studies between these different approaches. Our study assessed the reproducibility of the SQ method and of four commonly used morphometric algorithms (Melton's, Eastell's, Minne's and McCloskey's methods) for assessing prevalent vertebral fractures, and examined the agreement of each morphometric algorithm with a SQ consensus reading performed by three experts. With this consensus reading in place of a gold standard, we determined relative measures of sensitivity, specificity and optimal cutoff threshold for each morphometric algorithm. The study was conducted in 39 postmenopausal women who had at least one osteoporotic vertebral fracture. Normal values were derived from 84 healthy postmenopausal women with apparently normal vertebral bodies. Our results indicate that the concordance of SQ method was excellent (intraobserver agreement on serial radiographs = 96.4%, kappa = 0.91; agreement between individual readings and the consensus reading = 98%, kappa = 0.95). Three morphometric approaches demonstrated good intra- and interobserver concordance (Melton: intraobserver agreement on serial radiographs = 92.7%, kappa = 0.82, interobserver agreement = 91.1%, kappa = 0.79; Eastell: intraobserver agreement on serial radiographs = 87.6%, kappa = 0.66, interobserver agreement = 88.6%, kappa = 0.68; McCloskey: intraobserver agreement on serial radiographs = 91.5%, kappa = 0.72, interobserver agreement = 93.9%, kappa = 0.78). Except for McCloskey's method, the optimal cutoff thresholds defined in our study by highest kappa score or Youden index in comparison with the SQ consensus reading were near the cutoff thresholds that were arbitrarily fixed. The four morphometric algorithms provided a good agreement with the results of the SQ consensus reading, but the more complex algorithm did not provide better results and even if we adjusted the cutoff threshold, no morphometric algorithm agreed perfectly with the SQ consensus reading. We conclude that morphometric approaches currently used should not be employed alone to detect prevalent vertebral fractures in studies on osteoporosis, but should rather be used in combination with a visual assessment. The SQ approach that allows differential diagnosis of vertebral deformities and has demonstrated a better reproducibility can be employed alone when it is performed by experienced and well-trained readers.

Absorptiometry, Photon↗
PubMed2004

Soft copy versus hard copy reading in digital mammography.

The objective of this study was to compare soft copy reading at a mammography work station with hard copy reading of full-field digital mammographic images. Mammograms of 60 patients ( n = 29 malignant, n = 31 benign) performed with full-field digital mammography (Senographe 2000D, GE, Buc, France) were evaluated. Reading was performed based on hard copy prints (Scopix, Agfa, Leverkusen, Germany) and on 2 k x 2.5 k high-resolution monitors (Sun Ultra 60, Sun Microsystems, Palo Alto, California, USA). Four readers with different levels of experience in mammography categorized the mammograms according to the BI-RADS classification. The comparative study was performed by four readers, and at least 2 months elapsed between the reading sessions. Postprocessing, of course, was available only at the work station (windowing and leveling, zooming, inversion). Sensitivity, specificity, and positive predictive value were evaluated. Diagnostic accuracy of the evaluation was determined. Sensitivity for malignant lesions in hard copy versus soft copy reading was 97% vs 90%, 97% vs 97%, 93% vs 97%, and 76% vs 76% for the four readers, respectively. Specificity was 52% vs 68%, 58% vs 74%, 65% vs 48%, and 61% vs 68%. Accuracy for the classification of malignant lesions according to the BI-RADS categories showed no difference between hard copy and soft copy reading. Soft copy reading is possible with the available system and enables radiologists to use the advantages of a digital system.

Breast Neoplasms↗
PubMed1994

Effects of horizontal whole-body vibration on reading.

Text from a newspaper was read by seated subjects (8 male, 8 female) during exposure to fore-and-aft and lateral whole-body vibration. With narrow-band random vibration at frequencies between 0.5 Hz and 10 Hz and with vibration magnitudes between 0.63 m s(-2) rms and 1.25 m s(-2) rms, reading speed was measured and subject ratings of reading speed were obtained. During exposure to fore-and-aft vibration, the subjects' ratings suggested that reading speed was significantly reduced at frequencies between 1.25 Hz and 6.3 Hz, with greater impairment at higher magnitudes of vibration. Maximum interference with reading was reported at 4 Hz. Measures of reading speed showed that subjects consistently overestimated their reduction in reading speed. Lateral vibration produced similar results, but the effect was less than that with fore-and-aft vibration.

