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PubMed1985

Psychophysics of reading. III. A fiberscope low-vision reading aid.

Existing reading aids providing magnification in excess of 6X (24 diopters) are awkward to use, expensive, or not portable. The authors have developed a new type of reading aid, a low-resolution fiberscope, that provides magnification up to 40X (160 diopters), and is easy to use, inexpensive, and portable. The fiberscope consists of an objective-lens assembly, a flexible bundle of optical fibers, and an eyepiece that together transmit an image from the page to the reader's eye. Complete construction details are included. The design is based on the authors' previous findings that reading requires a field of only four characters and a resolution of only 2 cycles/character. After only half an hour of training, a diverse group of low-vision readers read with the fiberscope at rates between 12 and 95 words/minute. Low-vision readers with central field loss had a median reading rate of only 18 words/min, whereas those with intact central fields had a median reading rate of 67 words/min, not far short of the median rate of 73 words/min for normal readers using the fiberscope. This is consistent with the authors' previous findings that low-vision readers with central field loss read much more slowly than those with intact central fields, even when optimal magnification is provided. The authors conclude that the fiberscope may be very useful as an inexpensive portable reading aid for people requiring high magnification.

Adult↗
PubMed2026

Amaranth: enhanced single-cell transcript assembly via discriminative modelling of UMI reads and internal reads.

MOTIVATION: Single-cell RNA sequencing (scRNA-seq) has transformed transcriptome profiling at cellular resolution, yet accurate reconstruction of full-length transcripts for individual cells remains a central challenge. Emerging scRNA-seq protocols can produce reads that span entire transcripts, enabling isoform-level expression analysis. For example, Smart-seq protocols combine unique molecular identifier (UMI)-linked reads that index and stitch together multiple reads from the same molecule, with internal reads filling coverage gaps. We demonstrate that these read types exhibit markedly different biological and statistical properties in strandness, 5'/3' coverage bias, and genomic locality. Existing assemblers fail to leverage these distinctions, yielding suboptimal assembly. RESULTS: We developed Amaranth, a novel single-cell assembler that discriminatively models UMI and internal reads. Amaranth implements heuristics specifically designed to address the distinct biases of UMI-linked and internal reads, enabling accurate strandness assignment for internal reads, reliable splicing graph refinement, and precise transcript start site determination. We also developed Amaranth-meta, which integrates information across cells to enhance individual cell assemblies. Benchmarked on Smart-seq3 datasets from human HEK293T and mouse fibroblast cells, Amaranth outperformed other state-of-the-art assemblers in assembling individual cells and in meta-assembly. Amaranth advances isoform-level analysis in single-cell transcriptomics, facilitating detailed studies at cellular resolution. AVAILABILITY AND IMPLEMENTATION: Amaranth is implemented in C++ and is freely available at https://github.com/Shao-Group/amaranth under the BSD-3-Clause license. Scripts, documentation, and data for reproducing experiments in this manuscript are available at https://github.com/Shao-Group/amaranth-test.

Single-Cell Gene Expression Analysis↗
PubMed1997

The electronic diagnosis of caries in pits and fissures: site-specific stable conductance readings or cumulative resistance readings?

A prototype electronic caries meter (ECM II; LODE, Groningen. The Netherlands) was designed to deliver a conductance reading when the reading had remained stable for 3 consecutive seconds. The aim of this study was to determine whether this type of stable conductance reading was optimal for caries diagnosis. The ECM II was connected to a graphic recorder which enabled the continuous resistance to be recorded. The graphic recording was calibrated using a standard, variable resistance box. Stable conductance readings were taken for 76 sites on 32 extracted teeth with no visible sign of cavitation at an airflow of 7.5 l/min. Simultaneous graphic recording of resistance was continued for 10 s and cumulative resistance measurements were calculated by adding the resistance values at 1-second intervals. Histological validation of caries status was carried out on macroradiographs of sections cut to include sample sites. The histological picture was compared with the stable conductance reading and the cumulative resistance value for each site. Sensitivity and specificity values were calculated by randomly choosing stable conductance and cumulative resistance values to differentiate sound and carious sites. The results were presented as a series of receiver operating characteristics (ROC) curves and the optimum sensitivity and specificity values determined. 33% of sites had enamel caries and 32% had enamel and dentine caries. Results showed that both stable conductance readings and cumulative resistance measurements gave high and comparable sensitivity and specificity values for the diagnosis of dentine caries (sens. 92%, spec. 87% and sens. 88%, spec. 81%, respectively). However, when intra-examiner reproducibility was checked, stable conductance readings were more repeatable and achieved in shorter clinical time. In conclusion, stable conductance readings appear to be the most suitable for occlusal caries diagnosis.

