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At least 973 records · Page 54Linked to original sources
PubMed2006

Evidence for conservation and selection of upstream open reading frames suggests probable encoding of bioactive peptides.

BACKGROUND: Approximately 40% of mammalian mRNA sequences contain AUG trinucleotides upstream of the main coding sequence, with a quarter of these AUGs demarcating open reading frames of 20 or more codons. In order to investigate whether these open reading frames may encode functional peptides, we have carried out a comparative genomic analysis of human and mouse mRNA 'untranslated regions' using sequences from the RefSeq mRNA sequence database. RESULTS: We have identified over 200 upstream open reading frames which are strongly conserved between the human and mouse genomes. Consensus sequences associated with efficient initiation of translation are overrepresented at the AUG trinucleotides of these upstream open reading frames, while comparative analysis of their DNA and putative peptide sequences shows evidence of purifying selection. CONCLUSION: The occurrence of a large number of conserved upstream open reading frames, in association with features consistent with protein translation, strongly suggests evolutionary maintenance of the coding sequence and indicates probable functional expression of the peptides encoded within these upstream open reading frames.

3' Untranslated Regions↗
PubMed2002

How reading works: considerations from prehistory to the present.

Reading is not a "natural" human ability. Because reading was invented only 6,000 years ago there cannot have developed any central nervous system structures specifically for the purpose of mediating reading. The anthropological concept of preadaptation, which states that the evolution of a structure for one purpose can enable that structure to perform another, must be true for reading. The research discussed in this article looks into the functions that preadapted the brain for reading. Findings suggest that the ancient skills of gestural comprehension and animal tracking were the underpinnings of brain organization that permitted reading to occur.

Basal Ganglia↗
PubMed2003

Children's early reading vocabulary: description and word frequency lists.

BACKGROUND: When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children. AIM: The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers. SAMPLE: Texts from 685 books from reading schemes and story books read by 5-7 year-old children were used in the construction of the database. METHOD: All words from the 685 books were typed or scanned into an Oracle database. RESULTS: The resulting up-to-date word frequency list of early print exposure in the UK is available in two forms from a website address given in this paper. This allows access to one list of the words ordered alphabetically and one list of the words ordered by frequency. We also briefly address some fundamental issues underlying early reading vocabulary (e.g., that it is heavily skewed towards low frequencies). Other characteristics of the vocabulary are then discussed. CONCLUSIONS: We hope the word frequency lists will be of use to researchers seeking to control word frequency, and to teachers interested in the vocabulary to which young children are exposed in their reading material.

Age Factors↗
PubMed2004

What verbal protocols reveal about the reading strategies of deaf students: a replication study.

Deaf students' reading strategies were identified by investigating these students' self-reported thinking during reading. In an earlier study (Schirmer, 2003), 10 elementary-level students attending a state school for the deaf had constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated comprehension, but had not demonstrated each of the reading strategies within these three overarching activities, all observed in previous studies of hearing skilled readers. Also, the students used a considerably greater variety of reading strategies for constructing meaning than for the other two activities. The replication study used the same procedure. Six elementary-level students attending a site-based public school classroom for deaf students thought aloud after reading each page of a short story. Analysis of these verbal reports indicated the participants performed similarly to those in the first study, thus supporting the reliability of results regarding reading strategies of readers who are deaf.

Child↗
PubMed2001

Deaf college students' reading comprehension and strategy use.

Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.

Cognition↗
PubMed1997

A group storybook-reading intervention with children at a residential school for the deaf.

Deaf children's patterns of emergent literacy can parallel those of hearing children, but their acquisition of conventional reading skills in elementary school is often delayed. Group storybook reading in the residences of a state-sponsored school for the Deaf was investigated as a means of fostering literacy development outside the classroom. Eighteen children, ages 4-11 years, participated. The nine children in the experimental group cottages participated in group storybook reading twice each week for 5 months. Both the experimental and the control-group cottages were provided with a variety of books that were rotated biweekly. Children were highly engaged during the storybook-reading sessions, particularly when the readers used an interactive/expressive reading style. Children in the experimental group performed more independently on an emergent reading task, and their counselors judged them to be more interested in books than children in the control group.

