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PubMed2004

Identifying reading strategies using latent semantic analysis: comparing semantic benchmarks.

We explored methods of using latent semantic analysis (LSA) to identify reading strategies in students' self-explanations that are collected as part of a Web-based reading trainer. In this study, college students self-explained scientific texts, one sentence at a time. ISA was used to measure the similarity between the self-explanations and semantic benchmarks (groups of words and sentences that together represent reading strategies). Three types of semantic benchmarks were compared: content words, exemplars, and strategies. Discriminant analyses were used to classify global and specific reading strategies using the LSA cosines. All benchmarks contributed to the classification of general reading strategies, but the exemplars did the best in distinguishing subtle semantic differences between reading strategies. Pragmatic and theoretical concerns of using LSA are discussed.

Adult↗

PubMed1991

Generating makes words memorable, but so does effective reading.

In many experiments, memorial benefits have been found when subjects generate items from fragments rather than read items in their complete forms. Does generation cause this difference, or are subjects disposed to adopt different strategies when generating as opposed to reading? If generating causes the difference, items processed in the same way apart from a generative stage should therefore benefit from that generative stage. Our experiments did result in benefits for generating as opposed to reading, but only when the readers processed the words poorly--by pronouncing them. When the readers processed the items well, by imagining them, generating was no better than reading. A new generation effect was found in metamemory. Subjects thought they would remember more generated items than read items; however, the act of making the prediction entailed meaningful processing, and the generated items were not actually remembered better than the read ones.

Adult↗

PubMed1999

Fluent and nonfluent forms of transfer in reading: words and their message.

In two experiments, we examined transfer to the reading of a normal text from a prior reading of that intact text or from a prior reading of a scrambled word version of the passage. In Experiment 1, we studied good and poor readers in Grade 4; in Experiment 2, high- and low-ability undergraduate readers. Good readers at both ages showed rereading benefits only when the prior reading was of the intact text, with no reliable benefit from experience with words only. The poorer readers showed reliable rereading benefits even when only the words, in a scrambled order, were read on the first encounter. The results are discussed in terms of two forms of transfer nonfluent reading transfer when attention must be focused on word recognition, and fluent rereading transfer when word recognition is skilled so that attention can be focused on text processing.

Adult↗

PubMedDate not supplied

[Reading test as a qualitative method for evaluating the vestibulo-ocular reflex].

In the reading test the patient reads a text while his or her head is passively moved from one side to another with a frequency over 2 Hz. The vestibulo-ocular reflex (VOR) should stabilize the patient's gaze if it is performing adequately, allowing him or her to read well. Reading becomes impossible if the VOR is defective. We tested this method by assessing VOR in a 30-patient series by means of VAT and a previous reading-test score, and we compared the results of both groups. Next, the test was clinically validated with the bithermal caloric test. There were significant differences in ocular asymmetry between normal and strongly positive groups. The sensitivity, specificity, and positive and negative predictive values validated the reading testing as clinically useful.

Adult↗

PubMed2000

Alterations in the functional anatomy of reading induced by rehabilitation of an alexic patient.

OBJECTIVE: The goal of the study was to measure regional cerebral blood flow (CBF) in a stroke patient with acquired phonologic alexia before and after therapy using the Auditory Discrimination in Depth (ADD) program. BACKGROUND: After rehabilitation of acquired language disorders, functional imaging can detect activity in brain structures that do not mediate language during normal conditions. However, the anatomic correlates of recovery or rehabilitation from acquired reading disorders are largely undescribed. METHODS: Cerebral SPECT scans were obtained before and after the intervention with Auditory Discrimination in Depth. The first and last activation tasks necessitated that the patient read nonwords during radionuclide uptake. Another (control) scan was acquired during performance of a nonlinguistic task shortly before the end of the ADD program. RESULTS: Before therapy, the right hemisphere was inactive during nonword reading relative to the nonlinguistic task. After treatment, nonword reading increased cerebral blood flow in the posterior right perisylvian cortices homologous to the dominant hemisphere areas engaged by reading. Brain activity also increased in Broca's area of both hemispheres. CONCLUSIONS: Dyslexia rehabilitation may facilitate right-hemisphere cortical networks in the reading process and increase engagement of phonologic articulatory motor representations in Broca's area.

Dyslexia↗

PubMed2001

A reading list for Bill Gates--and you. A conversation with literary critic Harold Bloom. Interview by Diane L. Coutu.