Air Movements↗
PubMedDate not supplied

Reading behaviors of mothers and their children with language impairment during repeated storybook reading.

This study examined the reading behaviors of five mothers and their preschool children with language impairment across three storybook readings. All mothers read the text, with four of the five mothers pointing to the pictures and asking questions to elicit nonverbal or minimal verbal responses. Four of the five children pointed to, answered questions about, and labeled and commented on the pictures. Two of the five children followed the action in the story. Three of the five dyads increased reading behaviors and reading time across the three readings. However, the quality and quantity of reading behaviors differed from typical parent-child dyads.

Child, Preschool↗
PubMed1980

Some notes on reading: talkers, material and reading rate.

The paper describes a method of estimating a person's reading rate from a small sample of his speech (in other words, a short sentence). Reading rate was obtained by measuring the speaking portion of a considerable amount of reading, and dividing it by the number of phonemes in the material (this is called the grand mean). Out of 108 sentences read by four talkers, 58 having 15 words or less were selected. The ratio of unstressed to stressed syllables, and the number of syllables per occurrence of terminal lengthening were calculated for each of the 58 sentences. Sentences with both of these values in the middle range were considered to have an average phoneme duration close to the grand mean. The prediction was compared to actual readings by four talkers, with 83 percent agreement. The Summary section contains instructions for applying our method of estimating a person's reading rate. Those who are interested should read the Summary section and the Appendix first.

Female↗
PubMed2025

Integrative Genotyping and Analysis of Canine Structural Variation Using Long-read and Short-read Data.

Structural variation makes an important contribution to canine evolution and phenotypic differences. Although recent advances in long-read sequencing have enabled the generation of multiple canine genome assemblies, most prior analyses of structural variation have relied on short-read sequencing. To offer a more complete assessment of structural variation in canines, we performed an integrative analysis of structural variants present in 12 canine samples with available long-read and short-read sequencing data along with genome assemblies. Use of long-reads permits the discovery of heterozygous variation that is absent in existing haploid assembly representations while offering a marked increase in the ability to identify insertion variants relative to short-read approaches. Examination of the size spectrum of structural variants shows that dimorphic LINE-1 and SINE variants account for over 45% of all deletions and identified 1,410 LINE-1s with intact open reading frames that show presence-absence dimorphism. Using a graph-based approach, we genotype newly discovered structural variants in an existing collection of 1,879 resequenced dogs and wolves, generating a variant catalog containing a 56.5% increase in the number of deletions and 705% increase in the number of insertions previously found in the analyzed samples. Examination of allele frequencies across admixture components present across breed clades identified 283 structural variants evolving with a signature of selection.

Animals↗
PubMed2026

Long-read sequencing reveals putatively mobilizable resistance genes and multi-drug resistance plasmids underestimated by short-read metagenomics.

While shotgun metagenomics is often used to profile antibiotic resistome in gut microbial communities, few studies have investigated if the choice of sequencing platform and assembly strategy affect what mobile genetic elements and antimicrobial resistance genes are recovered. In this study, we compared three platforms (Illumina, Oxford Nanopore, and PacBio HiFi) and seven assembly strategies on gut metagenomes from cattle, pig, and human as case studies. Long-read assemblies recovered 5- to 7-fold more plasmid sequence than Illumina in cattle and pig (mean 17.0 Mb vs. 3.1 Mb), while Illumina performed comparably in the less diverse human gut where high per-species coverage enabled effective short-read plasmid assembly. Long reads also detected more resistance genes on plasmid contigs. Hybrid assembly results depended on the algorithm: scaffolding-based OPERA-MS preserved long-read contiguity and recovered more plasmid-borne resistance genes, while the short-read-centric metaSPAdes hybrid mode produced fragmented assemblies. After collapsing haplotype redundancy, PacBio HiFi identified 2 and 49 unique multi-drug resistance plasmid lineages in cattle and pig, respectively. On the other hand, only 2 and 4 were identified from Illumina. Long reads also placed far more ARGs in a putative mobilization context (50-73%) compared to 14-21% for short reads. Platform and assembly strategy are thus key variables in mobilome and resistome characterization and should be accounted for in antimicrobial resistance surveillance.

