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PubMed1977

Are visual anomalies related to reading ability?

Although reading ability is known to be related to a large number of factors, when a child having a reading problem is brought to an optometrist he (or she) has the responsibility of determining whether or not a visual anomaly may be a major or contributing cause of the reading problem. A review of the literature indicates that myopia is consistently associated with good reading performance; and that hypermetropia, astigmatism, lateral phorias, poor fusional vergences, strabismus and color vision anomalies tend to be associated with poorer than average reading performance. Well-designed and well-controlled studies are needed, particularly concerning the effect on reading ability of the correction of visual anomalies. Until such studies have been done, any child who has a reading problem deserves a thorough optometric or ophthalmologic examination and the correction of any visual anomalies found.

Astigmatism↗
PubMed1985

[New scientific and practical education for successful reading training under difficult circumstances].

Neither traditional dyslexia research nor intensive efforts undertaken by the special education sector in reading-writing education have hitherto been able to remedy the fact that relatively large numbers of special education students are unable to read and write when they leave school. Learning to read and write continues to mean drudgery for many children. Experimental research in reading and writing learning processes has achieved approaches capable of providing effective help specifically to the "hard-core" cases of reading and writing failure. This, however, presupposes an understanding of the information processing and storage processes required in reading function, or, rather, of the deficiencies involved. The present contribution therefore intends to familiarize the special education practitioner with the still widely unknown psychological foundations of cognition and memory that are indispensable for implementing effective reading education course.

Child↗
PubMedDate not supplied

Mean arterial pressure readings: variations with positions and transducer level.

The purpose of this study was to examine the relationship between mean arterial pressure (MAP) readings, measured at two reference points, the right atrium (RA) and the catheter site (CS), and in two body positions, supine and semi-Fowler's. Four MAP readings were taken on 29 CCU patients, 17 males and 12 females, with ages ranging from 33 to 93 (mean = 57.8; SD = 14.3). MAPs were obtained in the semi-Fowler's position-RA reference point (mean = 82.6), semi-Fowler's-CS reference point (mean = 90.3), supine-RA reference point (means = 82.2), and supine-CS reference point (mean = 84.03). All r values for pairs of readings were greater than .90 (p less than .001); therefore the readings are extremely comparable. However, when the comparability of readings is taken into account with MANOVA, the Hotelling's T2 is 58.06; the associated F is 17.97 (df = 3,26) with p less than .001. Therefore, in stable patients, MAP readings are comparable, but use of RA as the reference point for either position is the most preferable. A patient would not have to be lowered to the supine position for each MAP reading. However, in patients who are not stable, the significant differences among MAPs must be considered. The same position and the RA is preferable for all MAPs on these patients.

Adult↗
PubMed1984

Type of reading disability related to cleft type and neuropsychological patterns.

Two groups of cleft palate subtypes (cleft lip and palate and cleft palate only) with reading disability, matched for intelligence, age, sex, and reading level, were compared on reading and neuropsychological test variables. Subjects included 14 males and 10 females of each cleft type ranging in age from 8 to 13. Results showed a significant difference between groups on most language measures and differences in reading comprehension and type of reading errors. Results suggest that children with cleft palate only constitute a language-disorder group with more severe reading disabilities. Children with cleft lip and palate are more likely to have verbal expressive deficits and milder reading problems, possibly related to peripheral speech mechanisms.

Adolescent↗
PubMed1998

What's black and white and red (read) all over? The bedside interpretation of diagnostic peritoneal lavage fluid.

Diagnostic peritoneal lavage (DPL) is often used to determine whether a blunt trauma victim has significant intra-abdominal hemorrhage. One bedside test (BT) historically recommended to evaluate DPL fluid is the ability to read newsprint through the fluid contained within intravenous (i.v.) tubing. Few experimental data support this practice. Two hundred eighteen traumatologists were queried regarding their use of BTs. In a related clinical study, blinded volunteers were asked to read print through various unmarked containers filled with simulated DPL fluid, created by adding aliquots of whole human blood to liter bags of lactated Ringer's solution. Of the 97 traumatologists who completed our preliminary survey, 60 per cent reported using a visual BT to assess DPL fluid. Of these surgeons, 44 per cent attempted to read newsprint through i.v. tubing. Our clinical study showed that more volunteers could read print through a red top tube (95%) when it contained a red cell concentration of 827 +/- 41/mm3 than the i.v. bag (4%). Nearly 70 per cent of volunteers were able to read print through the tubing containing 41,429 +/- 2,967 red blood cells (RBCs)/mm3. Regardless of the receptacle, readability was lost at RBC counts far below 100,000/mm3. Many traumatologists utilize BTs as an adjunct to clinical decision making. We conclude that, if the clinician can read print through lavage fluid within an i.v. bag, Vacutainer tube, or i.v. tubing, the DPL will be negative at cell count. However, inability to read print through i.v. tubing requires laboratory confirmation to document an RBC count > 100,000/mm3.