In today's technology-driven world, who has time to pick up a 400-page novel? Most executives don't--they have urgent e-mails to answer, training seminars to attend, meetings to lead, and trade publications to scan. But according to Harold Bloom, one of America's most influential scholars, they should make time in their hectic schedules to read great works. In a wide-ranging conversation with HBR senior editor Diane Coutu, Bloom discusses the importance of literature: every individual--regardless of profession--needs to stretch his or her mind and reflect now and again on the human condition. "By reading great imaginative literature, you can prepare yourself for surprise and even get a kind of strength that welcomes and exploits the unexpected," he says. Because there are so many great works and there is so little time, Bloom presents a reading list for busy executives. Shakespeare's King Lear can teach businesspeople about change. Ralph Waldo Emerson's essays capture the ethos of the American spirit--individualism and inventiveness. Bloom says Sigmund Freud's conceptions "form the only Western mythology that contemporary intellectuals have in common." And people will never fully understand some aspects of themselves until they read Miguel de Cervantes's Don Quixote. In short, Bloom believes the humanities have much to offer businesspeople: great books broaden their awareness and their range of sensibility, he says. But reading literature will not make businesspeople more moral, he cautions. Bloom also discusses other topics such as how to read well, the state of popular fiction, the role of irony, and the subject of change.

Administrative Personnel↗

PubMed2001

Failure of blue-tinted lenses to change reading scores of dyslexic individuals.

BACKGROUND: This study was designed to address a perceived major flaw in past studies investigating tinted lenses and dyslexia; i.e., the lack of a direct, scientifically validated means of diagnosing the type and severity of dyslexia. METHODS: Sixteen 5th and 8th grade students, found to be dyslexic based on testing via the Dyslexia Determination Test (DDT), were randomly divided into two groups of eight. One group was tested first with blue filters (then, 2 to 5 weeks later, no filters) using the Gates MacGinitie Reading Test for reading comprehension. The other group of eight was tested in the same way, first with no filters, then 2 to 5 weeks later with blue filters. The grade level of the test used for each subject was in accord with the DDT decoding level. RESULTS: There was no significant difference in reading comprehension level or reading speed when the blue filter condition was compared to the no filter condition. CONCLUSIONS: Using DDT classification, subjects were found to have mostly dysphoneidetic (mixed pattern) dyslexia. Among this population of dyslexic students, tinted lenses appeared to provide no beneficial effect. We offer an explanation based on neuro-anatomical relationships between the visual system and reading centers in the brain. The hypothesis states that the transient system defect may be an epiphenomenon, which can coincidentally occur in cases of reading disability.

Adolescent↗

PubMedDate not supplied

[Possibilities of special correction in restoration of reading capacity in poorly sighted patients].

A total of 1012 patients aged 6-94 years (31.9% aged under 19 years, 25.2% aged 20-60 years, and 42.9% aged over 60) with poor sight, 83% of whom could not read book type, were examined. Corrected far visual acuity was 0.03-0.35, in 52.7% of these 0.1-0.2 and in 38.2% less than 0.1. The most incident diseases were retinal and optic nerve disease (40.6%), complicated myopia (15%), congenital ocular diseases (17.3%), aphakia (9.8%), and glaucoma (7.9%). In order to select correction, near visual acuity, reading acuity, and reading speed were evaluated. Optic magnifiers, such as hyperocular eyeglasses, magnifying glasses of different types (supporting, applied, special, manual, and telescopic) were used for correction. Four-fold magnifiers were prescribed most often (67.3%). Optic magnifiers allowed reading in 78% cases. The decisive factors of the device efficiency were reading acuity (no more than 48 points) and reading speed (at least 200 signs/min). Ocular disease, visual field status, patient's age and psychosomatic state, and technological characteristics of the device are also important factors.

Adolescent↗

PubMed2002

Oral language and code-related precursors to reading: evidence from a longitudinal structural model.

This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade. Code-related precursors, including print concepts and phonological awareness, and oral language were assessed in preschool and kindergarten. Reading accuracy and reading comprehension skills were examined in 1st through 4th grades. Results demonstrated that (a) the relationship between code-related precursors and oral language is strong during preschool; (b) there is a high degree of continuity over time of both code-related and oral language abilities; (c) during early elementary school, reading ability is predominantly determined by the level of print knowledge and phonological awareness a child brings from kindergarten; and (d) in later elementary school, reading accuracy and reading comprehension appear to be 2 separate abilities that are influenced by different sets of skills.

Child↗

PubMed2003

Predicting shared parent--child book reading in infancy.