Child↗
PubMed2002

Enhancing reading ability to prevent students from becoming "low-functioning deaf" as adults.

Recent research on reading instruction in general and special education, collectively referred to as "scientifically based reading research," is emphasized in two new federal programs, Reading First and Early Reading First. The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf" (LFD) individuals being unable to secure gainful employment absent functional reading skills.

Adult↗
PubMed1986

Psychophysics of reading. IV. Wavelength effects in normal and low vision.

Does the color of text influence its legibility? There are reasons why it may do so for specific groups of low-vision observers. We used psychophysical methods to measure the effects of wavelength on the reading performance of four normal observers, two dichromats, and twenty-five low-vision observers. Reading rates were measured for text scanned across the face of a television (TV) monitor. We compared performance under four luminance-matched conditions in which sets of neutral-density and Wratten color filters were placed in front of the TV screen--blue (lambda max = 430 nm), green (lambda max = 550 nm), red (lambda max = 650 nm), and gray. Under photopic conditions, the reading rates of normal subjects were independent of wavelength, with the exception of characters near the acuity limit. At lower luminances, wavelength effects could be explained by the shift from photopic to scotopic vision. It was hypothesized that light scatter or absorption in eyes with cloudy ocular media would result in depressed performance in the blue. Only one of seven subjects demonstrated this effect, which we traced to wavelength-specific absorption. Observers with advanced photoreceptor disorders tended to read blue text faster than red text. This could not be explained on the basis of photopic spectral sensitivities alone. Finally, the presence of central or peripheral field loss was not predictive of wavelength-specific effects in reading. On the whole, wavelength only occasionally plays a significant role in reading. When it does, performance tends to be depressed either in the red or the blue and to be nearly optimal for green or gray.

Adult↗
PubMedDate not supplied

Pediatric jeopardy may increase residents' medical reading.

OBJECTIVE: To describe the implementation of a monthly pediatric jeopardy educational intervention (pediatric jeopardy) designed to increase resident reading. METHODS: Pediatric jeopardy, based on the game show JEOPARDY!, was implemented in a pediatric residency training program in September 1997. The questions were derived from the current issues of Pediatrics in Review, Pediatrics, and Pediatrics Review and Education Program. Three residents from each training level competed in teams. Residents' reading habits were briefly surveyed in May 1998 using a 23-item questionnaire. RESULTS: Pediatric jeopardy was implemented and has been continued because both residents and faculty members believed it is a valuable part of the overall residency training program. Some format changes have occurred since the initial implementation of the program. Residents are seen with journals throughout the month, and they speak positively about this conference. The questionnaire response rate was 89.2%. Residents self-reported reading an average of 350 minutes per month (5.8 hours) in May 1998. Residents reported that they felt that this program increased their knowledge, motivated them to read, and should be used in other residency training programs. CONCLUSION: Implementation of pediatric jeopardy may increase the amount of overall medical reading reported by the pediatric residents. Pediatric residents reported reading an average of 350 minutes per month. Residents felt this educational intervention was of significant educational value to them personally and should be used in other residency training programs.

Humans↗
PubMed2006

Development and validation of the Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen): a tool to screen adolescents for below-grade reading in health care settings.