Abdominal Injuries↗
PubMed1982

Word and letter reading and the mechanism of the third alexia.

Four patients, two with global aphasia and two with Broca's aphasia, demonstrated the seemingly paradoxical ability to read words but not their component letters. Picture naming was only moderately impaired, and repetition of word and letter names was intact, excluding both a generalized dysnomia and an articulatory disturbance as the cause of the literal alexia. Matching tests revealed processing deficits in three of the patients, more severe for letters than for words. Oral reading of word lists showed that short, high-frequency, and picturable words were read best, whereas nonsense trigrams, which require phonetic processing, were the most difficult. The residual reading of patients with severe Broca's or global aphasia and the "third alexia" appears to involve purely visual, nonphonetic mechanisms for word recognition, using posterior left hemisphere or even minor hemisphere centers. Letter reading, by contrast, along with phonetic reading of syllables, appears to be a more specialized, anterior left hemisphere process.

Aphasia↗
PubMed2000

Premorbid reading activity and patterns of cognitive decline in Alzheimer disease.

BACKGROUND: Educational and occupational attainment have been associated with progression of Alzheimer disease in some studies. One hypothesis about this association is that education and occupation are markers for lifelong participation in cognitively stimulating activities like reading. OBJECTIVE: To assess the relation of premorbid reading activity with patterns of cognitive decline in Alzheimer disease. METHODS: During a 4-year period, 410 persons with Alzheimer disease had annual clinical evaluations, which included administration of 17 cognitive function tests from which global, verbal, and nonverbal summary measures were derived. At baseline, a knowledgeable informant was questioned about the affected person's reading frequency and access to reading materials before dementia onset. RESULTS: A composite measure of premorbid reading activity was developed. It had moderately high internal consistency and was positively correlated with education and baseline level of cognitive function. In analyses that controlled for baseline cognitive function, education, and other demographic variables, higher level of premorbid reading activity was associated with more rapid decline on the global cognitive and verbal measures but not on the nonverbal measure. CONCLUSIONS: These results suggest that both the extent and nature of premorbid cognitive experiences may affect how Alzheimer disease pathology is clinically expressed.

Aged↗
PubMed1991

Reading difficulty of MMPI-2 subscales.

Average reading difficulty based upon the Lexile value was computed for the 567 items and 61 sub/special scales of the MMPI-2. The mean for all items was 600.02 (SD = 304.57), which roughly corresponds to a fifth-grade reading level. Approximately 90% of the items require less than a ninth-grade reading level; 3 items require a high-school education or more. The Amorality (Mal) subscale had an average reading level greater than eighth grade. Nine subscales had 25% or more items above an eighth-grade reading level. The Hypomania (MA) subscales were the most demanding. For persons with low reading proficiency, interpretation of the nine subscales should be made cautiously.

Educational Measurement↗
PubMed2005

Semantic and phonological skills in predicting reading development: from 3-16 years of age.

The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a phonological group screening at six, word decoding tests in Grade 2, sentence reading tests in Grades 3, 4, and 6, and to a text reading test in Grade 9 (age 16). The predictor variables consisted of both standardized test results, professional ratings, and a factor of interest in books. The results showed that both the semantic variables and interest in books at the age of three and the phonological variables at the age of six predicted reading development significantly at the age of 16. In addition the results demonstrated changing main effect from semantic and phonological variables on reading development. Phonological awareness at the age of 6 seemed to have the greatest influence on reading at the beginning of Grade 2 compared to the semantic variables at the age of three. On all other measures in time, the semantic variables had the greatest influence.

Adolescent↗
PubMed2026

Clinical Application of Long-Read Sequencing for FMR1 Gene Mutation Detection in Populations From Shandong, China.

