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PubMedDate not supplied

[Critical reading in selected groups of medical students].

BACKGROUND: The shaping of professionals with a critical outlook in their field of endeavor is a goal of some educational institutions in our country. However, little participation from the students is demanded in our medical schools and this probably interferes in the development of skills for critical reading. OBJECTIVE: To evaluate critical reading in medical students with high scholastic achievement as a function of years of medical training. MATERIAL AND METHODS: We studied three groups of medical students who were homogeneous in regard to scholastic achievement (their mean was 9 or higher in a scale of 10). The groups were in the first, third and fifth year of their medical training (N was 24, 15 and 12 respectively). Two homogeneous groups of low achievers (mean of 7 or less in their first year of training with N of 20 and 16) were also included as contrast groups (no homogeneous groups of low achievers were present in higher years). The test applied was elaborated by us and has been validated. It evaluates reading comprehension (30 items) and interpretation (40 items) of medical information with questions to be answered true/false/don't know and which are scored -1 (incorrect), zero (don't know) or 1 (correct). The scores were analyzed using non-parametric techniques. We consider reading interpretation as a capacity better representing critical reading. RESULTS: In the three groups of high achievers, comprehension was the same (median of 26 out of a maximum of 30) and interpretation ranged from 21.5 to 23 with no group differences (Kruskal-Wallis test). The high achievers had significantly higher scores in reading and interpretation than the low achievers (U test p < 0.01). There was also a consistent higher score of comprehension over interpretation in the five groups (chi square of proportions p < 0.01) but the association of comprehension and interpretation was present only in three groups (high achievers in 1st and 3d year and low in 1st with correlations of Spearman ranging from 0.43 to 0.56). CONCLUSIONS: We were unable to detect any significant difference of years of medical training in the ability to comprehend or interpret medical information. We were able to detect differences in these abilities between high and low achievers.

Educational Measurement↗
PubMedDate not supplied

[Reading numbers in pure alexia: effects of the task and hemispheric specialization].

Selective conservation of the ability to read Arabic numbers in patients unable to read words or even letters is a classical characteristic of pure alexia described by Dejerine (1982). We report our work on the capacity of two patients with pure typical alexia to process numbers. Our main finding was that these patients could count pairs of Arabic numbers correctly when the reading task was simple (example 2 4-->"two four") or when the task involved comparing sizes (example 2 4-->"four is bigger than two"). Inversely, these patients often made mistakes when asked to perform arithmetic operations (example 2 4-->"two plus four equals six"). Using these two numbers, there was a similar dissociation between excellent performance on comparison tests and severe deficiency in reading out loud. We interpret these findings with the hypothesis that both of the hemispheres can identify Arabic numbers, but that the visual systems on the right and left play a different role during different tasks. In pure alexia, a lesion in the left identification system leads to selective deficiency in linguistic tasks such as reading numbers out loud, recognizing numbers with several figures or mental arithmetic. The right identification system in intact and is sufficient for comparison or reading isolated Arabic numbers.

Aged↗
PubMed1995

Reading grade levels and health behaviors of parents at child clinics.

OBJECTIVES: Recent reports suggest alarmingly low levels of literacy among adults in the U.S., but these are not expressed in grade levels. Assessment of the epidemiology of reading grade levels is necessary for development of patient education materials written at appropriate levels. METHODS: We measured demographics, reading ability and self-described health behaviors of 646 parents at two private, two university, two indigent and six public child-related clinics in a midwestern city using a bilingual oral interview and the Wide Range Achievement Test. RESULTS: Parents were 59% white, 92% female, with mean age 28 years, mean years of school 12.1 and mean reading grade 8.7. Parents tended to read four to five grades below their highest completed school grade. Analysis of self-reported health behaviors showed that 69% had no private insurance, 31% smoked cigarettes, 35% had body mass index greater than 27, and 46% of parous mothers had never breast-fed. Prevalence odds ratios showed that all adverse health risks except obesity were associated with low reading ability. CONCLUSIONS: These findings have important implications for public health professionals working in clinical care, health education and agency policy. Persons with low literacy levels appear to be at particularly high risk for adverse health behaviors. Education materials and teaching vocabulary should be appropriate for client reading grade levels.

Adolescent↗
PubMed1997

[Reading-induced epilepsy: three new cases].

