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At least 937 records · Page 52Linked to original sources
PubMed2005

Translation of the F protein of hepatitis C virus is initiated at a non-AUG codon in a +1 reading frame relative to the polyprotein.

The hepatitis C virus (HCV) genome contains an internal ribosome entry site (IRES) followed by a large open reading frame coding for a polyprotein that is cleaved into 10 proteins. An additional HCV protein, the F protein, was recently suggested to result from a +1 frameshift by a minority of ribosomes that initiated translation at the HCV AUG initiator codon of the polyprotein. In the present study, we reassessed the mechanism accounting for the synthesis of the F protein by measuring the expression in cultured cells of a luciferase reporter gene with an insertion encompassing the IRES plus the beginning of the HCV-coding region preceding the luciferase-coding sequence. The insertion was such that luciferase expression was either in the +1 reading frame relative to the HCV AUG initiator codon, mimicking the expression of the F protein, or in-frame with this AUG, mimicking the expression of the polyprotein. Introduction of a stop codon at various positions in-frame with the AUG initiator codon and substitution of this AUG with UAC inhibited luciferase expression in the 0 reading frame but not in the +1 reading frame, ruling out that the synthesis of the F protein results from a +1 frameshift. Introduction of a stop codon at various positions in the +1 reading frame identified the codon overlapping codon 26 of the polyprotein in the +1 reading frame as the translation start site for the F protein. This codon 26(+1) is either GUG or GCG in the viral variants. Expression of the F protein strongly increased when codon 26(+1) was replaced with AUG, or when its context was mutated into an optimal Kozak context, but was severely decreased in the presence of low concentrations of edeine. These observations are consistent with a Met-tRNA(i)-dependent initiation of translation at a non-AUG codon for the synthesis of the F protein.

Base Sequence↗
PubMed2002

Does the spelling dyslexic read by recognizing orally spelled words? An investigation of a letter-by-letter reader.

In this single case report we describe our further observations of a patient (ROC) with a classical spelling dyslexia. A word length effect and a script effect were demonstrated. No evidence of semantic processing was obtained with brief tachistoscopic presentations. Single letter identification was unimpaired. In a series of experiments it was shown that her letter-by-letter reading strategy was mediated by explicit letter naming. In particular, it was observed that with successive presentation of the individual letters there was a stepwise function relating her whole word reading to the single letter presentation times. These durations permitted explicit letter naming. When explicit letter naming was prevented by a simultaneous articulatory suppression task, her letter-by-letter reading was significantly impaired. Her performance was compared with a second patient (MRF) who could read but could not spell. His reading was unaffected by articulatory suppression and significantly impaired by a successive presentation of the individual letters of a word. It is argued that explicit letter naming provides an input to the spelling system and thus can be recognized as orally spelled words. We conclude that in the reading-impaired patient there was a lexical deficit compensated for by the operation of a component of her intact spelling system.

Dyslexia, Acquired↗
PubMed1999

Increased reading speed for stories presented during general anesthesia.

BACKGROUND: In the absence of explicit memories such as the recall and recognition of intraoperative events, memory of auditory information played during general anesthesia has been demonstrated with several tests of implicit memory. In contrast to explicit memory, which requires conscious recollection, implicit memory does not require recollection of previous experiences and is evidenced by a priming effect on task performance. The authors evaluated the effect of a standardized anesthetic technique on implicit memory, first using a word stem completion task, and then a reading speed task in a subsequent study. METHODS: While undergoing lumbar disc surgery, 60 patients were exposed to auditory materials via headphones in two successive experiments. A balanced intravenous technique with propofol and alfentanil infusions and a nitrous oxide-oxygen mixture was used to maintain adequate anesthesia. In the first experiment, 30 patients were exposed randomly to one of the two lists of 34 repeated German nouns; in the second experiment, 30 patients were exposed to one of two tapes containing two short stories. Thirty control patients for each experiment heard the tapes without receiving anesthesia. All patients were tested for implicit memory 6-8 h later: A word stem completion task for the words and a reading speed task for the stories were used as measures of implicit memory. RESULTS: The control group completed the word stems significantly more often with the words that they had heard previously, but no such effect was found in the anesthetized group. However, both the control and patient groups showed a decreased reading time of about 40 ms per word for the previously presented stories compared with the new stories. The patients had no explicit memory of intraoperative events. CONCLUSIONS: Implicit memory was demonstrated after anesthesia by the reading speed task but not by the word stem completion task. Some methodologic aspects, such as using low frequency words or varying study and test modalities, may account for the negative results of the word stem completion task. Another explanation is that anesthesia with propofol, alfentanil, and nitrous oxide suppressed the word priming but not the reading speed measure of implicit memory. The reading speed paradigm seems to provide a stable and reliable measurement of implicit memory.

