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PubMedDate not supplied

Reading research for students with LD: a meta-analysis of intervention outcomes.

The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word recognition and .72 for reading comprehension. Four important findings emerged from the synthesis: (a) Effect sizes for measures of comprehension were higher when studies included derivatives of both cognitive and direct instruction, whereas effect sizes were higher for word recognition when studies included direct instruction; (b) effect sizes related to reading comprehension were more susceptible to methodological variation than studies of word recognition; (c) the magnitude of ES for word recognition studies was significantly related to samples defined by cutoff scores (IQ > 85 and reading < 25th percentile), whereas the magnitude of ES for reading comprehension studies was sensitive to discrepancies between IQ and reading when compared to competing definitional criteria; and (d) instructional components related to word segmentation did not enter significantly into a weighted least square hierarchical regression analysis for predicting ES estimates of word recognition beyond an instructional core model, whereas small-group interactive instruction and strategy cuing contributed significant variance beyond a core model to ES estimates of reading comprehension. Implications related to definition and instructional components that optimize the magnitude of outcomes are discussed.

Child↗

PubMed2005

Fast, visual specialization for reading in English revealed by the topography of the N170 ERP response.

BACKGROUND: N170 effects associated with visual words may be related to perceptual expertise effects that have been demonstrated for faces and other extensively studied classes of visual stimuli. Although face and other object expertise effects are typically bilateral or right-lateralized, the spatial topography of reading-related N170 effects are often left-lateralized, providing potential insights into the unique aspects of reading-related perceptual expertise. METHODS: Extending previous research in German, we use a high-density channel array to characterize the N170 topography for reading-related perceptual expertise in English, a language with inconsistent spelling-to-sound mapping. N170 effects related to overall reading-related expertise are defined by contrasting responses to visual words versus novel symbol strings. By contrasting each of these conditions to pseudowords, we examined how this reading-related N170 effect generalizes to well-ordered novel letter strings. RESULTS: A sample-by-sample permutation test computed on word versus symbol ERP topographies revealed differences during two time windows corresponding to the N170 and P300 components. Topographic centroid analysis of the word and symbol N170 demonstrated significant differences in both left-right as well as inferior-superior dimensions. Words elicited larger N170 negativities than symbols at inferior occipito-temporal channels, with the maximal effect over left inferior regions often unsampled in conventional electrode montages. Further contrasts produced inferior-superior topographic effects for the pseudoword-symbol comparison and left-lateralized topographic effects for the word-pseudoword comparison. CONCLUSION: Fast specialized perception related to reading experience produces an N170 modulation detectable across different EEG systems and different languages. Characterization of such effects may be improved by sampling with greater spatial frequency recordings that sample inferior regions. Unlike in German, reading-related expertise effects in English produced only partial generalization in N170 responses to novel pseudowords. The topographic inferior-superior N170 differences may reflect general perceptual expertise for orthographic strings, as it was found for words and pseudowords across both languages. The topographic left-right N170 difference between words and pseudowords was only found in English, and may suggest that ambiguity in pronunciating novel pseudowords due to inconsistency in spelling-to-sound mapping influences early stages of letter string processing.

Journal Article↗

PubMed2001

The sensory basis of reading problems.

Learning to read is much more difficult than learning to speak. Most children teach themselves to speak with little or no difficulty. Yet a few years later when they come to learn to read they have to be taught how to do it; they do not pick up reading by themselves. This is because we speak in words and syllables, but we write in phonemes. Syllables do not naturally break down into the sounds of letters and letter units (i.e., phonemes) because these do not correspond to physiologically distinct articulatory gestures (Liberman, Shankweiler, & Studdert-Kennedy, 1967). Alphabetic writing was only invented when people realized that syllables could be artificially divided into smaller acoustically distinguishable phonemes that could be represented by a small number of letters. But these distinctions are arbitrary cultural artifacts, and their mastery was originally confined to a select social class. And until about 100 years ago it did not matter much if the majority of people could not read; the acquisition of reading probably had no serious disadvantages. Reading requires the integration of at least two kinds of analysis (Castles & Coltheart, 1993; Ellis, 1984; Manis, Seidenberg, Doi, McBride-Chang, & Petersen, 1996; Morton, 1969; Seidenburg, 1993). First, the visual form of words, the shape of letters, their order in words, and common spelling patterns, which is termed their orthography, has to be processed visually. Their orthography yields the meaning of familiar words very rapidly without needing to sound them out. But for unfamiliar words, and all words are fairly unfamiliar to the beginning reader, the letters have to be translated into the speech sounds (i.e., phonemes) that they stand for, and then those sounds have to be melded together in inner speech to yield the word and its meaning. Reading exclusively by the phonological route is more time consuming than if words can be accessed directly without requiring phonological mediation.