INTRODUCTION: Primary epilepsy of reading is a rare syndrome in which patients present with mandibular myoclonia when reading texts. Seizures are also frequently provoked by other stimuli. Occasionally they may be followed by generalized tonic-clonic seizures. CLINICAL CASES: We present the clinical features and electroencephalographs of three patients with epilepsy of reading, one of them also had seizures when playing chess and after doing arithmetic and the third after reading music. Treatment with valproic acid and clonazepam completely controlled the seizures in all three patients. In two cases we saw epileptiform activity on EEG whilst they were reading, although the basal EEG was normal. CONCLUSIONS: We believe that epilepsy of reading is under-diagnosed and emphasize the importance of careful questioning of epileptic patients as to factors which may precipitate the seizures. In view of the social problems which may arise, early recognition of the syndrome is important for the patient.

Adult↗
PubMed1997

Use of the Ober2 Model B-1200 system for analysis of eye movements made during reading.

BACKGROUND: The Ober2 Model B-1200 system uses infrared reflections to record and analyze eye movements made during reading. The system's ability to analyze data from normal subjects and the reliability of the data produced by subjects who read standard paragraphs were investigated. METHODS: Forty-two optometry students and 20 junior high school students, all self-assessed normal readers, read five different Taylor test paragraphs during each of two sessions. Ober2 Model B-1200 analysis was attempted for each paragraph; when analysis was successful, grade-equivalent scores based on fixations, span of recognition, regressions, fixation duration, and reading rate were determined. RESULTS: The Ober2 Model B-1200 system was unsuccessful in analyzing data from 30% of the paragraph presentations; manual calibration procedures allowed no additional data analysis. Using mean grade-equivalent data from 16 optometry student subjects for whom all 10 paragraphs could be analyzed, significant differences were found between results for two of the test paragraphs. Split-half inter-session reliability coefficients for grade-equivalent data ranged from 0.84 to 0.95. No intra-session learning or fatigue effects on reading data were found. CONCLUSIONS: Although the Ober2 Model B-1200 potentially can provide valuable information on eye movements made during reading, problems exist with respect to its ability to analyze data. The analysis failures significantly limited the value of this system.

Adolescent↗
PubMed2002

Violence exposure, trauma, and IQ and/or reading deficits among urban children.

BACKGROUND: Exposure to violence in childhood has been associated with lower school grades. However, the association between violence exposure and performance on standardized tests (such as IQ or academic achievement) in children is unknown. It is also not known whether violence exposure itself or subsequent symptoms of trauma are primarily responsible for negative outcomes. OBJECTIVE: To examine the relationship between violence exposure and trauma-related distress and standardized test performance among early school-aged urban children, controlling for important potential confounders. DESIGN: A total of 299 urban first-grade children and their caregivers were evaluated using self-report, interview, and standardized tests. MAIN OUTCOME MEASURES: The child's IQ (Wechsler Preschool and Primary Scale of Intelligence--Revised) and reading ability (Test of Early Reading Ability, second edition) were the outcomes of interest. RESULTS: After controlling for confounders (child's gender, caregiver's IQ, home environment, socioeconomic status, and prenatal exposure to substance abuse) violence exposure was related to the child's IQ (P =.01) and reading ability (P =.045). Trauma-related distress accounted for additional variance in reading ability (P =.01). Using the derived regression equation to estimate effect sizes, a child experiencing both violence exposure and trauma-related distress at or above the 90th percentile would be expected to have a 7.5-point (SD, 0.5) decrement in IQ and a 9.8-point (SD, 0.66) decrement in reading achievement. CONCLUSION: In this study, exposure to violence and trauma-related distress in young children were associated with substantial decrements in IQ and reading achievement.

Aptitude↗
PubMedDate not supplied

Are RAN- and phonological awareness-deficits additive in children with reading disabilities?

