Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “READING”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 811 records · Page 45Linked to original sources
PubMed2001

Evaluation of the OSIRIS video reader system for disk diffusion susceptibility test reading.

OBJECTIVE: The objective of this study was to compare the performance of the OSIRIS video-assisted reading system for disk diffusion susceptibility testing with conventional manual reading. METHODS: Prospectively collected clinical isolates (n = 119) and isolates with well-characterised resistant mechanisms, including extended-spectrum (ESBL) or inhibitor-resistant TEM (IRT) beta-lactamases producing Enterobacteriaceae (80), methicillin-resistant Staphylococcus aureus (MRSA) (16) and vancomycin-resistant enterococci (14) were studied using the National Committee for Clinical Laboratory Standards disk-diffusion technique. The OSIRIS reading (inhibition zone in mm) was compared with manual reading (reference value). RESULTS: Essential agreement (< or =3 mm discrepancy with manual reading) was 91.6% in routine isolates and 94.8% in those with well-characterised resistant mechanisms, respectively. Overall agreement for susceptibility testing interpretation was slightly higher in the former (95.5%) than in the latter (93.2%) group. The presence of ESBL enzymes enhanced variations of measurements due to synergy among amoxicillin-clavulanate and cephalosporins, as a consequence of closer disk placement. The poor growth characteristic of enterococci affected the video reading; on the other hand, there was a high performance with MRSA isolates. Combining all interpretative results, 4.1% minor, 1.0% major and 2.8% very major errors were observed. CONCLUSION: The OSIRIS system is a useful tool for the reading and interpretation of inhibition zone sizes in disk diffusion susceptibility testing.

Anti-Bacterial Agents↗
PubMed2001

The Pulsair 3000 tonometer--how many readings need to be taken to ensure accuracy of the average?

Manufacturers of non-contact tonometers recommend that a number of readings are taken on each eye, and an average obtained. With the Keeler Pulsair 3000 it is advised to take four readings, and average these. This report analyses readings in 100 subjects, and compares the first reading, and the averages of the first two and first three readings with the "machine standard" of the average of four readings. It is found that, in the subject group investigated, the average of three readings is not different from the average of four in 95% of individuals, with equivalence defined as +/- 1.0 mmHg.

Adult↗
PubMed1999

Madness and method in stress echo reading.

AIM: To assess whether 'eye education' through short-term, high-intensity joint reading sessions may improve diagnostic accuracy and inter-observer agreement among beginners. METHODS AND RESULTS: Seventeen cardiologists with absent to minimal (<100 studies performed) previous stress echo experience independently and blindly read 18 stress echo studies, nine at the beginning ('pre-training' set) and nine at the end ('post-training' set) of a 2 day stress echo school which included a joint reading session of 50 tapes. The two sets were balanced as far as type of stress and image quality. The 17 observers had an average accuracy score of 51+/-16.4 before and 64.3+/-8.7% after the training (P<0.005). Concordant (i.e. >14 readers giving the same response) interpretation occurred in three out of nine studies before and in eight out of nine studies after the training (33% vs 88%, P<0.01). Kappa values went from 0.14 (poor) before to 0.39 (fair, close to moderate) after the training. CONCLUSION: Short-term, high-intensity dedicated training in stress echo, with joint reading sessions and consensus development of reading criteria significantly increased accuracy and markedly reduced the inter-observer variability in the reading of stress echoes by beginners. If there is a Shakespearean madness in stress echo reading, 'yet there is a method in't' (Hamlet, II, II, 205-206).

Clinical Competence↗
PubMed1999

Humanistic qualities in end-of-life care: lessons from the diving bell and the butterfly: a memoir of life in death-required reading in an end-of-life care curriculum for internal medicine residents.