BACKGROUND: Fragile X syndrome (FXS) is a common inherited intellectual disability. In this study, long-read sequencing was used for the FMR1 gene detection. METHODS: Men with familial inherited intellectual disability and women with indications for FXS screening were defined as high-risk populations and were included in this study along with non-high-risk reproductive-aged women. PCR-capillary electrophoresis was used for preliminary screening of non-high-risk reproductive-aged women, and long-read sequencing was performed on abnormal samples and samples from high-risk populations. Prenatal diagnosis using long-read sequencing was performed for pregnant women in need. RESULTS: The prevalence of mutation in high-risk females was 3.10% (7/226). 3 mutations were detected in male samples, with a mutation ratio of approximately 8.3% (3/36). The three most common CGG repeats were 29, 30, and 36, respectively. Analysis of AGG interruption pattern in 242 samples identified 908 AGG interruptions, involving 67 different patterns. The most frequent AGG interruption pattern was (CGG)9AGG(CGG)9AGG(CGG)9. Furthermore, long-read sequencing was successfully applied for prenatal diagnosis in two pregnant women, and dynamic mutation of CGG repeat was detected within one family. CONCLUSION: Long-read sequencing-based assay cannot only accurately detect CGG repeat and AGG interruption, but also simultaneously identify other abnormalities of the FMR1 gene. Long-read sequencing offers a broader detection scope and better characterization of FXS-related genetic features.

Humans↗
PubMed2002

Neurological origins of poor reading comprehension despite fast word decoding?

Barnes, Faulkner, and Dennis (2001) found that hydrocephalic children (mean age = 11.5 years) of average or above-average verbal intelligence exhibit poor reading comprehension despite their fast and accurate decoding skills on individual words. This finding attracts the attention of reading researchers because it appears to be against the following standard principle of reading comprehension failure (Gough & Hillinger, 1980), thereby provoking basic issues centering around it (e.g., Stanovich, 1991): Reading Comprehension = Word Decoding x Listening Comprehension. This formula indicates that when listening comprehension is kept well within the normal range, reading comprehension is highly correlated with word decoding (e.g., Perfetti, 1985). In contrast, with poor listening comprehension children would be poor readers however good they may be at reading words (e.g., Cain, Oakhill, & Bryant, 2000). Although Barnes et al. clearly demonstrated that children with hydrocephalus decoded individual words better than they comprehended text, it is not readily apparent whether their findings are inconsistent with the standard principle. The purpose of the present article is twofold. The first is to examine whether Barnes et al.'s findings constitute a counterexample of the above principle. (Note that Barnes et al. did not address this question.) The second and more important purpose is to discuss the possible origins of the decoding-better-than-sentence/text-comprehension pattern. We also present some pedagogical implications for poor readers such as hydrocephalic children.

Child↗
PubMed2002

Reading words and pseudowords: an eye movement study of developmental dyslexia.

The pattern of eye movements during reading was studied in 12 developmental dyslexics and in 10 age-matched controls. According to standard reading batteries, dyslexics showed marked reading slowness and prevalently used the sublexical procedure in reading. Eye movements were recorded while they read lists of short and long words or pseudowords. In normal readers, saccade amplitude increased with word length without a concomitant change in the number of saccades; in contrast, the number of saccades increased for long pseudowords. In dyslexics, the eye movement pattern was different. The number of saccades depended on stimulus length for both words and pseudowords while saccade amplitude remained small and constant. The sequential scanning shown by dyslexics for both words and pseudowords appears consistent with the cognitive description of the reading disorder which indicates the preferential use of the sublexical print-to-sound correspondence rules.

Adolescent↗
PubMed1998

Working memory deficits of reading disabled children.

Aims of the study were to investigate the specificity of reading disabled childrens deficits in working memory capacity and to pursue whether their deficits could be accounted for by deficient processing or impairments in verbal short-term storage capacity. A group of 10-year-old reading disabled children was compared with two groups of normal reading children, matched for chronological age and reading age, respectively. Measures for working memory capacity, short-term capacity and processing speed related to the language and to the numerical domain were administered. Results indicated that reading disabled children performed worse on all measures of working memory capacity, irrespective of the domain which these measures reflected. Their poorer performance could neither be explained by inefficient processing nor to their deficits in verbal short-term storage capacity. Reading disabled children seem to have a general lack of capacity for the concurrent processing and storage of verbal information.

Child↗
PubMed1982

Do learning-disabled children exhibit peripheral deficits in selective attention? An analysis of eye movements during reading.

