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PubMedDate not supplied

The use of reaction time measures to evaluate nonword reading in primary progressive aphasia.

We reported on a subject with nonfluent primary progressive aphasia (PPA), NL, who demonstrated an impaired ability to make rhyme judgments (Dowhaniuk, Dixon, Roy, Black, & Square, in press). Our hypothesis was that these deficits represent a precursor to phonological alexia. However, no definitive evidence supported the existence of a phonological reading impairment as NL made relatively few errors reading nonwords. To further evaluate NL's nonword reading, nonword and real word reaction times were compared. NL's reaction times were significantly longer for only nonwords compared to the slowest control subject. We then assessed the first two stages of processing involved in nonword reading (Coltheart, 1996). NL did not demonstrate deficits with graphemic parsing or phoneme assignment. His continuing problems with auditory rhyme judgments support the presence of a phonological processing deficit not specific to reading. We conclude that reaction time measures allow for the detection of subtle nonword reading deficits.

Aged↗
PubMed2001

Reading factor: a bibliometric tool to manage a virtual library.

UNLABELLED: Among the many bibliometric criteria used to evaluate biomedical journals, the impact factor is the most commonly used. Despite its limitations, it quantifies the influence of a journal on secondary publications. It does not however evaluate the practical usefulness of primary documents. Usefulness is field-related and varies greatly among specialities. We introduce a new bibliographic criterion, the "reading factor", and define it as the ratio between the number of electronic consultations of a particular journal (i.e., number of clicks on a hyper-link) and the mean number of electronic consultations of all the journals studied (itself calculated by dividing the total number of electronic accesses by the number of journals in the database). We describe its observed distribution, relative to that of the impact factor, based on electronic consultation records from our University Hospital medical digital library, where full-text electronic versions of 45 major biomedical journals have been available since December 1997. From this analysis we found no correlation between the 1999 reading factor and the 1998 impact factor of these 45 journals, and we observed a dramatic change in the hierarchy of journals upon using the reading factor as the yardstick rather than the impact factor. Moreover, we describe how using the reading factor has helped in managing the collection of our University Hospital's virtual library. The selection of journals to be discarded from the virtual library for the year 2001 was based on journals' RF values and this process will repeated over the coming years. The reading factor also permits a cost-analysis of a virtual library. CONCLUSION: The measurement of the reading factor is highly automated, practical and efficient. It appears as a new tool for electronic collection management by librarians, well fitting with economical data.

Bibliometrics↗
PubMed1995

Reading on the Wide Range Achievement Test-Revised and parental education as predictors of IQ: comparison with the Barona formula.

It is frequently necessary in research and clinical evaluations to obtain estimates of premorbid intelligence (IQ) which are separate from measured IQ. There is evidence that word reading may be useful in this aim. In order to determine the potential of the Wide Range Achievement Test-Revised (WRAT-R) reading subtest (READ) as an estimate of premorbid IQ, the present study examined the relationship between READ and IQ in healthy subjects. Consistent with other findings, READ accounted for a significant amount of variance in Verbal, Performance, and Full Scale IQ. Race and parental education, the latter being a variable not previously examined in this literature, accounted for incrementally valid variance in IQ beyond READ. The predictive power of these variables compares favorably with estimates made by the Barona IQ estimation formula, which uses only demographic information.

Journal Article↗
PubMed1990

Precursors of reading delay: neurodevelopmental milestones.

The relationship between current reading ability and the achievement of early language and motor developmental milestones was evaluated in 240 children, aged 7 1/2 years, whose language and motor achievement had been charted at each well baby visit during the first 2 years of life. Those children whose composite reading score was 6 months behind their chronologic age on the Woodcock-Johnson Psychoeducational Battery were classified as having reading delay. Relationships to reading outcome were assessed for individual infant milestones, for critical screening values, and by statistical techniques that characterized the developmental process rather than single milestones. Significant differences (P less than .05) were noted between children with and without reading delays for the following milestones: 4 to 6 words, 7 to 20 words, 50 words, 2-word sentences, and 5 and 8 body parts. The positive predictive value of slower milestone achievement ranged from 0% to 50%. Techniques that focused on the developmental process during the first 2 years (either rate of achievement of neurodevelopmental milestones or order of milestone acquisition) were better able to classify children with reading delay (sensitivity = .73, specificity = .78). Although the language milestone measures did not classify children sufficiently well to be diagnostic, the data served to determine whether a child would be at high risk based on performance rather than historical factors.

Child↗
PubMed1984

Developmental differences in the comprehension and production of narratives by reading-disabled and normally achieving children.