OBJECTIVE: Reading a literary account of a terminal illness to develop humanistic qualities and attitudes for effective end-of-life care. METHOD: The Diving Bell and the Butterfly: A Memoir of Life in Death by Jean-Dominique Bauby is an autobiographical account of Mr. Bauby's experiences in the locked-in state after he suffered a brain stem stroke at age 43. Each resident was given a copy of this paperback to read over 4 weeks. Interns (PGY-1) were on a 4-week oncology ward rotation, and all junior and senior residents (PGY-2 and PGY-3) were on elective rotations during this period. Residents were instructed to mark their favorite passages of the book, to be prepared to read aloud such passages in small-group sessions, and to explain why they chose the specific passage. Attendance was mandatory, and residents were asked to complete a questionnaire at the end of the small-group discussion. RESULTS: Eighteen PGY-ls and 30 PGY-2/3s completed the curriculum. Seventeen of 18 PGY-ls read the entire book, and all 30 PGY-2/3s read the book from cover to cover. Only 3 of 18 PGY-1 residents felt that the task of reading this book interfered with their work. More than 90% of the residents felt that reading the book clearly improved their attitudes toward the care of the terminally ill patient. Lessons learned from the book included all the humanistic qualities important in caring for the terminally ill and severely disabled. CONCLUSION: Well-chosen narratives of literature can be a powerful tool to learn attitudes and humanistic qualities in the care of the terminally ill.

Journal Article↗
PubMed2004

Fragment assembly with short reads.

MOTIVATION: Current DNA sequencing technology produces reads of about 500-750 bp, with typical coverage under 10x. New sequencing technologies are emerging that produce shorter reads (length 80-200 bp) but allow one to generate significantly higher coverage (30x and higher) at low cost. Modern assembly programs and error correction routines have been tuned to work well with current read technology but were not designed for assembly of short reads. RESULTS: We analyze the limitations of assembling reads generated by these new technologies and present a routine for base-calling in reads prior to their assembly. We demonstrate that while it is feasible to assemble such short reads, the resulting contigs will require significant (if not prohibitive) finishing efforts. AVAILABILITY: Available from the web at http://www.cse.ucsd.edu/groups/bioinformatics/software.html

Algorithms↗
PubMed2002

The benefit of assessment-based language and reading instruction: perspectives from a case study.

We present a case study of the language and literacy development of a deaf child, Marcy, from preschool through sixth grade. The purpose of the project was to examine the connection between language and reading and to provide insight into the relationships between them. To compile the case study, we analyzed data from nine years of follow-up, including listening, speech articulation, semantic, syntactic, reading, and writing information drawn from a number of informal and formal assessments. Annual evaluation of language and literacy skills was used to select educational placements, as well as instructional methods, strategies, and materials. Given that Marcy began school at 4 years of age, mute and without expressive language of any form (oral or sign), it may at first appear remarkable that she read narrative and expository text as did her hearing peers by sixth grade, because a substantial body of research shows that most deaf students read at the fourth-grade level by high school graduation (review by Paul, 1998). However, those responsible for Marcy's education prevented reading failure by carefully planning, instituting, and monitoring elements of language and literacy instruction. We present Marcy's progress and instruction by grade level and discuss it within the framework of phases/stages of reading development. We hope that the resulting case study may serve as an example of the language-reading connection, an awareness important not only for the literacy instruction of deaf and language-challenged children but for hearing students as well.

Journal Article↗
PubMed2006

A longitudinal study of reading skills among very-low-birthweight children: is there a catch-up?

OBJECTIVE: To examine the development of reading skills among very-low-birthweight (VLBW) children and to what extent reading difficulties at 9 years of age persist unchanged, are attenuated, or are enhanced at 15 years of age. METHODS: Fifty-six VLBW and 52 normal birthweight (NBW) children were assessed on word decoding, word recognition, and reading comprehension at 9 and 15 years of age. RESULTS: VLBW children showed deficits in reading skill at 9 years of age, while most differences obtained at 15 years of age did not reach significance. VLBW children improved their reading comprehension between 9 and 15 years of age more than NBW children, and when controlling for individual differences in IQ, VLBW children improved both their reading comprehension and word-recognition skill. CONCLUSION: The results suggest that VLBW children display positive changes over time in reading skills.

Adolescent↗
PubMed1983

An open reading frame upstream from the nifH gene of Klebsiella pneumoniae.