OBJECTIVE: The magnitude and consequences of low literacy in adolescent health and health care are unknown. The purpose of this study was to validate the Rapid Estimate of Adolescent Literacy in Medicine (REALM-Teen), a word-recognition test in English that can be used as a brief literacy-screening tool in health care settings. PATIENTS AND METHODS: A total of 1533 adolescents aged 10 to 19 years attending 1 of 5 middle schools, 3 high schools, 1 pediatric clinic, or 2 summer programs in Louisiana and North Carolina participated in face-to-face interviews. Demographic information was solicited, and participants were administered a battery of reading tests, including the REALM-Teen, Wide Range Achievement Test-Revised (WRAT-3), and Slosson Oral Reading Test-Revised (SORT-R). Internal consistency for the REALM-Teen was determined using Cronbach's alpha, and criterion validity was established through correlations with both the WRAT-R and SORT-R. Using reading below grade level (according to SORT-R scores) as an outcome, instrument accuracy and corresponding cutoff scores were calculated by plotting receiver operating characteristic curves and stratum-specific likelihood ratios. RESULTS: Participants were 50% black and 53% female; 34% were enrolled in middle school and 66% in high school. The average time required to administer the REALM-Teen was 3 minutes. Internal consistency was excellent, as was test-retest reliability. The REALM-Teen is strongly correlated with both the WRAT-R and SORT-R. Five reading level categories were identified: 3rd grade and below, 4th to 5th grade, 6th to 7th grade, 8th to 9th grade, and 10th grade and above. Forty-six percent of participants were reading below grade level according to the SORT-R and 28% had repeated at least 1 grade. CONCLUSION: The REALM-Teen is a brief, reliable instrument for assessing adolescent literacy skills and reading below grade level.

Adolescent↗
PubMed2005

Spontaneous verbal labeling: visual memory and reading ability in children with cleft.

OBJECTIVE: The purpose of this study was to examine different types of short-term memory deficits (visual versus verbal) of children with cleft and to determine what type of memory deficits were associated with reading disorders. DESIGN: The study examined memory and reading in 48 consecutive cases of children with cleft, aged 7 to 9 years. A memory test designed to assess memory modalities (verbal-visual) was administered, along with tests of reading ability. RESULTS: Visual and verbal memory were examined with a one-way analysis of variance (ANOVA). The memory pattern indicated greatest deficit in visual memory. Two subgroups were formed, according to whether or not there was evidence of visual memory impairment. A hit rate predicting reading disability based on group membership was calculated to be 65%. Visual memory was significantly correlated with reading ability (r = .48). CONCLUSION: A brief visual memory test was almost as good as Full Scale IQ in predicting reading disability.

Anomia↗
PubMed1984

Antecedent control of oral reading errors and self-corrections by mentally retarded children.

Academic behaviors can be enhanced through the manipulation of either consequent or antecedent stimuli. In this study, we evaluated the effects of manipulating two antecedent stimulus events with respect to oral reading errors and self-corrections of four mentally retarded children. Using an alternating treatments design, the effects of previewing the target text and previewing an unrelated test were evaluated against no- previewing . In the first previewing condition, the teacher discussed the target text with the children before they were required to read it orally. The same procedure was used in the other previewing condition but with the provision that an unrelated text was previewed . Oral reading errors decreased and self-corrections increased when the children previewed the target text with their teacher before reading it orally. No changes were observed as a result of implementing the other two procedures, previewing an unrelated text and no- previewing . The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading.

Achievement↗
PubMed2005

Evaluating current deficit theories of poor reading: role of phonological processing, naming speed, balance automaticity, rapid verbal perception and working memory.

To clarify the nature of cognitive deficits experienced by poor readers, 9-10-yr.-old poor readers were matched against 9 chronological age and 9 younger reading age-matched controls screened and selected from regular classrooms. Poor readers performed significantly more poorly than chronological age-matched peers on digit naming speed, spoonerisms, and nonsense word reading. Poor readers were also significantly poorer than reading age-matched controls on nonword reading but were significantly better than reading age-matched controls on postural stability. Analyses of effect sizes were consistent with these findings, showing strong effects for digit naming speed, spoonerisms, and nonword reading. However, effect size analysis also suggested that poor readers experienced moderate difficulties with balance automatisation but did not show verbal speech perception deficits relative to either control

Child↗
PubMed2006

Validity and reliability of the Test of Early Reading Ability-Second Edition with preschool age children.