Journal Article↗
PubMed2004

Sensory processing, reading, IQ, and attention.

Detection thresholds for two visual- and two auditory-processing tasks were obtained for 73 children and young adults who varied broadly in reading ability. A reading-disabled subgroup had significantly higher thresholds than a normal-reading subgroup for the auditory tasks only. When analyzed across the whole group, the auditory tasks and one of the visual tasks, coherent motion detection, were significantly related to word reading. These effects were largely independent of ADHD ratings; however, none of these measures accounted for significant variance in word reading after controlling for full-scale IQ. In contrast, phoneme awareness, rapid naming, and nonword repetition each explained substantial, significant word reading variance after controlling for IQ, suggesting more specific roles for these oral language skills in the development of word reading.

Adolescent↗
PubMed2003

Normal and pathological reading: converging data from lesion and imaging studies.

In this paper we discuss cognitive and anatomical models of reading that have emerged from behavioral and lesion studies of dyslexia and functional neuroimaging studies of normal subjects. We then suggest that discrepancies in their findings can partly be overcome by functional neuroimaging studies of patients with acquired dyslexia. We present two such studies. One patient had a large left temporoparietal lesion which limited his reading to words with high semantic associations. When he read these words aloud, activation was observed in all areas of the normal reading system with the exception of the damaged left superior temporal lobe. The second patient had anterior temporal lobe atrophy with semantic dementia and a deficit in reading words that rely on lexical or semantic mediation. When asked to read aloud words on which she was likely to succeed, she activated all the normal areas, with increased activation in a left sensorimotor area associated with phonological processing and decreased activation in several areas associated with semantic processing. By relating these findings to those from lesion studies and imaging studies of normals, we propose that the translation of orthography to phonology is mediated semantically by the anterior part of the left midfusiform gyrus. In contrast, when semantic processing is compromised, the translation of orthography to phonology will be more reliant on the posterior part of the left midfusiform and the left frontal areas associated with phonology. Future studies are required to examine the connectivity between these areas during normal and abnormal reading.

Brain↗
PubMed1995

Temporal and spatial processing in reading disabled and normal children.

The ability to process temporal and spatial visual stimuli was studied to investigate the role these functions play in the reading process. Previous studies of this type have often been confounded by memory involvement, or did not take into account the evidence which suggests a visual transient deficient in some dyslexics. Normal (n = 39), reading disabled (n = 26), and backward reading children (n=12) were compared on a visual computer game, which consisted of a temporal and a analogous spatial dot counting task. Reading disabled children performed significantly worse than normal children on the Temporal Dot Task, but were only mildly impaired on the Spatial Dot Task, Backward readers were not significantly better than the reading disabled group on either task, suggesting that poor poor visual temporal processing is not specific to dyslexia. In a group of 93 children, a regression model including age, verbal IQ, phonological awareness, and visual temporal processing ability, predicted 73% of the variance of reading ability. The results suggest that dyslexics perform worse in tasks that require fast, sequential processing and that this impairment may be partially responsible for their reading difficulties.

Attention↗
PubMed1977

Classification of reading problems by the Q-technique of factor analysis.

The Q-technique of factor analysis was used to define subtypes of reading problems in terms of performance on 31 tests of rapid reading skills. Subjects included a group of 34 children with learning problems, language problems, and mental retardation. Three subgroups were identified within each group by the statistical classification procedure. For the reading group, one subgroup was characterized by slow oral word reading, a second by slow auditory-visual letter association, and a third by slow auditory-visual association of words and syllables. The first and second subgroups for the mixed group were essentially the same as the second and third subgroups for the reading group, and the third subgroup was characterized by slow visual matching. These results were compared with those of previous investigators, none of whom used multivariate correlational procedures for classifying reading disabilities. It was concluded that the use of statistical classification techniques would greatly facilitate the achievement of a consensus regarding the number and the types of developmental reading disabilities.

Age Factors↗
PubMed2002

Disturbed visual processing contributes to impaired reading in Alzheimer's disease.