An open reading frame upstream from nifHDK operon of Klebsiella pneumoniae had been described. The orientation of this open reading frame is opposite to that of nifHDK and sequence homology was found between the open reading frame promoter and the promoter of nifHDK operon. A recombinant plasmid carrying the promoter region of the open reading frame fused to the beta-galactosidase gene was constructed. Strains of E.coli were transformed with the plasmid containing this open reading frame promoter-lacZ fusion or co-transformed with it and a plasmid carrying the nifA gene. An appreciable activity of beta-galactosidase was found in strains which received both plasmids, indicating that the promoter of the open reading frame can be activated by the product of nifA gene. Thus, the open reading frame found between nifHDK operon and nifJ behaves just like other nif genes of K.pneumoniae in requiring the product of nifA as the positive effector for expression.

Amino Acid Sequence↗
PubMed1997

Learning disorders with a special emphasis on reading disorders: a review of the past 10 years.

OBJECTIVE: To review the past 10 years of clinical and research reports on learning disorders. METHOD: The most common and best-researched type of learning disorder is reading disability, which is the focus of this review. A selective review of the literature from Psychological Abstracts and Index Medicus from 1985 to the present was conducted. This review focused on conceptual and methodological issues, current assessment practices, epidemiology, correlates of brain function, biological factors, predictors of reading achievement, core deficits, comorbidity reading development and instructional approaches, treatment, and outcome. RESULTS: Definitional issues, still unresolved, bedevil the field with the debate between those for and those against discrepancy definitions of reading disabilities. Nevertheless considerable progress has been made. Phonological processing problems are now considered the main core deficit responsible for reading disabilities. Correlates of brain function and possible genetic factors are noted. Comorbidity with externalizing and internalizing disorders is described, and some theories for the overlap are identified. Studies on the comorbidity with internalizing disorders are lacking. Good assessment practice and promising approaches to remediation are identified. Unless a concurrent disorder is present, the use of medication for the treatment of reading disabilities should be considered experimental. Favorable outcomes are dependent on initial severity and a supportive home and school environment. CONCLUSIONS: Much progress has been made in our understanding of learning disabilities, especially in reading disabilities. Resolution of definitional and conceptual issues will greatly assist research into assessment, treatment, and long-term outcome of learning disabilities with and without concurrent psychiatric disorders. Further research into the nature, extent, and correlates of comorbid learning disabilities and their treatment is much needed.

Child↗
PubMed1991

Patient reading ability: an overlooked problem in health care.

Health care workers often assume that patients who have completed a certain grade in school can read at that level. This study examines the relationships between patient reading ability, the last grade completed, and the reading ability necessary to comprehend commonly used written materials. We tested 528 patients during regular visits to seven outpatient clinics serving a predominantly indigent population. In addition, we analyzed the readability of 280 brochures and consent forms used in these clinics. Most patients had reading abilities on a level far below their last grade completed, while almost all materials tested were written on a level far above average patient reading ability. We conclude that patient reading ability should be routinely tested and that written materials should be developed on a level commensurate with patient reading ability.

Adolescent↗
PubMed1985

Coronavirus MHV-JHM mRNA 5 has a sequence arrangement which potentially allows translation of a second, downstream open reading frame.

The sequence of a 5'-proximal region of mRNA 5 of coronavirus MHV-JHM was determined by chain-terminator sequencing of cDNA subcloned in M13. The sequence contained two long open reading frames of 321 bases and 264 bases, overlapping by five bases but in different frames. Both open reading frames are initiated by AUG codons in sequence contexts that are relatively infrequently used as initiator codons. The smaller, downstream open reading frame encoded a neutral protein (mol. wt. 10200) with a hydrophobic amino terminus. The larger, 5'-proximal open reading frame encoded a basic protein (mol. wt. 12400) which lacks internal methionine residues. With the exception of the AUG codon initiating the downstream open reading frame, no internal AUG codons were found within the sequence covered by the upstream open reading frame. These results suggest that the MHV-JHM mRNA 5 is translated to produce two proteins by a mechanism involving internal initiation of protein synthesis. Preliminary evidence is presented showing that the downstream open reading frame is functional in vivo.

Amino Acid Sequence↗
PubMed2006

Enhancing patient education about medicines: factors influencing reading and seeking of written medicine information.