The double-deficit hypothesis (Wolf, M. and Bowers, P.G. (1999) The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438) proposes that deficits in phonological processing and rapid automatized naming (RAN) are separable sources of reading dysfunction. Further, the double-deficit hypothesis predicts that the presence of deficits in both phonological processing and RAN have an additive negative influence on reading performance above and beyond that of a single deficit. The purpose of this study was to examine the additive nature of phonological awareness (PA)- and RAN-deficits on written language skill in children with reading disabilities (RD). Concurrent relationships between PA, RAN, and written language skills were examined in 476 children with RD, ranging in age from 8 to 18 years of age. Hierarchical regression analysis revealed that PA and RAN skill have an additive effect on a majority of the reading and spelling measures. When participants were classified into three deficit subtypes based on the double-deficit model (i.e. phonological-, rate-, and double-deficit), comparisons across the subtypes confirmed that individuals with double-deficits performed below the single-deficit groups on both subtyping variables (RAN and PA) and all measures of written language. When the double- and single-deficit groups were matched on the subtyping variable (i.e. double- and rate-deficit groups matched on RAN and double- and phonological-deficit groups matched on PA) differences between the double- and rate-deficit groups remained in non-word reading, whereas differences between the double- and phonological-deficit groups remained in timed word recognition and reading comprehension. These results support an additive model in which RAN-deficits primarily affect tasks that require speeded/fluent response, and PA-deficits primarily affect tasks that emphasize phonological processing skill. Results are also presented that illustrate several statistical problems associated with the formation of deficit groups by dichotomizing the RAN and PA variables.

Awareness↗
PubMedDate not supplied

The association of abnormal cerebellar function in children with developmental coordination disorder and reading difficulties.

Children with developmental coordination disorder/dyspraxia (DCD) are at high risk of reading and writing delay. The difficulties with motor skills are heterogeneous and many children have features of poor cerebellar function, reflected in problems with posture, balance and fast accurate control of movement. This study confirmed a high level of parental reporting of reading and writing delay in a clinical group of 23 children with DCD, defined on the basis of both clinical examination and standardized testing of motor function. Direct measurement of reading delay, identified still further children in the group. Those children with reading delay had associated findings typical of phonological awareness difficulties. The children also underwent a standardized test of neurological function and although they all had difficulties with cerebellar function, no distinctive pattern emerged for those whose presentation was complicated by delayed reading and writing. Both the children with DCD and 136 typically developing children, completed the pilot parental questionnaire on gross motor skills. The three skills of catching a ball, jumping on a moving playground roundabout and handwriting, distinguished the children with DCD. This study therefore confirms that children with DCD should be assessed for difficulties in phonological awareness. Additionally, children aged between 7 and 12 years are on the whole, highly competent in a range of gross motor skills and further study might determine whether a simple parental questionnaire might detect children who would benefit from further assessment. The study also suggests that all the children with DCD have cerebellar dysfunction and further work with a larger group might determine particular patterns associated with reading delay.

Cerebellum↗
PubMed1990

DNA sequencing in HydroLink matrices: extension of reading ability to greater than 600 nucleotides.

All the systems for optimizing DNA sequencing published so far have introduced modifications regarding: (i) linearization of band migration via ionic strength gradients or wedge-shaped gels; (ii) automatization of band reading via introduction of fluorescent probes; (iii) direct blotting analysis; (iv) pulsed electric fields and (v) discontinuous buffer systems. In all these systems, DNA sequence reading with an accuracy of ca. 98% rarely exceeds a length of 350 bases. We have chosen, in order to increase the reading ability of a single gel, to manipulate the characteristics of the gel matrix. The Seq-HydroLink gel formation here reported allows optimal reading, from a single gel run, of at least 600 bases. In order to guarantee this reading ability in a single run, the upper and lower ends of the ladder are time-resolved, i.e. the same sample is applied to the gel matrix at three different time intervals. The present system represents an increase of at least 30% in reading ability as compared with any type of polyacrylamide gel formulation so far reported.

Bacteriophages↗
PubMed1995

Aphid transmission of beet western yellows luteovirus requires the minor capsid read-through protein P74.

Beet western yellows luteovirus is obligately transmitted by the aphid Myzus persicae in a circulative, non-propagative fashion. Virus movement across the epithelial cells of the digestive tube into the hemocoel and from the hemocoel into the accessory salivary glands is believed to occur by receptor-mediated endocytosis and exocytosis. Virions contain two types of protein; the major 22 kDa capsid protein and the minor read-through protein, P74, which is composed of the major capsid protein fused by translational read-through to a long C-terminal extension called the read-through domain. Beet western yellows virus carrying various mutations in the read-through domain was tested for its ability to be transmitted to test plants by aphids fed on agro-infected plants and semi-purified or purified virus preparations. The results establish that the read-through domain carries determinants that are essential for aphid transmission. The findings also reveal that the read-through domain is important for accumulation of the virus in agro-infected plants.