This study examined the degree to which parental contextual factors and infant characteristics predicted whether parents read aloud to their 8-month-old infants. Discriminant function analysis revealed that mothers with higher family incomes and those who reported less parenting stress and fewer general hassles were more likely to read to their infants. Gender and temperament of the infant did not significantly predict whether mothers would engage in shared reading. Furthermore, there was no evidence that mothers who reported reading aloud to their infants display more enriching parenting practices in the laboratory. Paternal contextual factors did not discriminate readers from nonreaders, but infant temperament did. Fathers who read aloud had infants who were less soothable and who displayed longer durations of orienting. The possibility that book reading could serve as 1 mediator of the temperament-cognition relationship is discussed.

Adult↗

PubMed1992

Developmental regulation of D beta reading frame and junctional diversity in T cell receptor-beta transcripts from human thymus.

During fetal life, both Ig and TCR-gamma delta repertoires are enriched for a specific set of Ag receptors with limited diversity. In order to test the hypothesis that diversification of the human TCR-beta repertoire also follows a developmental program, we examined TCR-beta DJ and VDJ transcripts from fetal and adult thymi. A consistent bias for D beta 1.1 and J beta 1.1 was present in DJ transcripts amplified from 8-wk gestation thymi. Although it is possible to splice and translate D beta 1.1 in all three reading frames, 8-wk gestation fetal DJ transcripts were enriched for D beta 1.1 spliced to J beta 1.1 in reading frame one. Preference for D beta 1.1 reading frame one and for use of J beta 1.1 dwindled with increasing gestational age. Reading frame bias was not affected by the insertion of non-germ-line-encoded nucleotides (N regions) or by the site of gene splicing. In contrast, choice of reading frame and use of J beta 1.1 appeared random in VDJ transcripts from the same 8-wk gestation and adult thymic samples. Among the occasional VDJ transcripts that contained D beta 1.1-J beta 1.1 rearrangements, use of D beta reading frame one was rare. Up to 75% of DJ and VDJ transcripts at 8-wk gestation lacked N regions. Both the percentage of DJ and VDJ transcripts with N regions and the average number of inserted nucleotides per transcript increased with gestational age. Primarily as a result of enhanced N region addition, both the length and sequence diversity of the VDJ junctions increased markedly from 8-wk gestation to adult life with a concomitant increase in the potential size of the TCR-alpha beta repertoire. Terminal deoxynucleotidyl-transferase (TdT), the enzyme associated with N region addition, has not been detected in thymus before 19 wk of gestation. However, we were able to amplify TdT mRNA from all fetal thymi examined. This suggests that TdT may be expressed as early as 8 wk gestation, although at low levels. The early fetal thymus appears enriched for a population of thymocytes that produce minimal quantities of TdT, express a special set of TCR-beta DJ transcripts, and generate a TCR-beta repertoire with limited diversity. These findings support the hypothesis that limitations in the diversity of the TCR repertoire imposed at the time of gene rearrangement contribute to the immaturity of the fetal immune response.

Adult↗

PubMed1992

Journal reading habits of dietitians.

Professional journals are an important resource for continuing education. To explore the journal reading habits of registered dietitians (RDs), we mailed a questionnaire to all RDs in the state of Delaware. Responses were received from 71 RDs (47%) who identified 44 professional journals they rely on for current, practical information. RDs who have journals available at work tend to devote more time to reading at work than at home. The Journal of The American Dietetic Association was clearly the professional journal read with most regularity by respondents. Articles of practical interest, followed by abstracts and book reviews, were sections most widely read. Lack of time was the primary reason RDs identified for not devoting adequate time to reading. Many attempted to resolve this problem through reliance on newsletters and less involvement with journal articles. Suggestions for improving and maximizing journal reading habits are offered.

Adult↗

PubMed2006

Stroop effects from 3 to 10 years: the critical role of reading acquisition.

We studied 241 nursery and primary school 3- to 10-year old children with a discrete-trial version of the Stroop Test, including both a Color-Naming and (for the 6- to 10-year olds only) a Word-Reading task. The classic Stroop effect was present across all the ages, with an inverted U-shaped pattern: increasing from 3- to 7-year olds, then decreasing. Preschool children who were able to read showed a Stroop effect larger than same-age, unable to read children. The reverse Stroop effect was present across all the studied ages but the 6-year-olds, who instead displayed some facilitation in reading congruent vs. black words. Since the acquisition of reading skills turned out to be crucial for the Stroop effects, the present research may be useful to study developmental reading impairments by providing normative data.

Aging↗

PubMed2005

Reading levels of Spanish deaf students.