Reading-disabled children's language skills have long been implicated in their poor school performance. This study is a cross-sectional and longitudinal examination of the narrative language skills of both reading-disabled and normally achieving children in an attempt to understand more clearly the language processes involved in these skills and how these processes relate to reading achievement over time. Children were read scriptlike narratives and asked to demonstrate their knowledge of the story by a nonverbal enactment of the narrative. After perfect enactment of the story was assured, the children were asked to paraphrase the narratives. Results from both the cross-sectional and longitudinal study indicated that reading-disabled children comprehended the narratives in a comparable fashion to normal peers, but they performed more poorly on a variety of content and complexity measures derived from their paraphrases. The study indicates that reading-disabled children's language problems are persistent over time in the area of verbally expressing information, even when they have demonstrated nonverbal comprehension.

Achievement↗
PubMed1980

Aberrations of the classic codon reading scheme during protein synthesis in vitro.

Using a protein synthesizing in vitro system programmed with MS2-RNA, the ability of alanine tRNAs with the anticodons U*GC (U* represents 5-oxyacetic acid uridine monophosphate) and IGC to read the alanine codons in the coat protein cistron of MS2 has been determined both under conditions of no competition, where the alanyl-tRNA used was the only aminoacylated tRNAAla present in the system, and in experiments where the two alanyl-tRNAs were competing against each other. Under conditions of no competition, each of the anticodons can read all four alanine codons. However, when the anticodons compete for the codon GCC, the anticodon IGC, which can read all three positions of the codon according to the rules of Watson-Crick base pairing, is considerably more efficient than U*GC, which misreads the codon by reading only the first two positions and presumably disregards the third nucleotide of the codon. The outcome of the competition experiments also reveals two apparent violations of the wobble restrictions: the anticodon U*GC reads the codon GUU almost as effectively as does the anticodon IGC, and IGC is almost as effective as U*GC in reading the codon GCG.

Alanine-tRNA Ligase↗
PubMed1995

Self-measurement of blood pressure: benefits, risks and interpretation of readings. The Canadian Coalition for High Blood Pressure Prevention and Control.

The literature on the benefits and risks of self-measurement of blood pressure and interpretation of the readings was reviewed. Self-measurement of blood pressure is useful in selected patients with high blood pressure, can be used to monitor blood pressure closely outside health care facilities, and can determine whether patients have white coat hypertension. The involvement of patients in their own blood pressure management is increased and self measurement may result in more rapid achievement of target blood pressure readings, improvement in adherence to antihypertensive therapy and decreased health care utilization. However, some patients may not be suited to monitor their own blood pressure and some may experience an increase in anxiety regarding their health. With careful training and selection of patients, most can accurately assess their blood pressure. Self-measured readings are generally lower than readings in a physician's clinic (or office) and this must be accounted for in assessing response to therapy and usual levels of blood pressure. Self-measured readings are a valuable supplement to clinic readings in many patients.

Anxiety↗
PubMedDate not supplied

[Diagnostic problems in reading chest radiographies of elderly patients at admission. Personal experience].

PURPOSE: More chest radiographs are presently performed in the elderly, especially the hospitalized ones. Reading these images is difficult because of the involutions in the thoracic cage, heart and lungs and the scars or calcifications from different abnormal causes. In the elderly, bronchogenic carcinoma may present as an occasional "coin" lesion and therefore such a finding may be an important diagnostic problem and require some expensive and dangerous examinations next. We investigated the relative frequency of questionable abnormal findings in the daily reading of the chest radiographs of elderly patients, the relative importance of the radiologist's experience and of the examination execution technique; the relative costs were also evaluated. MATERIAL AND METHODS: Four radiologists, two of them more experienced (FS, PT), read the consecutive chest radiographs of 811 elderly patients (273 men, 538 women) hospitalized May to December, 1997. Four hundred and ten of them were 65-75 years old and 401 over 75 (particularly, 28 were over 90). Five hundred and sixty-five chest radiographs were made with the AMBER technique and 246 with frontal views only. T-MAT G RA Kodak high-contrast films with Kodak Lanex green-transmitting intensifying screens were used in all cases. CT scans were made with conventional (CT Sytec 3000, GE) or spiral (X Vision, Toshiba) scanners. RESULTS: Seven hundred and fifty-seven radiographs were considered adequate (93%) and 54 inadequate (7%) for diagnosis (25 in patients 65-75 years old, 25 in patients 75-80 and 4 in patients over 90). Thirty-eight of these 54 inadequate radiographs had been made with the AMBER technique and 16 with frontal views only. The more experienced radiologists read 27 (11%) and 19 (10%) of them and the less experienced ones read 4 (2%) and 4 (3%), respectively. The next examinations were other projections and/or radioscopy (4 cases), conventional tomography (7 cases), CT (43 cases), and US (2 cases). "Coin" lesions were the major cause of questionable diagnosis, especially in posterior (10 cases) and peripheral (7 cases) regions, where the differential diagnosis was with vertebral osteophytosis and small rib crowding, respectively. CONCLUSIONS: More skilled radiologists have more doubts reading the chest radiographs of elderly patients. But the next examinations will likely balance the needless ones after an initial misdiagnosis. The chest of elderly patients remains a complex and very little known subject and the reader's experience plays an important role. The examination execution technique must be as accurate as possible in both optimal and suboptimal settings.