OBJECTIVE: To investigate the influence of patient factors on patients' reading and seeking of written medicine information (WMI). DESIGN: A cross-sectional questionnaire study. Main variables studied Patient's health locus of control, coping style, health literacy, demographics and disease state (independent variables) and patient's interest and likelihood in reading and seeking WMI (dependent variables). MAIN OUTCOME MEASURES: Patient factors predicting interest in reading and seeking WMI. SETTING AND PARTICIPANTS: Patients (total n = 479) from three Rheumatology/Pain clinics in teaching hospitals (n = 217) and 40 community pharmacies (n = 262) in metropolitan Sydney, Australia. RESULTS: The majority of patients were interested and likely to read WMI about their prescription medicines. However, not many were likely to seek WMI and not many frequently sought WMI. Using logistic regression, patients' interest in reading WMI was predicted by their coping style [monitor vs. blunter, odds ratio (OR) = 2.19, confidence interval (CI) = 1.17-4.10], health literacy levels (adequate vs. inadequate/marginal, OR = 2.86, CI = 1.16-7.05) and occupation (blue-collar vs. homemaker, OR = 3.42, CI = 0.09-0.88) whilst patients' interest in seeking WMI was predicted by their disease state (pain/rheumatology condition vs. hypertension, OR = 1.84, CI = 1.11-3.05), health locus of control (powerful other, OR = 0.95, CI = 0.90-0.99) and health literacy levels (adequate vs. inadequate/marginal, OR = 2.7, CI = 1.17-6.39). CONCLUSIONS: Patients' interest in reading and seeking WMI were influenced by several patient factors including disease state, health locus of control, coping style, health literacy levels and occupation. Furthermore, the results highlighted that reading and seeking WMI were regarded as distinct activities influenced by different factors. These findings may guide health professionals in assessing the utility of WMI for different patient groups and more broadly in the tailoring of patient education to meet patient needs.

Aged↗
PubMed2004

Can computer-aided detection with double reading of screening mammograms help decrease the false-negative rate? Initial experience.

PURPOSE: To retrospectively evaluate the role of computer-aided detection (CAD) in reducing the rate of false-negative (FN) findings on screening mammograms considered normal at initial double reading. MATERIALS AND METHODS: At the authors' institution, independent prospective double readings in which the second reader is not blinded to results of the first reading are performed routinely for all mammograms. When cancer is diagnosed, prior mammograms also are reviewed with double reading to determine cancer visibility. Findings are categorized as (a) no evidence of cancer on any prior screening mammogram and patient presents more than 1 year after prior screening, (b) no evidence of cancer on any prior screening mammogram and patient presents with symptoms within 1 year after prior screening (year-interval occult false-negative), or (c) cancer visible. The clinical director separately evaluates each case in the same way. In 2000, 519 histologically proved breast cancers were diagnosed, including 132 for which patients sought a second opinion and FN findings were not tracked. Prior screening mammograms were available in 318 of the other 387 cases. Five radiologists in two reading sessions independently reviewed current and prior mammograms to categorize visible cancers as either threshold or actionable FN findings. Visible cancers deemed actionable by at least three of five readers were analyzed with a commercially available CAD system. FN rates were calculated prior to and after CAD analysis. RESULTS: Twenty-seven occult and 71 visible cancers were found (total FN findings, 98). Three of five readers considered 52 (73%) of 71 visible cancers actionable. The CAD system correctly marked 37 (71%) of these 52 on prior screening mammograms (19 [65%] of 29 masses, seven [88%] of eight microcalcifications, seven [78%] of nine architectural distortions, and four [67%] of six masses with microcalcifications). The FN rate was 98 (31%) of 318 before CAD and 61 (19%) of 318 after CAD. CONCLUSION: In this retrospective review of this small subset of cancers, it appears that CAD has the potential to decrease the FN rate at double reading by more than one-third (from 31% to 19%). The CAD system correctly marked 37 (71%) of 52 actionable findings read as negative in previous screening years.

Adult↗
PubMedDate not supplied

Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?

This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes.

Achievement↗
PubMed1990

The effects of Irlen colored lenses on students' specific reading skills and their perception of ability: a 12-month validity study.