The relationship between visual processing dysfunction and oral reading impairment was investigated in 17 patients with probable or possible Alzheimer's disease (AD). When dementia severity was controlled, a significant relationship was found between single word oral reading impairments and difficulties discriminating words written in different fonts and photographs of objects in different orientations, which are all functions believed to be dependent on the integrity of left ventral temporal-occipital visual association regions. By contrast, there was no significant relationship between reading performance and the score on a test of spatial localization, believed to be more dependent on parietal lobe function. There was also no relationship between reading ability and discrimination of unfamiliar faces, a function thought to engage right inferotemporal lobe structures. In contrast to the significant association between impaired reading and certain visual processes, when dementia severity was controlled, there was no relationship between reading and lexical semantic impairment. These results highlight the contribution of visual processing deficits to impaired oral reading in AD and further suggest that this association may derive from neuropathological changes in areas of the left temporal occipital lobes specialized for high-level visual processing.

Aged↗
PubMed2005

[Specific remedial therapy in a specialist unit: evaluation of 31 children with severe, specific language or reading disorders over one academic year].

INTRODUCTION: Up to 3 percent of the children in France present severe and specific language and/or reading disorders, despite regular remedial therapies. Few studies have measured the effectiveness of treatment administered in a specialist unit. PATIENTS AND METHOD: The aims of this study, focusing on children diagnosed as dysphasic and/or dyslexic, were: During the academic year 2001-2002, 31 children (18 dyslexic and 13 dysphasic) were attending school in our unit. The teaching program and intensive speech therapy (3 hours/week) were tailored for each child according to his/her specific disorders. Reading, spelling and numeracy developmental skills of each child were evaluated by appropriate tools at the beginning and at the end of the year. Impairment was defined by measuring the gap between the observed and the expected skills, according to each child's age. Using a self-control method, progress achieved by each child throughout the year was calculated with each tool, in each subject, by subtracting the impairments disclosed at the beginning from those disclosed at the end of the year. Progression was classified within three groups according to the progress normally expected over an academic year (i.e. nine months) from children with no disabilities attending school regularly; a progression fewer than three months was considered as no progression. Uni- and multivariate analyses including age (< or= or />9), type of pathology (dysphasia/dyslexia), and intellectual quotient (IQ) as covariates was carried out to search for independent prognosticators. RESULTS: The entire group demonstrated during the year significant progress for reading (p = 0.0001), spelling (p = 0.0001) and numeracy (p = 0.0001). Nineteen children (61 percent) showed more progress in reading than normally expected over nine months. Out of the remaining 12 children, 10 demonstrated more progress in spelling and/or numeracy than normally expected over nine months. All three reading evaluation tools disclosed a progression although one was less efficient (p = 0.05). Multivariate analysis disclosed age< or=9 and dysphasia as independent progress prognosticators. CONCLUSION: Placement in a specialist unit allows children suffering from severe dyslexia and dysphasia to lessen the gap in reading, spelling and numeracy. The two prognosticators disclosed highlight the importance of early diagnosis (i.e. before nine years old) and treatment of specific language and/or reading disorders.

Aphasia↗
PubMed1998

Magnocellular visual function and children's single word reading.

Recent research has shown that reading disabled children find it unusually difficult to detect flickering or moving visual stimuli, consistent with impaired processing in the magnocellular visual stream. Yet, it remains controversial to suggest that reduced visual sensitivity of this kind might affect children's reading. Here we suggest that when children read, impaired magnocellular function may degrade information about where letters are positioned with respect to each other, leading to reading errors which contain sounds not represented in the printed word. We call these orthographically inconsistent nonsense errors "letter" errors. To test this idea we assessed magnocellular function in a sample of 58 unselected children by using a coherent motion detection task. We then gave these children a single word reading task and found that their "letter" errors were best explained by independent contributions from motion detection (i.e., magnocellular function) and phonological awareness (assessed by a spoonerism task). This result held even when chronological age, reading ability, and IQ were controlled for. These findings suggest that impaired magnocellular visual function, as well as phonological deficits may affect how children read.

Child↗
PubMed2002

Residual differences in language processing in compensated dyslexics revealed in simple word reading tasks.

Using regional cerebral blood flow as an index of cerebral activity we studied dyslexic and control subjects during simple word reading tasks. The groups were pre-tested for reading skill and the dyslexic group had a lower reading performance but could read and comprehend standard texts. The aim was to elucidate differences in the cerebral activation pattern during reading. The tasks were simple enough that performance differences between the groups could be excluded. We found specific differences between the two groups that were dependent on the language task. When the visual route for language information was used, minor qualitative differences were found between the groups pertaining to the dominant hemisphere. Increasing the complexity of the task by using pseudowords activated the left frontal region more in the dyslexic group than in the control group. A similar effect was seen in a minor region in extrastriate lateral occipital cortex (BA 19). This finding indicates that the dyslexics used areas in these regions that the controls did not. On the other hand, the dyslexics activated less in the right angular gyrus, right dorsolateral prefrontal cortex, and in the right pallidum. Reading skill correlated with the level of activity in the right frontal cortex. We conclude, that cerebral activation pattern elicited by reading is different in dyslexics compared to controls in spite of an almost complete functional compensation.