Auditory Pathways↗

PubMed1993

Gay re-readings of the Harlem Renaissance poets.

In the light of the long-established fact of their homosexuality or bisexuality, it is high time for the cluster of "Negro Renaissance" poets, Countee Cullen, Langston Hughes, Claude McKay, and Richard Bruce Nugent, to be reappraised by and for gay readers. This paper seeks to develop gay reading strategies in relation to the poems of these writers, in order to reveal for contemporary readers likely subtexts which, at the time of their writing, were publicly read as bearing on race alone. It is often possible to read a particular poem as referring (in images such as that of the social outcast) to either racial or sexual oppression, interchangeably; and possibly, therefore, to both at once, by way of an implicit comparison. Likewise, poems on miscegenation can just as well be read, via the theme of forbidden love, as referring to homosexuality. The fact that most published critical readings deal only with the racial issue does not invalidate the likelihood that the poem can be, and indeed requires to be, read as referring, also, to sexuality. Gay readings emerge, then, not merely from these writers' representations of attractive men and boys, but also in the midst of their most famously anti-racist themes.

Adolescent↗

PubMed2025

Analysis of targeted and whole genome sequencing of PacBio HiFi reads for a comprehensive genotyping of gene-proximal and phenotype-associated Variable Number Tandem Repeats.

Variable Number Tandem repeats (VNTRs) refer to repeating motifs of size greater than five bp. VNTRs are an important source of genetic variation, and have been associated with multiple Mendelian and complex phenotypes. However, the highly repetitive structures require reads to span the region for accurate genotyping. Pacific Biosciences HiFi sequencing spans large regions and is highly accurate but relatively expensive. Therefore, targeted sequencing approaches coupled with long-read sequencing have been proposed to improve efficiency and throughput. In this paper, we systematically explored the trade-off between targeted and whole genome HiFi sequencing for genotyping VNTRs. We curated a set of 10 , 787 gene-proximal (G-)VNTRs, and 48 phenotype-associated (P-)VNTRs of interest. Illumina reads only spanned 46% of the G-VNTRs and 71% of P-VNTRs, motivating the use of HiFi sequencing. We performed targeted sequencing with hybridization by designing custom probes for 9,999 VNTRs and sequenced 8 samples using HiFi and Illumina sequencing, followed by adVNTR genotyping. We compared these results against HiFi whole genome sequencing (WGS) data from 28 samples in the Human Pangenome Reference Consortium (HPRC). With the targeted approach only 4,091 (41%) G-VNTRs and only 4 (8%) of P-VNTRs were spanned with at least 15 reads. A smaller subset of 3,579 (36%) G-VNTRs had higher median coverage of at least 63 spanning reads. The spanning behavior was consistent across all 8 samples. Among 5,638 VNTRs with low-coverage ( < 15), 67% were located within GC-rich regions ( > 60%). In contrast, the 40X WGS HiFi dataset spanned 98% of all VNTRs and 49 (98%) of P-VNTRs with at least 15 spanning reads, albeit with lower coverage. Spanning reads were sufficient for accurate genotyping in both cases. Our findings demonstrate that targeted sequencing provides consistently high coverage for a small subset of low-GC VNTRs, but WGS is more effective for broad and sufficient sampling of a large number of VNTRs.

Minisatellite Repeats↗

PubMed2004

An introduction to the reading of Bion.

The author suggests that a good deal of the confusion that arises in the course of reading Bion derives from the fact that Bion's analytic writing is comprised of two periods of work that involve markedly different conceptions of psychoanalysis. These two periods require of the reader very different ways of reading and generate contrasting experiences in reading. Bion, in passages in Learning from experience (1962) and Attention and interpretation (1970), offers advice to the reader regarding how he would like his 'early' and 'late' work to be read. The author treats the experience of reading these passages as ports of entry into the fundamental tenets underlying Bion's widely differing conceptions of the psychoanalytic enterprise. The experience of reading early Bion generates a sense of psychoanalysis as a never completed process of clarifying obscurities and obscuring clarifications, which enterprise moves in the direction of a convergence of disparate meanings. In contrast, the experience of reading Bion's later work conveys a sense of psychoanalysis as a process involving a movement toward infinite expansion of meaning. The author offers a detailed account of an analytic experience which he discusses from a point of view informed by Bion's work, particularly his late work.