THE READING LEVELS of a population of 93 Spanish deaf students were examined. All study participants had prelingual profound hearing loss; their ages ranged from 9 to 20 years. All were enrolled in compulsory education during 2002-2003 in the Canary Islands (Spain). They were evaluated with sentence and text comprehension subtests from the Evaluation of Reading Processes of Primary Education Students, whose Spanish acronym is PROLEC (Cuetos, Rodríguez, & Ruano, 1996). A questionnaire on reading attitude was also used (Espín, 1987). Study results were consistent with those of previous research: Deaf students, at the end of their primary school education (mean age 13 years), have reading levels similar to or lower than the reading levels of hearing students at the onset of primary school education (mean age 7 years). These deaf students also have an indifferent attitude toward reading.

Adolescent↗

PubMed1991

Fixation characteristics in macular disease. Relationship between saccadic frequency, sequencing, and reading rate.

The relationship between reading rate and saccadic frequency in patients with macular degeneration was studied to determine if this simple measure of eye movements would be helpful in explaining the reduction in reading rates. Nineteen subjects and five controls were tested for visual acuity, reading rate, and saccadic frequency for intended stationary, simple left-to-right, and sequencing step tasks. Eye movements were recorded using an electro-oculography technique. Absolute eye position was not known. The results demonstrated that, using a 2 degree threshold for a stationary target, patients refixated a mean of 42.7 times per min, and controls refixated 0.00 times per min. For a two-letter left-to-right task, patients averaged 3.57 times more saccades than an ideal response, and controls had 1.14 times more saccades than ideal (P less than 0.01). For a five-letter left-to-right sequencing task, patients refixated a mean of 2.10 times more than ideal, and controls refixated 1.15 times more than ideal (P less than 0.05). Regression analysis demonstrated that sequencing task scores of saccadic frequency and visual acuity were the best predictors of reading rate (r2 = 0.705). These results indicate that higher saccadic frequencies are associated with lower reading rates and that there appears to be a relationship between the sequencing of visual information and reading rate.

Aged↗

PubMed1989

Effects of ocular functioning and time upon reading proficiency.

We hypothesize that children with fusional and/or accommodative abnormalities will tend to tire more readily when reading than will children with normal vision and that, consequently, they will show a greater decrement in reading proficiency over time on a task requiring reading. Forty-five subjects who passed the New York State Optometric Association Vision Screening Battery and 32 who failed were given a "maze" reading test developed for the study. The abnormal vision group made significantly more errors than did the normal vision group on the reading test. The abnormal vision group also made progressively more errors than did the normal vision group at the end of each segment of the reading test. The differences, however, were not statistically significant. While the correlations between speed and accuracy reversed over time, the abnormal vision group began and ended at the most extreme levels, having undergone a significantly more radical shift in this regard.

Accommodation, Ocular↗

PubMed1987

Piracetam and dyslexia: effects on reading tests.

Previous research has suggested that dyslexics treated with piracetam have shown improvements in reading skills, verbal memory and verbal conceptualizing ability, feature analysis, and processing of letter-like stimuli. Two hundred twenty-five dyslexic children between the ages of 7 years 6 months and 12 years 11 months whose reading skills were significantly below their intellectual capacity were enrolled in a multicenter, 36-week, double-blind, placebo-controlled study. Children of below average intelligence, with abnormal findings on audiologic, ophthalmologic, neurologic, psychiatric, and physical examinations, who were emotionally disturbed or educationally deprived and who had recently been treated with psychoactive medication were excluded from the trial. Piracetam was well tolerated, with no serious adverse clinical or laboratory effects reported. Piracetam-treated children showed significant improvements in reading ability (Gray Oral Reading Test) and reading comprehension (Gilmore Oral Reading Test). Treatment effects were evident after 12 weeks and were sustained for the total period (36 weeks).

Child↗

PubMed1982

Does silent reading involve articulation? Evidence from tongue twisters.

To demonstrate an interfering effect of subvocal articulation on otherwise silent reading, college-student subjects were asked to repeatedly read, either silently or aloud, both tongue-twister sentences and control sentences matched for syntactic complexity, syllable count, and sentential stress pattern. A technique was developed to measure the amount of time needed for each repetition of a sentence whether done silently or aloud. A significant difference in reading time for tongue twisters as compared to their matched controls was found for both silent as well as out-loud reading. A variety of different kinds of articulatory errors occurred in the oral repetitions, and the number of such errors was highly correlated with oral reading time. While errors could not be measured in silent reading, this correlation suggested that comparable articulatory disturbances accounted for the slower time to silently repeat tongue twisters.

Humans↗