Amino Acid Sequence↗
PubMed1999

In vitro codon-reading specificities of unmodified tRNA molecules with different anticodons on the sequence background of Escherichia coli tRNASer.

The codon-reading properties of wobble-position variants of the unmodified form of Escherichia coli tRNASer1 (the UGA anticodon) were measured in a cell-free translation system. Two variants, with the AGA and CGA anticodons, each exclusively read a single codon, UCU and UCG, respectively. The only case of efficient wobbling occurred with the variant with the GGA anticodon, which reads the UCU codon in addition to the UCC codon. Surprisingly, this wobble reading is more efficient than the Watson-Crick reading by the variant with the AGA anticodon. Furthermore, we prepared tRNA variants with AA, UC, and CU, instead of GA, in the second and third positions and measured their relative efficiencies in the reading of codons starting with UU, GA, and AG, respectively. The specificity concerning the wobble position is essentially the same as that in the case of the codons starting with UC.

Amino Acid Sequence↗
PubMed2001

Lexical representation and processing of morphologically complex words: evidence from the reading performance of an Italian agrammatic patient.

The study of patients with acquired language disorders has provided crucial evidence for contemporary theories on mental lexical representation. This is particularly true for the representation of morphologically complex words. In this paper we analyzed the performance of a patient (M.B.) affected by agrammatism and dyslexia. M.B. was required to read aloud simple and morphologically complex words. The patient's pattern of errors was interpreted as the result of a predominant use of the lexical routine (phonological dyslexia). Three reading tasks were developed which allowed us to test M.B.'s ability to read morphologically complex words (reading of regular and irregular plurals; reading of high- and low-frequency singular and plural nouns; reading of evaluative suffixes). Errors were determined by frequency effect rather than by type of suffix (i.e., inflectional or derivational). High-frequency morphologically complex items seemed to meet stored representations, thus avoiding the parsing procedures that are required for less frequent items. These results are in keeping with dual route models of lexical representation of morphologically complex words.

Adult↗
PubMed1996

The development of spelling procedures in French-speaking, normal and reading-disabled children: effects of frequency and lexicality.

The spelling procedures of normal and reading-disabled French-speaking children matched for reading level were examined. Subjects had to spell frequent and infrequent words containing either inconsistent nondominant graphonemes (e.g., /s/ spelled "c" as in "cigarette," the dominant spelling for /s/ being "s") or consistent context-dependent graphonemes (e.g., /g/ followed by "i"-->"gu") as well as pseudo-words including inconsistent graphonemes presented in different phonological contexts (e.g., /s/ can be spelled "s" or "c" if the following vowel is /i/, but "c" is incorrect if the following vowel is /y/). At the lowest reading level, frequency effects were totally absent in both groups of children. Also, signs of taking the context into account in applying rules were observed only in the normal group. As reading ability progresses, the effects of both word frequency and contextual constraints to rule application increase. Those phenomena were weaker in reading-disabled than in normal readers. It is suggested that disabled readers could use partial cues that allow reading but do not supply complete representations of words to the orthographic lexicon.

Achievement↗
PubMed1996

The Relationships between Phonological Sensitivity, Syntactic Processing, and Verbal Working Memory in the Reading Performance of Third-Grade Children

The performance of 112 third-grade children was examined on tasks assessing phonological sensitivity, working memory, and syntactic processing. The children were also administered several measures of word recognition, pseudoword reading, and reading comprehension. A series of hierarchical regression analyses and commonality analyses indicated that phonological sensitivity remained a strong predictor of reading performance after variance in working memory and syntactic processing had been partialled out. However, syntactic processing failed to predict word recognition, pseudoword reading, and reading comprehension once working memory and phonological sensitivity had been partialled. The results support the phonological limitation hypothesis of Shankweiler et al. (1992) in which it is posited that correlations between reading difficulty and deficient syntactic awareness arise as epiphenomena of deficiencies in phonological processing.

Journal Article↗
PubMed2001

Intraoperative decrease in pulse oximeter readings following injection of isosulfan blue.