Adult↗
PubMedDate not supplied

Assigning readings: faculty perceptions and strategies.

Nursing faculty routinely assign readings to undergraduate, prelicensure students. When asked what types of readings they required, almost all said they required readings from textbooks. Most expect students to either read or skim all the assignments before class. However, experience has taught faculty that often students do not read. Strategies are provided to enhance reading experiences or provide meaningful alternatives.

Attitude of Health Personnel↗
PubMed1976

Eye movements during reading: case reports.

Since the time of Javal, it has been well established that normal reading eye movement patterns have 3 principal components: (1) small saccades that move the eyes from word to word, (2) large saccades that return the eyes to the beginning of the next line, and (3) fixation pauses between each saccade for information processing. We discuss the vision analysis results and show the quantitative reading eye movement records, measured with the infrared photoelectric method, of 5 patients examined in the Neuro-optometry Clinic. The reading records showed a wide variety of behavior: 1 patient performed normal reading movements, 1 "slow reader" manifested an excessive number of fixations as well as extended fixational durations, another "slow" reader only exhibited an excessive number of fixations, a patient with dyslexia performed backward reading movements, and 1 patient exhibited nystagmus superimposed upon the reading pattern.

Adult↗
PubMed1987

Active-passive paradigm in assessing CCTV-aided reading.

Six male and seven female English-speaking university students, with corrected vision of 20/20 (6/6), were trained using the closed circuit television system (CCTV) as a reading aid. This was an attempt to identify the essential factors in CCTV-aided reading. Active and passive observers were trained in pairs, with the passive observer being the yoked control of the active observer. The control participants were trained alone using the same reading material without the use of a CCTV. All participants used material from the Thurstone Reading Kit throughout the five training sessions and were given a pre- and postreading test to assess the increase in reading speed measured in words per minute (WPM). The active observers increased their reading speed to a greater extent than the passive observers, and the passive observers to a greater extent than the control participants. Suggestions are made pertaining to future experimentation and use of the CCTV.

Analysis of Variance↗
PubMed1993

An analysis of the role of vision anomalies in reading interference.

Several reviews of the literature have shown a relation between vision anomalies and reading problems. The studies have been correlational - comparative in nature and thus have not established causal relations. This paper suggests that before experimental studies are conducted to establish causation, studies of the process by which vision anomalies produce reading interference need to be conducted. The paper discusses the factors to consider in studying vision and reading interference. The factors are: nature of the vision anomaly, type and severity of symptoms produced, type of reading interference (perceptual or functional deficiency), amount and type of near task demands, reading skill, and reading development stage.

Adolescent↗
PubMed1997

The relation of clinical saccadic eye movement testing to reading in kindergartners and first graders.

Although a substantial body of research has demonstrated an association between reading and eye movements, this association has not been examined in kindergartners. Therefore, the relation between psychometric eye movement scores and reading skill was studied in a masked investigation with 181 kindergartners and first graders (mean age 6.25 years) from a middle class, suburban, elementary school near Cleveland, Ohio. Eye movements were evaluated with the New York State Optometric Association King-Devick (NYSOA K-D; Bernell Corporation, South Bend, IN) and the Developmental Eye Movement tests (DEM; Bernell Corporation, South Bend, IN). Digit knowledge was assessed with Reversals Frequency Test Execution subtest (Gardner). Reading performance was measured with Metropolitan Achievement Test 6 (MAT6) Reading Test and teachers' assessments. The number of unknown or reversed numbers on Gardner was significantly related to test times on the NYSOA K-D and DEM, but not the DEM ratio. Outcome on NYSOA K-D, determined by errors in conjunction with test time, was significantly related to reading ability in 5-year-olds (p = 0.0129), 6-year-olds (p = 0.0167), and the entire subject group when controlling for age (p = 0.0008). Our findings suggest that: (1) DEM factors out automaticity of number knowledge; (2) the NYSOA K-D can be completed by kindergartners; (3) the DEM is too difficult for many kindergarteners; and (4) performance on the NYSOA K-D is related to reading performance in 5- and 6-year-olds in kindergarten.