Criterion validity and test-retest reliability across the two forms of the Test of Early Reading Ability-Second Edition were examined. 18 preschool age children, 4 boys and 14 girls, between the ages of 37 and 59 mo. (M = 48.5, SD = 7.6) were randomly administered Forms A and B as well as the sound-blending, letter-word identification, spelling, and sound-awareness reading subtests from the 2001 Woodcock Johnson-III. Correlations were moderate between the children's performance on the Test of Early Reading Ability-2 Forms A and B and their reading subtest scores from the Woodcock Johnson-III and also between Forms A and B of the Test of Early Reading Ability-2. However, Forms A and B of the Test of Early Reading Ability-2 were not clinically equivalent.

Age Factors↗
PubMed1996

Subvocal speech, reading rate, and comprehension.

The relationship of subvocal speech and reading rate to comprehension of 25 children, ranging from 8 to 15 years of age, was investigated by means of electromyographic (EMG) recordings taken while the subjects silently read two meaningful passages. The first was orthographically regular, and the second was composed of approximately sixty percent homophones, Labial muscle action recordings, latencies, and comprehension measures were obtained. Variables derived from these measures were used to predict reading age. Profiles derived from the EMGs provided information about how each reader processed the information from the reading passages. The empirical results of the study provide strong support for the valuable role of subvocal speech in the extraction of information and the importance of readers demonstrating the ability to use flexibility of the reading process when reading for meaning.

Adolescent↗
PubMed2002

Reading comprehension among graduate students.

The present purpose was to examine graduate students' reading comprehension and reading vocabulary by comparing their scores on a standardized reading rest with scores obtained by a large normative sample of undergraduates. Participants were 59 graduate students from various disciplines, enrolled in three sections of an introductory educational research course at a southeastern university. These students were administered the Nelson-Denny Reading Test-Form G. Analysis showed these students had higher scores on the reading comprehension portion than did the normative sample of 5,000 undergraduate students from 38 institutions (Cohen d=.71). Also, the graduate students' scores on the reading vocabulary portion were higher (d=.45).

Achievement↗
PubMed2004

What's it all about? Investigating reading comprehension strategies in young adults with down syndrome.

The purpose of reading is for the reader to construct meaning from the text. For many young adults with Down syndrome, knowing what the text is all about is difficult, and so for them the activity of reading becomes simply the practice of word calling. It is suggested in the literature that for those individuals with Down syndrome, learning can continue into adolescence and that this may be the optimal time for learning to occur. However, a review of the literature revealed limited empirical research specifically relating to the reading comprehension of young adults with Down syndrome. Recent findings from Latch-On (Literacy And Technology Hands On), a research-based literacy and technology program for young adults with Down syndrome at the University of Queensland, revealed that comprehension remained the significant area of difficulty and showed least improvement (Moni & Jobling, 2001). It was suggested by Moni and Jobling (2001) that explicit instruction in comprehension using a variety of strategies and meaningful, relevant texts was required to improve the ability of young adults with Down syndrome to construct meaning from written texts. This paper is based on an action research project that was developed within the Latch-On program. The project utilised a modification of Elliot's (1991) action research model and was conducted to investigate specific teaching and learning strategies that would enhance the reading comprehension of young adults with Down syndrome. The participants were 6 young adults with Down syndrome ranging in age from 18 to 25 years. As the data from this project are still being analysed, preliminary findings of one participant are presented as a case study. The preliminary findings appear to indicate that the program of specific teaching and learning reading comprehension strategies used in this project was beneficial in the participant's reading comprehension.

Adolescent↗
PubMed1993

Reading ability in patients in substance misuse treatment centers.

Adult inpatients in state-supported (public) and private substance misuse treatment settings were tested for reading ability. Patient education materials and consent forms were assessed for readability levels. Public patients' mean reading levels were significantly lower than those of private patients, and were 4 to 5 years below the level needed to read and understand standard treatment materials. More than half of the public and almost one-third of the private patients tested were reading below a 9th grade level. Standard treatment materials were written on 11th to 12th grade reading levels; admission and consent forms were written on 12th to 18th grade levels. Patients in substance misuse settings should be tested for literacy levels upon admission and provided with materials commensurate with their reading ability.

Adolescent↗