Adult↗
PubMedDate not supplied

Neuroradiology workstation reading in an inter-hospital environment: a nineteen month study.

Two workstations (WS) each with two, 2500 line display monitors were installed in the in-patient and the out-patient neuroradiology reading areas for inter-hospital workstation readings. These WSs are part of the display component of a hospital-integrated picture archiving and communication system (PACS). Direct digital neuro images from 10 CT and MR scanners located at various buildings from two medical centers are first transmitted to the PACS database and then distributed to these two WSs automatically. This paper attempts to answer two questions. First, do the WSs facilitate neuroradiology operation? Second, does it cost less for preparing WS reading than that for the traditional film reading? Two parameters, the "time required before images become available for reading after the examination" and a "workstation utilization index" were derived as a means for answering these two questions. Nineteen months of clinical data were collected and analyzed. The results demonstrate that the workstation utilization index goes up from 40% in September 1994 when the WS was first introduced to over 80% in March 1996. This upward trend substantiates the hypothesis that these WSs do facilitate the neuroradiology operation. The derived results also exhibit that it costs much less to prepare images for WS reading than for film reading. Other indirect results derived from this study including the WS utilization hours, WS functions used, and the time duration of each WS session are also presented.

Ambulatory Care↗
PubMed2006

Language deficits in poor comprehenders: a case for the simple view of reading.

PURPOSE: To examine concurrently and retrospectively the language abilities of children with specific reading comprehension deficits ("poor comprehenders") and compare them to typical readers and children with specific decoding deficits ("poor decoders"). METHOD: In Study 1, the authors identified 57 poor comprehenders, 27 poor decoders, and 98 typical readers on the basis of 8th-grade reading achievement. These subgroups' performances on 8th-grade measures of language comprehension and phonological processing were investigated. In Study 2, the authors examined retrospectively subgroups' performances on measures of language comprehension and phonological processing in kindergarten, 2nd, and 4th grades. Word recognition and reading comprehension in 2nd and 4th grades were also considered. RESULTS: Study 1 showed that poor comprehenders had concurrent deficits in language comprehension but normal abilities in phonological processing. Poor decoders were characterized by the opposite pattern of language abilities. Study 2 results showed that subgroups had language (and word recognition) profiles in the earlier grades that were consistent with those observed in 8th grade. Subgroup differences in reading comprehension were inconsistent across grades but reflective of the changes in the components of reading comprehension over time. CONCLUSIONS: The results support the simple view of reading and the phonological deficit hypothesis. Furthermore, the findings indicate that a classification system that is based on the simple view has advantages over standard systems that focus only on word recognition and/or reading comprehension.

Adolescent↗
PubMed1990

Preferred insertion gain of hearing aids in listening and reading-aloud situations.

Nine hearing-impaired subjects with primarily high-frequency hearing loss (Group A) and 8 hearing-impaired subjects with hearing loss in both the high- and low-frequency regions (Group B) participated in the experiment. Subjects wore binaural programmable multimemory hearing aids and selected the preferred amount of insertion gain while they listened to discourse passages read by a male speaker (listen). Subjects also selected the preferred amount of gain while they listened to themselves as they were reading the same passages (read-aloud). Subjects' word-recognition performances and their subjective impressions of the hearing aids determined in listen and read-aloud conditions were examined on subsequent listening and reading tasks. Hearing-impaired subjects preferred more insertion gain in the listen condition than in the read-aloud condition. Different insertion gains led to different objective and subjective performances. Hearing-aid responses selected for a particular condition (listening vs. reading aloud) yielded the best performance in that condition. Assuming the primary purpose of a hearing aid is for amplifying the speech of others, these findings suggest that one should not adjust the gain of a hearing aid using one's own voice as the reference. In addition, one should be careful in soliciting subjective comments from hearing-impaired patients during hearing-aid fittings to avoid underamplifying those individuals in the low frequencies. Multimemory hearing aids may be necessary for some hearing-impaired patients to use their hearing aids satisfactorily in listening and speaking conditions.

Hearing Aids↗