Animals↗
PubMed2003

Word reading and reading-related skills in adolescents with Williams syndrome.

BACKGROUND: Individuals with Williams syndrome have good spontaneous language despite low levels of intelligence. This study explores the relationship between intelligence, word decoding and reading-related skills in 20 individuals with Williams syndrome. METHODS: In addition to the KBIT, the participants were administered standardized measures of reading, vocabulary, rapid naming, phonological skills and an experimental measure of rhyme judgement. RESULTS: There was wide variability in the reading achievement among the individuals with WS. While some participants were unable to recognize letters of the alphabet, others scored within the normal range of tests of single word reading and decoding. Reading scores were correlated with intelligence as measured on KBIT matrices but not with the vocabulary measures. Reading also correlated with phonological awareness tasks yet, surprisingly, not with rapid naming. CONCLUSION: It is suggested that in individuals with retardation, intelligence rather than language and language-related skills predict achievements in word reading.

Adolescent↗
PubMed1985

Some characteristics of 9-year-old boys with general reading backwardness or specific reading retardation.

In 1975 Rutter and Yule distinguished between 'specific reading retardation' and 'general reading backwardness'. In a sample of 952 9-year-olds from Dunedin, New Zealand, 4.2% were identified as specific reading retarded and 4.1% as having general reading backwardness. Boys from each problem group were compared with boys without reading delay. General reading backwardness was associated with a history of long-term cognitive and motor delay. Specific reading retardation was only associated with lower verbal IQ and poor speech articulation. A number of differences between the findings of Rutter and Yule and the present results were noted.

Child↗
PubMed2006

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.

BACKGROUND: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. METHODS: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. RESULTS: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. CONCLUSION: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills.

Child↗
PubMedDate not supplied

Early reading instruction for children with reading difficulties: meeting the needs of diverse learners.

Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using Read Well (Sprick, Howard, & Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third-grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills.

Attention Deficit Disorder with Hyperactivity↗
PubMed1993

[Learning to read and write in compulsory education: a longitudinal study of the incidence and stability of reading and writing difficulties in a Vienna school district].

In a longitudinal study, the development of reading and spelling skills was analyzed in about 500 Viennese school children from first through eighth grade. Performance in reading and spelling was tested at least once a year through grade four and then again at the end of eighth grade using standardized reading and spelling tests. The differences among the children in reading and spelling skills were found to be very stabile over time, and if there was difficulty with reading and spelling early on this usually persisted. Only a few of the children who had problems with reading in second grade improved enough so that they attained average scores at the end of eighth grade. The poorest readers read at the same level at the end of fourth grade as average readers did at the end of first grade. At the end of eighth grade these children had attained the level of average readers at the end of second grade. Similarly, poor spellers showed less improvement over time than children with average spelling skills. By the end of eighth grade these children had fallen way behind their peers.

Adolescent↗
PubMed2006

Cortical activation during word reading and picture naming in dyslexic and non-reading-impaired children.

OBJECTIVE: In a recent study on picture naming and word reading in dyslexics and control children we found a combination of normal picture retrieval times and severe reading impairments in dyslexics. Therefore, we hypothesize that brain response patterns differ between patients and controls during word reading, but are similar in picture naming as a non-letter mediated task. METHODS: Time course of brain activation was investigated by magnetoencephalography during word reading and picture naming in 9 dyslexic children and 13 age-matched controls (aged 9-10 years). RESULTS: We found 5 consecutive activations spreading from occipito-parietal to temporo-frontal sites. Group differences occurred only during reading: a delayed response in temporal superior and angular gyri at 235-285 ms and absence of activation in anterior temporal and inferior frontal regions at 430-530 ms for dyslexics. CONCLUSIONS: Problems in phonological processing are reflected in delay of early activity and absence of late activity in language related brain regions. From the lack of group differences during picture naming, we conclude the presence of two pathways: a phonological/orthographic one for word reading, which is disturbed in dyslexics, and a visual one for picture naming, which can be unaffected in dyslexics. SIGNIFICANCE: Evidence is provided for different pathways for the processing of letter-mediated and visual-eidetic information. This knowledge may be important for dyslexics in the context of coping with everyday demands and for training of relevant skills.

Auditory Perception↗
PubMed2005

Early development of neurophysiological processes involved in normal reading and reading disability: a magnetic source imaging study.