Aged↗
PubMedDate not supplied

The child's route into reading and what can go wrong.

Two strands of linguistic development critically important for successful reading acquisition are outlined. One of these ontogenetic roots concerns phonological development and projects onto word decoding. The other root concerns the development of vocabulary and syntax projecting onto reading comprehension. Language development starts very early in infancy when the child learns to categorize the speech sounds according to the pattern typical of the mother tongue. Equipped with these sound categories the child is ready to learn to understand and to use new words. The precise phonological representation of words will facilitate the important development of phonological awareness. The paper reviews some longitudinal research and training studies indicating the causal direction of the relation between phonological awareness and reading. Preventive implications are pointed out. The preventive power of the second strand of development is discussed with reference to vocabulary exposure in different social environments and to informal early literacy socialization. In particular, the benefits of the prototypical situation of reading aloud to children are discussed. Finally, the complexity of the causal relationships between different aspects of early language development and later reading is pointed out.

Awareness↗
PubMed2005

Effects of feedforward and feedback consistency on reading and spelling in dyslexia.

We investigated the effects of rime consistency on reading and spelling among dyslexic children and a group of matched reading age skilled readers by manipulating consistency of orthography-tophonology (OP) mappings and consistency of mappings from phonology-to-orthography (PO). For both dyslexic and control children we found feedforward consistency effects on reading (O->P) and spelling (P->O) and feedback (O->P) consistency effects on spelling. Dyslexic children demonstrated feedback (PO) consistency effects in reading but control children did not. Our results challenge accounts of reading and spelling in dyslexia that assume feedforward consistency effects alone. We consider the implications of these results in relation to theories in which children may assess candidate responses for goodness of fit to prior expectations. We discuss the wider implications of our results for the assessment and remediation of dyslexia.

Child↗
PubMed1989

Relationship between sensibility and ability to read braille in diabetics.

Twenty-five vision-impaired diabetics received an evaluation of sensibility. Each subject had received 2 years of instruction in braille reading at the Konan Rehabilitation Center prior to the sensibility testing. Sensibility evaluation consisted of cutaneous pressure threshold measurements with the Semmes-Weinstein monofilament and evaluation of moving and static two-point discrimination with Disk-Criminator. The ability to read braille was graded by the braille-teaching instructors as good, fair, and unable. The results of the evaluation of sensibility demonstrated that the value of the cutaneous pressure threshold did not correlate with the ability to read braille. Moving and static two-point discrimination were found to correlate highly (P less than .001) with the ability to read braille at a level of fair or good. No patient in this study with a moving two-point discrimination value of 4 or more or a static two-point discrimination value of 5 or more was able to read braille even at the fair level of ability.

Adolescent↗
PubMed2005

Rational genomics I: antisense open reading frames and codon bias in short-chain oxido reductase enzymes and the evolution of the genetic code.

The short-chain oxidoreductase (SCOR) family of enzymes includes over 6000 members, extending from bacteria and archaea to humans. Nucleic acid sequence analysis reveals that significant numbers of these genes are remarkably free of stopcodons in reading frames other than the coding frame, including those on the antisense strand. The genes from this subset also use almost entirely the GC-rich half of the 64 codons. Analysis of a million hypothetical genes having random nucleotide composition shows that the percentage of SCOR genes having multiple open reading frames exceeds random by a factor of as much as 1 x 10(6). Nevertheless, screening the content of the SWISS-PROT TrEMBL database reveals that 15% of all genes contain multiple open reading frames. The SCOR genes having multiple open reading frames and a GC-rich coding bias exhibit a similar GC bias in the nucleotide triple composition of their DNA. This bias is not correlated with the GC content of the species in which the SCOR genes are found. One possible explanation for the conservation of multiple open reading frames and extreme bias in nucleic acid composition in the family of Rossman folds is that the primordial member of this family was encoded early using only very stable GC-rich DNA and that evolution proceeded with extremely limited introduction of any codons having two or more adenine or thymine nucleotides. These and other data suggest that the SCOR family of enzymes may even have diverged from a common ancestor before most of the AT-rich half of the genetic code was fully defined.

Amino Acid Sequence↗
PubMed1994

Learning to read: the role of short-term memory and phonological skills.