Recent evidence suggests that a specific visual-perceptual dysfunction not normally assessed by eye examination should be considered as a significant cause of reading problems. The use of tinted nonoptical (Irlen) lenses to minimize this dysfunction has been hypothesized to result in significant improvement in reading and other visual-processing skills. The present study involved 44 subjects with reading disabilities (33 males, 11 females), aged between 9 years 1 month and 15 years 11 months, who had been provided with Irlen lenses. Assessment of subjects' perception of their own ability (Student's Perception of Ability Scale) 6 and 12 months after the fitting of Irlen lenses indicated a significant improvement in attitude to school and to basic academic skills. Subjects also demonstrated significant improvements in reading comprehension and reading accuracy, but not in rate of reading, when assessed using the Neale Analysis of Reading Ability at 3-, 6-, and 12-month intervals after lens fitting. Differences in the pattern of improvement are discussed in light of previous findings.

Adolescent↗
PubMed1991

Detection of deficits in temporal pattern discrimination using the seashore rhythm test in young children with reading impairments.

A deficiency in temporal pattern discrimination frequently is a distinguishing characteristic of children with dyslexia or learning disabilities (LD). We studied the feasibility of using the Seashore Rhythm Test, a subtest of the Halstead-Reitan neurological assessment battery (Halstead, 1947), with young children to discriminate children with reading impairments from age-matched controls reading at a normal level, in an effort to develop tools to determine readiness to read in young school-age children. Major considerations in test selection were ease of administration and wide use and acceptance. Fifty-nine children in Grades 1 through 3 were administered a battery of tests during the last 3 weeks of the school year by blinded experimenters. Tests administered included the Seashore Rhythm Test, Benton Visual Retention Test, Peabody Picture Vocabulary Test, Blau Torque Test, and the Rod and Frame Test. Children with reading impairments (n = 24) in all age groups were found to exhibit a marked deficit in the ability to discriminate patterned pairs of tones on the Seashore Rhythm Test compared to controls (n = 26). These children also exhibited deficits in right-left orientation, as indicated by their poor performance on the Blau Torque Test. Performance on the Seashore and the Blau by a group of children diagnosed as learning disabled (n = 9) was similar to the group with reading impairments. No significant differences between controls and children with reading impairments or LD were observed in Rod and Frame or Benton performance. The results suggest that the Seashore Rhythm Test may prove to be a useful tool to detect young children who will later show signs of reading impairment.

Attention↗
PubMedDate not supplied

Not all reading disabilities are alike.

In this article, reading disability is defined broadly to refer to below-average achievement in reading comprehension as assessed by a standardized test. With our research we tried to answer the question of whether all children with reading disability share a common etiology of deficient phonology, or constitute heterogeneous groups. The answer to this question was sought in four studies that examined reading disabilities from the perspective of componential skills of reading. In Part 1, the results of the first study are reported. A principal-components analysis of the performance of 139 children from Grades 3, 4, and 6 on reading-related tasks yielded two factors: decoding and comprehension. However, factor analyses conducted for each grade separately indicated that orthographic skill and processing speed could possibly constitute a third component. The orthography-speed factor emerged as a factor only in the 6th grade. Part 2 of this article reports the findings of three studies that analyzed the componential skills profiles of poor readers. It was found that the poor readers constituted heterogeneous groups and that four different types of poor readers could be identified with deficiency in any one of the following skills: (a) decoding only, (b) comprehension only, (c) a combination of decoding and comprehension, and (d) a combination of orthographic processing and reading speed. It was also found that the criteria used in selecting poor readers influenced the distribution of the ratio of the four types of poor readers within any given group.

Auditory Perception↗
PubMedDate not supplied

Early language development and kindergarten phonological awareness as predictors of reading problems: from 3 to 11 years of age.

At the end of Grade 4, 481 children on the Danish island of Bornholm were screened using group tests for sentence reading. For 205 of these children, language and speech data from the speech therapist's screening at age 3 were available, as well as language comprehension and linguistic awareness data from the kindergarten year (age 6) and word decoding measures in Grades 2 and 3. A path analysis revealed significant paths from early language abilities at age 3 through expressive and receptive language in kindergarten via language awareness in kindergarten and word decoding in Grade 2 to sentence reading in Grades 3 and 4. The subgroup of children with parents who had reported a history of reading problems at school entry scored significantly below average on sentence reading in Grade 4. The subgroup of children that were reported to show a very low interest in books and story reading before age 5 also scored low on sentence reading in Grade 4. Statistically significant but weak relationships were also found between parents' educational background, parents' library visits, and number of books at home and the child's reading ability in Grade 4.

Awareness↗