Child↗
PubMed1998

Vision and attention. II: Is visual attention a mechanism through which a deficient magnocellular pathway might cause reading disability?

Recent research in reading disability has discovered that at least some reading-disabled subjects have deficits in their magnocellular (M) visual pathways. However, the mechanism by which M pathway deficits affect reading has not been addressed. Abnormal attention has long been known to be associated with reading-disabled individuals, and new research in visual attention has determined that transient visual attention is dominated by M-stream inputs. The purpose of this study was to determine whether visual attention might be the mechanism through which a faulty M pathway could produce visual deficits in reading-disabled subjects. Spatiotemporal attentional response functions were measured using the Line Motion Illusion and compared in normal and disabled readers. Specific abnormalities in the visual attention mechanisms of disabled readers were found which might suggest mechanisms by which reading could be affected by a deficient M stream.

Adult↗
PubMed2000

Eye movements and reading with plus-lens magnifiers.

PURPOSE: This study aimed to determine the eye movement parameter(s) that is primarily affected when fully sighted subjects use plus-lens magnifiers for reading. METHODS: Two forms of plus-lens magnifier were used: hand-held and spectacle-mounted. Eye movements were recorded using an infrared limbal reflection system as subjects read passages of text with and without the magnifiers. Data were compared for a young age group and an elderly (education-matched) age group. RESULTS: For both age groups, a sawtooth pattern of eye movements was observed and reading speed was significantly (p = 0.0001) reduced when using the magnifiers compared with reading without. Forward saccade length decreased significantly (p = 0.0001) and time for retrace increased significantly (p = 0.0001), but fixation durations were unaffected. The form of magnifier had no significant effect on reading speed or eye movement parameters. CONCLUSIONS: The reduction in reading speed that occurred when using the plus-lens magnifiers was primarily a result of decreased forward saccade length.

Adult↗
PubMed2000

Reading with eccentric fixation is faster in inferior visual field than in left visual field.

PURPOSE: People with central field loss tend to fixate so that information falls in the inferior or left visual field. Studies of reading from a page of text suggest that using inferior field is advantageous relative to using left visual field. In this study, we investigated whether reading without eye movements in normal peripheral vision is better when text is presented in inferior or left visual field. METHODS: Reading rates were determined for retinally stabilized rapid serial visual presentation sentences of seven letter sizes, presented at 5 degrees in inferior and left visual field of six normal observers. RESULTS: When print size is appropriately magnified for peripheral viewing, reading speed in inferior field is faster than in left visual field. There is no significant difference between inferior and left visual field in the print size required to reach maximum reading speed. CONCLUSIONS: For reading tasks not involving eye movements, there is an advantage in eccentrically fixating such that text falls in inferior rather than left visual field.

Adult↗
PubMedDate not supplied

Better oral reading and short-term memory in midlife, postmenopausal women taking estrogen.

OBJECTIVE: Considerable controversy surrounds the issue of whether estrogen influences cognitive function in postmenopausal women, and the results are far from consistent. For the most part, the cognitive processes studied have involved memory; to our knowledge, no previous studies have specifically examined the effects of estrogen on women's reading ability. DESIGN: To investigate reading and short-term memory in postmenopausal women treated with conjugated equine estrogens, we carried out a randomized, double-blind, placebo-controlled trial of 21 days in 60 midlife, postmenopausal women aged 32.8 to 64.9 years (mean 51.2 years, SD 5.0 years). Women were evaluated for oral reading measured by Gray Oral Reading Tests (third edition) and for verbal memory using immediate and delayed recall on the Logical Memory and Paired Associate Learning subtests of the Wechsler Memory Scale and by a Sentence Span task. RESULTS: The group receiving daily treatment with conjugated equine estrogens (Premarin, 1.25 mg; Wyeth-Ayerst Labs, Philadelphia, PA, USA) showed better oral reading and verbal memory performance than the placebo group. CONCLUSION: Estrogen may have positive effects on oral reading and verbal memory in midlife, postmenopausal women.

Adult↗
PubMed2002

Parent-offspring resemblance for reading performance at 7, 12 and 16 years of age in the Colorado Adoption Project.