This study investigates the relationships between reading, short-term memory and phonological skills, and the mechanisms responsible for the short-term memory differences found between groups of children differing in reading ability. Differences were found between groups of good, average, and poor readers in verbal, but not visual, short-term memory and these differences were well explained in terms of differences in speech rate (an index of rehearsal rate) between the groups. Measures of phonological ability, rhyme awareness and phoneme deletion, also showed strong differences between the different reading ability groups. Regression analyses showed that rhyme awareness, phoneme deletion, and speech rate (but not verbal short-term memory) had independent predictive relationships to reading skill. These findings show that phonological skills do not represent a unitary trait, and that different facets of phonological ability are important in predicting the development of reading skills.

Child↗
PubMed1997

Segmentation, not rhyming, predicts early progress in learning to read.

We present a longitudinal study of children in the first two years of learning to read. A battery of tests of phonological skills administered when the children were prereaders identified two distinct and relatively independent factors, Rhyming (defined by measures of rhyme detection and rhyme production) and Segmentation (defined by measures of phoneme identification and phoneme deletion). Segmentation was strongly correlated with attainment in reading and spelling at the end of the first year at school, though Rhyming was not. In addition, letter name knowledge predicted both reading and spelling skill and showed an interactive effect with children's segmentation skills. By the end of the second year of school, however, rhyming had started to exert a predictive effect of spelling, but not on reading. The results are discussed in the context of current theories of the role of phonological skills in learning to read.

Achievement↗
PubMed1998

Segmentation, not rhyming, predicts early progress in learning to read.

We present a longitudinal study of children in the first 2 years of learning to read. A battery of tests of phonological skills administered when the children were prereaders identified two distinct and relatively independent factors, Rhyming (defined by measures of rhyme detection and rhyme production) and Segmentation (defined by measures of phoneme identification and phoneme deletion). Segmentation was strongly correlated with attainment in reading and spelling at the end of the first year at school, while Rhyming was not. In addition, letter name knowledge predicted both reading and spelling skill and showed an interactive effect with children's segmentation skills. By the end of the second year of school, however, rhyming had started to exert a predictive effect on spelling, but not on reading. The results are discussed in the context of current theories of the role of phonological skills in learning to read.

Achievement↗
PubMed1999

Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

This investigation explores the contribution of two working memory systems (the articulatory loop and the central executive) to the performance differences between learning-disabled (LD) and skilled readers. Performances of LD, chronological age (CA) matched, and reading level-matched children were compared on measures of phonological processing accuracy and speed (articulatory system), long-term memory (LTM) accuracy and speed, and executive processing. The results indicated that (a) LD readers were inferior on measures of articulatory, LTM, and executive processing; (b) LD readers were superior to RL readers on measures of executive processing, but were comparable to RL readers on measures of the articulatory and LTM system; (c) executive processing differences remained significant between LD and CA-matched children when measures of reading comprehension, articulatory processes, and LTM processes were partialed from the analysis; and (d) executive processing contributed significant variance to reading comprehension when measures of the articulatory and LTM systems were entered into a hierarchical regression model. In summary, LD readers experience constraints in the articulatory and LTM system, but constraints mediate only some of the influence of executive processing on reading comprehension. Further, LD readers suffer executive processing problems nonspecific to their reading comprehension problems.

Child↗
PubMed2001

Measures of information processing in rapid automatized naming (RAN) and their relation to reading.

The letters, numbers, and objects subtests of the Rapid Automatized Naming Tests (RAN) were given to 50 first- and second-grade students. Student performance on the three RAN subtests were audiotaped and subjected to postacquisition processing to distinguish articulation and interarticulation pause times. This study investigated (1) the relations between the articulation and pause durations associated with the 50 stimuli of each RAN subtest and (2) the relations between the pause and articulation latencies of the three RAN subtests and reading. For both first- and second-grade students, pause and articulation times for RAN letters and objects were not found to be reliably related, in contrast to RAN numbers articulation and pause durations. RAN subtest pause durations were differentially related to reading; however, articulation was rarely related to reading. The RAN letters pause time was the most robust predictor of decoding and reading comprehension, consistently predicting all first- and second-grade measures. Analysis supported the view that reading is predicted by speed of processing associated with letters, not general processing speed.

Adolescent↗
PubMed2002

Reflections on onset-rime and phoneme sensitivity as predictors of beginning word reading.

Rival claims have been made concerning the importance of rime sensitivity as a predictor of early word reading skill. Hulme et al. (2002) suggested that phoneme sensitivity is more strongly predictive of word reading ability than is onset-rime sensitivity. An examination of two independent data sets suggests that, although onset-rime sensitivity typically predicts school entrants' later word reading skill, phoneme sensitivity does predict more variation. However, multiple regression analyses do not reveal the level of phonological sensitivity that children need in order to understand alphabetic reading instruction. This issue is crucial to the detection of children at risk for reading failure and for the design of intervention programs for these children. A different analytic strategy is described for addressing this issue.

Awareness↗