History, 20th Century↗

PubMed2003

Do the reading disabilities of children with cleft fit into current models of developmental dyslexia?

OBJECTIVE: The purpose of this study was to determine whether the reading problems of children with cleft fit models of developmental dyslexia. DESIGN: The study compared children with nonsyndromic cleft lip and palate who had reading disability (n = 46) with those who did not have reading disability (n = 46). The children were matched for age, sex, and grade. The two groups were compared (t tests) on measures of verbal expression, phonemic awareness, and rapid naming. Also, regression analyses compared the relative relationships of these variables to reading disability. PARTICIPANTS: Children were selected from 154 patients originally screened. RESULTS: Children with reading disability scored significantly lower on rapid naming and verbal expression, with no differences found on phonemic awareness. Rapid naming was shown to have the most significant association with reading disability. CONCLUSION: Children with nonsyndromic cleft lip and palate show symptoms similar to a naming-memory deficit model of developmental dyslexia. Reading treatment should avoid sight word approaches and focus on oral phonics treatment.

Anomia↗

PubMed1980

Relationship of visual and auditory short-term memory to later reading achievement.

This paper presents evidence that the Snyder/Pope Visual Memory Technique utilizing the Bender-Gestalt Test is a useful predictor of reading ability for first grade children. Subjects were administered the Bender Visual Memory Technique, the Bender-Gestalt Test, and the Digit Span subtest of the WISC-R at the beginning of first grade. The same children were administered the Reading subtest of the Wide Range Achievement Test at the end of first grade. Category scores of the Visual Memory Technique were correlated with the reading achievement results. One category, Rcc (an error-free recall of an error-free original drawing), correlated significantly with later reading ability (r = .43, p = .01). The Digit Span and reading achievement relationship was not found to be significant. Short-term visual recall is probably highly related to the reading task at Grade 1 and should be assessed when children begin to learn to read. Diagnosticians are encouraged to use the technique with attention to the precision category, Recall correct from correct.

Auditory Perception↗

PubMed2000

Lip-reading ability and patterns of cortical activation studied using fMRI.

Lip-reading is a complex cognitive skill with large individual differences in performance. The basis of these individual differences remains poorly understood. Functional magnetic resonance imaging (fMRI) techniques allows brain activation accompanying complex cognitive activities to be studied noninvasively. In the present paper, fMRI was used to study the patterns of cortical activation that occur during the silent lip-reading of connected speech and to investigate whether there are detectable differences in activation between subjects with widely differing lip-reading abilities. From a cohort of 26 volunteers, nine subjects who fell into three distinct lip-reading ability groups were selected. Brain activation was measured in two conditions: an experimental condition where subjects attempted to lip-read sentences; and a baseline condition where subjects passively viewed a static image of a talker's face. Relative to the baseline condition, lip-reading induced activation in several cortical areas, including the auditory cortices, despite the lack of an auditory component to the task. In comparison to the better two groups of lip-readers, subjects in the poorest group displayed significantly less activation in superior and middle temporal gyrus, but not inferior temporal gyrus. These preliminary results justify more extensive investigations of the cortical basis of individual differences in lip-reading.

Adult↗

PubMed1989

Teaching lip-reading: the efficacy of lessons on video.

Studies of the efficacy of filmed and videotaped materials for lip-reading self instruction have provided encouraging results. The recent increase in private ownership of VCRs allows widespread home use of video lessons for improving lip-reading skills. Such an approach is particularly, useful for hearing-impaired adults who have no access to lip-reading classes. To fill this need in Australia a 3-hour video cassette of nine lip-reading lessons was produced. The video lessons were tested over a period of 5 weeks. The study showed a significant improvement in the lip-reading skill of students who studied the video cassette compared to a control group who did not. The extent of improvement did not differ for students who studied the video in a class, at home, or as supplementary teaching material. While the age and sex of the subjects did not influence improvement of lip-reading skills, the study showed greater improvement for the relatively poorer lip-readers. More detailed testing of one group of students showed generalization of lip-reading skills to unfamiliar speakers and materials.

Adult↗

PubMed1989

Information-processing skill and speech-reading.