This longitudinal study examined the development of the brain mechanism involved in phonological decoding in beginning readers using magnetic source imaging. Kindergarten students were assigned to 2 groups: those who showed mastery of skills that are important predictors of proficient reading (low-risk group) and those who initially did not show mastery but later benefited from systematic reading instruction and developed average-range reading skills at the end of Grade 1 (high-risk responders). Spatiotemporal profiles of brain activity were obtained during performance of letter-sound and pseudoword naming tasks before and after Grade 1 instruction. With few exceptions, low-risk children showed early development of brain activation profiles that are typical of older skilled readers. Provided that temporoparietal and visual association areas were recruited into the brain mechanism that supported reading, the majority of high-risk responder children benefited from systematic reading instruction and developed adequate reading abilities.

Analysis of Variance↗
PubMed2026

Functional Reading Activities to Motivate and Empower: Maintenance of Reading Outcomes for Young Adults With Intellectual and Developmental Disabilities Following a Randomized Controlled Trial.

PURPOSE: This study examined whether the effects of Functional Reading Activities to Motivate and Empower (FRAME), a functional, strategy-based reading comprehension intervention for young adults with intellectual and developmental disabilities (IDDs), were maintained 6 months following the completion of the intervention and explored participants' perceptions of the intervention's feasibility, relevance, and perceived impact. METHOD: Participants were 44 young adults with IDDs (ages 18-26 years) who participated in a previously reported randomized controlled trial (FRAME participants: n = 23; controls: n = 21). Trial outcomes were assessed via telepractice at pretest, posttest, and 6-month follow-up. Six-month maintenance analyses focused on outcomes that demonstrated significant posttest group differences: use of (a) reading comprehension strategies (proximal) and (b) reading comprehension questions (distal). Participant perceptions (social validity) were collected post-intervention from FRAME participants using a structured interview protocol with closed- and open-ended items. RESULTS: At the 6-month follow-up, FRAME participants demonstrated sustained but reduced improvements in strategy use relative to controls (p = .040). Between-groups differences were not maintained for reading comprehension questions (p = .091). Participants reported high acceptability and perceived relevance of FRAME, with qualitative themes reflecting perceived improvements in comprehension, self-improvement, and increased independence. CONCLUSION: Findings suggest that FRAME supports sustainable gains in reading comprehension strategy use and is perceived as meaningful and feasible for young adults with IDDs, although additional supports may be needed to promote sustained improvements in distal comprehension outcomes. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.33307218.

Humans↗
PubMed2004

Word reading and reading-related skills in Hebrew-speaking adolescents with Williams syndrome.

This study investigated word reading and reading-related skills in 17 Hebrew-speaking individuals with Williams syndrome, ages 11-22. Reading of real words was at the third grade level, yet six participants could not read nonce words at all. The relatively high percentage of nonreaders could be a consequence of the special characteristics of Hebrew orthography, which realizes consonants as letters and vowels as diacritic dots and dashes below and above the line. In the group as a whole, reading real and nonce words did not correlate with rapid naming. Yet, contrary to research on dyslexia, word reading correlated with IQ as well as with performance on phonological awareness tasks.

Adolescent↗
PubMed1983

Children with reading disorders--I. Efficacy of reading remediation.

The efficacy of reading remediation, which emphasized phonetic decoding, was investigated in children with pure reading disorders, controlling for the influence on non-specific treatment effects. Sixty-one children were randomly assigned to receive instruction in reading or in other subjects for four months. Children were re-evaluated immediately after, and two and eight months after, the cessation of the intervention. At the end of treatment, the children who had received reading remediation obtained significantly higher scores than the controls on all reading tests. Some of the treatment advantages were maintained beyond the treatment period. Results clearly support the efficacy of reading remediation which emphasizes phonetic skills. The study does not address itself to whether this treatment method differs from other remedial interventions.

Achievement↗
PubMedDate not supplied

A longitudinal study of the development of oral reading fluency in young children at risk for reading failure.

The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR sample in first and second grade. Large and serious differences in reading fluency growth between the AR and NAR samples were apparent early, replicating other reports. Theories of sight-word learning and reading fluency were supported, in that letter-sound fluency was a uniquely significant predictor of first-grade reading fluency. The effects of phonological awareness and rapid automatized naming were mediated by the other variables in the model. Growth in first-grade oral reading fluency accounted for the most unique variance in second-grade growth and end-of-year performance. The results suggest that word reading fluency should be regarded as developing concomitantly with early word recognition rather than as a later-developing skill.

Child↗