PURPOSE: Sentinel lymph node mapping, involving injection of isosulfan blue dye around a tumour, is beginning to be used in patients with carcinoma of the breast. Absorption of the dye into the circulation may interfere with pulse oximetry, causing falsely low readings. This report describes changes in pulse oximeter readings following injection of isosulfan blue for sentinel lymph node mapping in a patient with carcinoma of the breast. CLINICAL FEATURES: An 83-yr-old female patient underwent sentinel node biopsy of the axilla followed by partial mastectomy for carcinoma of the left breast. Isosulfan blue was injected in the area of the tumour in the left breast. The SpO2 began to decrease 15 min after dye injection, reaching a nadir of 89-90% 30 min after injection. Arterial blood gas analysis showed normal arterial partial pressure of oxygen. Pulse oximeter readings did not return to normal until more than six hours after dye injection. CONCLUSION: Review of the literature reveals a small number of case reports of similar occurrences of low pulse oximeter readings following injection of isosulfan blue or patent blue dye for lymphatic mapping. Data from these reports and the case described here suggest that the latency, magnitude and duration of effect on pulse oximeter readings following injection of these dyes is highly variable. It is important to rule out other causes of low pulse oximeter readings when this effect occurs; normal oxygenation can be verified with arterial blood gas analysis. Co-oximetry can be done to rule out methemoglobinemia as a cause of decreased SpO2.

Adenocarcinoma↗
PubMed2006

Cost-effectiveness of different reading and referral strategies in mammography screening in the Netherlands.

In mammography screening with double reading, different strategies can be used when the readers give discordant recommendations for referral. We investigated whether the results of the Dutch breast cancer screening programme can be optimised by replacing the standard referral strategy by consensus. Twenty-six screening radiologists independently and blinded to outcome read a test set consisting of previous screening mammograms of 250 cases (screen-detected and interval cancers) and 250 controls. Their referral recommendations were paired and, in case of discrepancy, re-read according to three referral strategies: (1) decision by one of the readers; (2) arbitration by a third reader; (3) referral if both readers agree (consensus). Data allowed studying other referral strategies, including referral if any reader suggests, as well. Double reading with referral if any reader suggests resulted in a 1.03 times higher sensitivity (76.6%) and a 1.31 times higher referral rate (1.26%) than double reading with consensus. To estimate the cost-effectiveness, the outcomes were used in a microsimulation model. Even if double reading with referral if any reader suggests results in four times as high referral rates and an accompanying increase of biopsies or other invasive procedures, the cost-effectiveness of 4,190 Euros per life-year gained may well be in the range of acceptable cost-effectiveness for Dutch health care programmes.

Breast Neoplasms↗
PubMed1984

Influence of written form on reading comprehension in aphasia.

Reading comprehension of 20 aphasic patients was systematically assessed using equivalent stimuli written in both print and cursive form. A Single-Word-to-Picture Matching task and a Sentence-to-Picture Matching task were employed. Performances of the aphasics were not uniformly facilitated by one written form over the other. Furthermore, the reading comprehension of the majority of individual patients was not influenced by written form. Four of the subjects, however, did appear to display real performance discrepancies when reading cursive versus print, particularly on the Sentence-to-Picture Matching task. Two of these patients performed better when reading cursive, while two performed better when reading print. Reevaluation of two of these patients 6 mo after initial testing revealed that they continued to display the same performance patterns originally demonstrated. Clinical implications of these results for the evaluation and treatment of reading comprehension in aphasia are discussed.

Adult↗
PubMed1991

Naming speed deficits in reading disability: multiple measures of a singular process.

Speed of word identification is important in the theories of reading proposed by La Berge and Samuels (1974) and Perfetti (1985), and is substantially correlated with reading skill. However, there is controversy about whether disabled readers have a speed deficit that is restricted to the identification of printed words, or if instead, they have a more general speed deficit in retrieving names of even single digits. To investigate this issue, poor and average readers (N = 43) in grade 2 were assessed on several indices of speed of digit and letter naming, using both continuous-list and discrete-trial methodologies. MANCOVA indicated clear effects of reader group on discrete-trial latencies, as well as an interaction between reader group and the speed with which to-be-named items were presented. A series of hierarchical regression analyses explored the amount of shared variance between various measures of digit naming speed and five indices of reading skill. Latency for word identification shares considerable variance with latency for digit naming, and, in general, accounts for the shared variance of naming speed and several other measures of reading skill. Naming speed contributed variance in reading skill. Naming speed contributed variance in reading skill independently of measures of phonological awareness.

Attention↗