Two measures of verbal inference-making ability (a sentence-completion test; SCT, and a word-completion test; WCT) and one test of working memory capacity were examined in relation to speech-reading performance. The results demonstrated that the SCT proved to be the only variable that was substantially correlated with speech-reading performance. The contribution from working memory capacity and the WCT test to speech-reading is mainly via their contribution to the SCT. Skilled SCT-performance was particularly tied to speech-reading conditions with a low level of contextual information accompanying the speech-reading task. No general or specific difference was found between hearing-impaired and normally-hearing subjects in the speech-reading test, thus indicating that speech-reading performance cannot be predicted by factors related to the hearing-impairment. Rather, information-processing skills seem to be decisive.

Adult↗

PubMed1999

The importance of quality control of sputum smear microscopy: the effect of reading errors on treatment decisions and outcomes.

SETTING: Ho Chi Minh City, Vietnam. OBJECTIVE: To evaluate the impact of slide reading errors at peripheral level on case-finding and treatment decisions. DESIGN: Over a 6-month period in 1997, information on date, type of slide, results of other slides from the patient, and treatment status was collected for all slides from district TB centers detected as having reading errors during smear microscopy quality control re-readings. RESULTS: Reading errors were detected in 117 slides: 115 (98.3%) were incorrectly read as negative, and 75 (65.2%) of these errors occurred in case-finding slides. In the 75 falsely negative case-finding slides, re-reading resulted in initiation of treatment in 38 patients (50.7%). The remaining 37 (49.3%) had only one positive slide and were told to return for follow-up after 6 months; the two (5.4%) who did return were both diagnosed with active TB. Detection of errors in the 40 false-negative follow-up slides resulted in treatment changes in four patients (10%). CONCLUSIONS: Quality control plays a critical role in helping to ensure the timely diagnosis and treatment of new TB cases and appropriate management of patients currently on treatment. The usefulness of quality control could be enhanced by focusing greater efforts on case-finding slides initially read as negative.

Evaluation Studies as Topic↗

PubMedDate not supplied

[Contribution of centralized reading of intima media thickness in an IMMEDIAT study conducted in hypertensive patients followed up in general medicine].

OBJECTIVE: To compare the results of two readings of Intima Media thickness (EIM): one performed during measurement by the cardiologist, the other by a technician in a reading unit. To evaluate the consequences of these readings on the principal criterion of a study conducted into cardiovascular risk (RCV) for hypertensives followed up in ordinary medical practice. METHODS: The EIM was measured in 991 hypertensives with the aid of the M'Ath program by cardiologists specially trained in the technique, within the framework of a study aimed at evaluating the RCV according to the WHO/ISH classification. The re-reading of source data by a reference centre was performed with the same program. RESULTS: The analysis was performed in 973 patients after eliminating duplicates and missing values (2%). The average cardiologist value of EIM was 0.761 +/- 0.168 mm, after centralised reading it was 0.743 +/- 0.128 mm. The difference between the measurements was -0.020 +/- 0.150 (p < 0.0001). According to the OMS/ISH classification, the presence of a vascular condition categorizes a hypertensive as being at "high risk" of a cardiovascular complication occurring. The calculation of RCV was performed by taking a value of EIM > 0.7 mm and/or presence of a plaque to define a vascular condition. The appreciation of risk was identical for the subjects at low risk and at very high risk. There was a shift from medium risk towards high risk: General Medicine 15%, Cardio 49%, after re-reading 68%. CONCLUSION: Despite the simplicity and the good inter observer reproducibility of the measurement of EIM by the M'Ath program, centralization of the reading is recommended during clinical trials.

Adult↗

PubMedDate not supplied

Hard-copy versus soft-copy image reading for detection of ureteral stones on abdominal radiography.

PURPOSE: The purpose of this study was to compare the usefulness of soft-copy images displayed on a cathode ray tube (CRT) with hard-copy images (film images) for detecting ureteral stones on abdominal radiography. MATERIALS AND METHODS: Five radiologists read images from 50 cases of ureteral stones and 50 normal cases diagnosed on the basis of intravenous urography and CT. For hard-copy reading, 10-bit images at 3,520x4,280 pixels obtained by computed radiography were printed on 14x17-inch films. For soft-copy reading, 8-bit images were displayed on a 17-inch monochrome monitor at 1,024x1,280 pixels. The study items were area under receiver operating characteristics (ROC) curve (Az), ureteral stone detection sensitivity and specificity, and reading time. RESULTS: For soft-copy and hard-copy images, the average Az values were 0.855 and 0.851, sensitivity was 62.8% and 62%, and specificity was 70.8% and 62.4%, respectively. There were no statistically significant differences between these values. Reading time was 106.6 min for soft-copy images, significantly longer than the 71.2 min for hard-copy images (p<0.05). CONCLUSION: Although soft-copy image reading time was longer than hard-copy image reading time, the ability to diagnose ureteral stones on abdominal radiography did not differ for soft- and hard-copy images.