BACKGROUND: The study aimed to conduct the first analysis of CAP parent-offspring resemblance for reading performance in children aged 7, 12 and 16 years, and to assess the etiology of individual differences in reading performance of children at 16 years of age. METHOD: The Reading Recognition subtest of the Peabody Individual Achievement Test was administered to children in the Colorado Adoption Project (CAP) at 7, 12 and 16 years of age, and to their adoptive and nonadoptive parents when the children were 7 years of age. RESULTS: Resulting parent-offspring correlations in adoptive families were not significant at any age, but correlations between scores of nonadoptive control parents and their offspring were significant at all three ages. CONCLUSIONS: Results obtained from behavioral genetic model-fitting analyses of data from parents and their children tested at age 16 are consistent with results of studies of twins and siblings indicating that individual differences in reading performance are due substantially to genetic influences. In contrast, environmental transmission from parents to offspring was negligible, suggesting that environmental influences on individual differences in the reading performance of children are largely independent of parental reading performance.

Adolescent↗
PubMed2004

Relations between enabling skills and reading comprehension: a follow-up study of Latvian students from first to second grade.

In order to examine the relationships among various phonological skills and reading comprehension, Latvian children were followed from grade 1 to grade 2 and were tested with a battery of phonological, word reading, and reading comprehension tasks. A principal component analysis of the phonological tasks revealed three salient factors: a phonemic awareness factor, a rapid naming factor, and a short-term memory factor. In order to analyze the relationship between various phonological skills and reading comprehension, a structural modeling analysis was performed. Phonemic awareness and rapid naming explained approximately the same amount of unique variance in reading comprehension, but phonemic awareness had most predictive power indirectly via word decoding. Only rapid naming had a significant direct impact on reading comprehension.

Child↗
PubMed1985

Reading gains for underachieving tutors and tutees in a cross-age tutoring programme.

A cross-age peer tutoring programme in reading is described in which three underachieving 10- to 11-year-old students tutored three underachieving 6- to 8-year-old students. The programme, a modification of the 'paired-reading' technique of Morgan and Lyon, involved both concurrent modelling of correct reading and praise for reading independently by peer tutors. When given general instructions to help, tutors did provide some assistance, but specific training was necessary before appropriate tutoring behaviours were used. Both tutees showed marked improvements in oral reading and comprehension on classroom exercises and standardised reading tests.

Achievement↗
PubMed1987

A twin study of genetic influences on reading and spelling ability and disability.

The reading skills of 285 pairs of 13-year-old twins drawn from the general population were studied. The twins were independently tested using standardized measures of intelligence, reading and spelling ability. The genetic contribution to reading ability was assessed by examination of correlations in monozygotic (MZ) and same-sex dizygotic (DZ) twins, and by analysing differences between MZ and DZ twins in concordance of reading disability rates. The results suggested that, at this age, genetic factors play only a moderate role in general reading backwardness or specific reading retardation. However, when spelling ability was investigated, a heritability of 0.53 was obtained, increasing to 0.75 when intelligence was controlled. Strong genetic influences on spelling were also found when concordance rates for spelling disability were compared for MZ and DZ pairs.

Adolescent↗
PubMed1990

The social environmental correlates of reading ability.

The influences of social and family characteristics on individual differences in reading and spelling ability and IQ were investigated for 550 twin children aged 13 yrs. Measures of family social circumstances, parental background, the emotional atmosphere at home and the family's reading behaviour were used as predictor variables in multiple regression analyses with reading, spelling and IQ as dependent variables. There were consistent relationships between many of these measures and the dependent variables. The findings are compared to a previous biometrical genetic analysis of the same data set. It is concluded that the results are within the limits predicted by the genetic analysis. Most of the effect of these environmental influences on children are general, i.e. related to IQ, and not specifically related to reading. After controlling for the effects of IQ on reading, only family size and some aspects of parent-child relationships were significant predictors of reading ability.

Adolescent↗
PubMed1994

Reading attainment and juvenile delinquency.

Structural equation modelling was used with data from a longitudinal study of child development (N = 698) to examine relationships between early reading attainment and antisocial behaviour at ages 7 and 9 years and subsequent reading and delinquent behaviour in adolescence. While reading, analysed as a continuous variable, did not directly influence later delinquency, antisocial behaviour during the early school years was strongly predictive of delinquency at age 15 years, particularly for boys, and had a detrimental effect on reading. These findings were independent of social disadvantage, and were unchanged by adjusting reading scores for IQ. Reading disability at 9 years old, however, predicted conduct disorder at age 15 in boys.

Achievement↗