It has been suggested that deficits in selective attention play a functional role in the learning and behavior problems of children diagnosed as learning-disabled. In the present study, peripheral and central aspects of selective attention were distinguished and peripheral aspects were examined. The attending eye movements during reading of 12 fifth-grade learning-disabled children who read at the third-grade level were compared with 12 fifth-grade children who read at the fifth-grade level (grade placement controls) and 12 third-grade children who read at the third-grade level (reading level controls). The learning-disabled children did not differ from their reading level controls on any of 10 measures but showed a pattern of eye movements that was generally slower and less smooth than their grade placement controls. While these patterns might be considered to be "immature" relative to normal readers of the same age, they are not indicative of peripheral deficits in selective attention. Males, however, did exhibit more variability in duration of fixations and made more regressive eye movements than did females.

Achievement↗
PubMed1985

Reading with partial phonology: developmental phonological dyslexia.

Recent psycholinguistic investigations have advanced our understanding of the acquired dyslexias. Developmental analogues have been described to some of these disorders. A new case of developmental phonological dyslexia is described here. A.H. is an intelligent 10-year-old boy with no neurological abnormality. Reading and spelling are below age level. A.H. is poorer at reading words than nonwords. The majority of his errors are paralexias: visual, derivations, or visuosemantic. Spelling-to-sound regularity does not affect the ability to read aloud. A.H.'s reading performance is significantly impaired when words are presented typed in reverse order, thereby prohibiting global strategies. Spelling of nonwords is no better than reading of nonwords. Only one-fifth of spelling errors are phonologically valid. A.H. has imperfect development of both the phonological route to reading and the phonological route to spelling.

Child↗
PubMed1984

Sentential structure and the perceptual span in normal reading development.

An eye-voice span paradigm was adopted to determine whether children use different aspects of sentence structure to facilitate decoding early in the course of reading development. Eighty-four Grade 1 and Grade 2 children, representing four levels of early reading competence, and 15 skilled adult subjects read from four textual conditions; materials varied in the extent to which the texts were semantically and/or syntactically constrained. The more precocious the young reader, the longer his reported span. The better readers' and the adults' advantage was greater the more linguistically constrained the reading material. These data support a continuous model of reading development and are compatible with an interactive definition of early reading behavior.

Adult↗
PubMed1978

Female self-report and autonomic responses to sexually pleasurable and sexually aversive readings.

This study was designed to investigate possible differential autonomic responses to sexually pleasurable and sexually aversive readings. Reading conditions were counterbalanced so that an equal number of subjects received both orders of the two readings. Female subjects' ratings, skin conductance (SC), finger pulse (FP), and heart rate (HR), in response to these readings were compared. The sexually pleasurable as compared to the sexually aversive passage was rated as more sexually stimulating, less anxiety and guilt provoking, and less disgusting, but as equally well portrayed and interesting (extent of boredom). While essentially equal SC increases were noted in response to both readings, HR deceleration and vasodilation were more characteristic of the response to the sexually pleasurable passage. These findings were compared within the context of preexperimental setting conditions and were interpreted in terms of Lacey's intake-rejection hypothesis. These findings are consistent with the idea that pleasurable sexual readings are associated with interest, attention, and heart rate deceleration, whereas aversive material may be related to rejection of the material and to heart rate acceleration.

Arousal↗
PubMedDate not supplied

Affecting residents' literature reading attitudes, behaviors, and knowledge through a journal club intervention.

OBJECTIVE: To investigate whether a limited teaching intervention, based on principles of adult education, could change residents' literature reading attitudes, behaviors, and knowledge. DESIGN: The educational intervention supplemented an ongoing bimonthly journal club. The effects on residents were studied prospectively before and four months following the intervention. SETTING: A community hospital internal medicine training program. PARTICIPANTS: All 14 residents: six in the first year, and four each in the second and third years of training. INTERVENTION: A one-hour seminar incorporating principles of adult education, including the use of multiple teaching modalities. The content was based on the critical literature reading guidelines published by the McMaster group. Reinforcement of learning objectives was achieved by learner participation, written assignments, active feedback, and follow-up in subsequent journal clubs. RESULTS: Residents improved their performances on objective testing of critical appraisal knowledge by 60% (p = 0.02). They reported improved ability to appraise original research articles critically (p = 0.01) and reported spending more useful time reading. Unaffected were the total time spent reading journals, the reasons for reading them, and the perceived value of journals in "keeping up" with advances in medical knowledge. CONCLUSION: Journal clubs are important to residents, and their effectiveness in teaching critical appraisal and promoting reading of the literature may be augmented by applying principles of adult education.

Adult↗