Adolescent↗

PubMed2006

Oculomotor rehabilitation for reading in acquired brain injury.

The purpose of this study was to assess reading-related oculomotor rehabilitation in individuals with acquired brain injury. Adults with either stroke (n=5) or traumatic brain injury (n=9) participated. Training paradigms included single-line and multiple-line simulated reading, as well as basic versional tracking (fixation, saccade, and pursuit), twice per week over an 8 week period. Training modes included normal internal oculomotor visual feedback either in isolation (4 weeks) or concurrent with external oculomotor auditory feedback (4 weeks). Training effects were assessed objectively using infrared eye movement recording technology for simulated and actual reading, with the assessments occurring before, midway, and after training. In addition, the individuals were assessed subjectively using a reading rating-scale questionnaire. All reported considerably improved reading ability, and this was confirmed by several of the objective oculomotor measures. There was a trend for improvement to be better with the combined visual and auditory oculomotor feedback. Reading-related oculomotor rehabilitation produced significant gains in both the subjective and objective domains. It is believed that rapid saccadic oculomotor adaptation, as well as the training of rhythmicity and automaticity, were involved in modifying eye movement behavior to produce a more systematic approach and resultant improved reading profile.

Acoustic Stimulation↗

PubMed2006

[Saccadic eye movements in children with reading disorders].

Several reports raised the possibility that dysfunction of saccadic eye movements produces reading disorder (RD), although opposite conclusions have also been reported. In this study, saccadic eye movements were investigated in 13 forth graders with RD and 20 age-matched controls during reading and non-reading tasks. Compared to the control group, children with RD showed significantly higher incidences of both forward and backward saccadic eye movements in reading tasks, while they revealed a significantly lower number of saccadic eye movements in response to sequentially moving targets in two types of non-reading tasks. These problems, seen in non-reading tasks, suggest that excessive saccadic eye movements observed in RD children during reading are not produced by mechanisms involved in the language and phonological processes alone, but also those in the saccadic eye movement process. Dysfunction in the saccadic eye movements could be one of the causal factors that produce RD.

Child↗

PubMed2006

Evaluation of children with reading difficulties.

Reading difficulties are common and are associated with poor long-term academic achievement. Evaluation of a child's developmental, educational, and family histories in conjunction with standardized screening tests (e.g., Ages and Stages Questionnaires, Parents' Evaluation of Developmental Status, Safety Word Inventory and Literacy Screener) can increase recognition of risk factors for reading difficulties. Validated, office-based, standardized screening tests and school-administered standardized achievement tests (e.g., California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, Stanford Achievement Test) can be used to assess school-age children with reading difficulties. Reading difficulties in children often are caused by environmental and organic risk factors. However, many children have reading or learning disabilities and will have lifelong difficulties with reading despite adequate intervention. Children with substantial reading difficulties should receive a full educational assessment. There is good evidence that individualized instruction emphasizing increased phonologic awareness can have a favorable long-term effect on academic achievement.

Child↗

PubMed1989

Automated reading of the microcytotoxicity test.

From studies of 16,993 reactions in the microlymphocyte cytotoxicity test, we concluded that automatic fluorescent readings are comparable to those produced by visual readings with eosin dye exclusion. The r values (counting only strong reactions as positive) were as follows: 0.94 fluorescence machine versus visual fluorescence reading; 0.96 eosin visual reading, reader 1 versus reader 1; 0.97 eosin visual reading, reader 2 versus reader 2; 0.91 eosin visual reading, reader 1 versus reader 2; 0.98 fluorescence machine 1 versus machine 1; 0.98 fluorescence machine 2 versus machine 2; 0.96 fluorescence machine 1 versus machine 2; 0.92 fluorescence machine versus eosin visual reading; It was further shown that there was 93% concordance in assignment of HLA specificities between machine-assigned specificities and assigned by an experienced technologist. Most of the extra reactions obtained by fluorescence were in the crossreactive groups. Thus, the extra positive reactions obtained by the machine were likely to be the result of greater sensitivity than detection of random extraneous reactions.

Cytotoxicity Tests, Immunologic↗