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PubMed1976

A cognitive model of musical sight-reading.

The author, a professional flutist and psychologist, interviewed four pianists noted for their sight-reading abilities. The results of the interviews are considered from several points of view. Sight-reading is analyzed as a problem in pattern recognition: a movement from a sonata by Handel is used to illustrate the principle of scanning for familiar patterns. The close relationship between musical sight-reading and the reading of conventional texts is also suggested. Finally, drawing on the findings of other studies, a congnitive model of musical sight-reading is proposed. The schematic model of interlocking information-processing systems explains the differences between skilled and unskilled sight-readers: it also explains why some experienced, professional musicians are poor sight-readers. Verification of the model is provided in an additional section in which conversations with unskilled sight-readers are reported.

Adolescent↗
PubMed1995

Increasing reading and communication skills in children with autism through an interactive multimedia computer program.

This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N = 30) reading and communications skills: (a) 11 children with autism (M chronological age, CA = 9:4 years), (b) 9 children with mixed handicaps (M CA = 13:1), and (c) 10 normal preschool children (M CA = 6:4 years). Their mental age varied from 5:8 years to 6:9 years and all children received computer instruction supplementary to their regular reading and writing activities. Tests of reading and phonological development were carried out at the onset of the training (Start), at the end (Post 1), and at a follow-up evaluation (Post 2). In addition, video observations of the childrens' verbal and nonverbal communication were added at Start and Post 1. The children with autism increased both their word reading and their phonological awareness through the use of the Alpha program. Clearly significant gains were observed during the intervention, but none during the follow-up period. A similar but weaker pattern is observed for the children with mixed handicaps. In contrast, the normal preschool children increased their scores regardless of the program. Analyses of the children's classroom behavior indicate that the intervention succeeded in stimulating verbal expressions among the children with autism and mixed handicap. A significant increase in enjoyment was also noted for the children with autism. It is concluded that the intervention with a motivating multimedia program might stimulate reading and communication in children with various developmental disabilities, but that such interventions must be individually based and include both detailed planning and monitoring from teachers, and parents, as well as from clinicians in charge.

Adolescent↗
PubMed2005

[Influence of cutoff filters on reading behavior in age-related macular degeneration].

BACKGROUND: Cutoff filters may improve contrast sensitivity in different retinal dystrophies and therefore lead to improved visual function. We investigated whether cutoff filters result in improved reading ability in age-related macular degeneration (AMD). METHODS: Reading performance was examined in 22 patients with AMD aged 63-91 years (visual acuity 0.1-0.5) using the Radner reading charts. These charts were presented in random order either with or without cutoff filters (Zeiss CF 540 and CF 580) monocularly to the better eye using a defined luminance of the test charts of 105 cd/m(2). RESULTS: Using the CF 540 cutoff filter, there was no significant change in visual acuity while there was a tendency to decrease. Calculating the LogRAD score, which takes reading errors into account, three patients improved by one line, while nine deteriorated, six of them by one line or more. There was no significant improvement using the CF 580 compared to either the CF 540 or to normal reading glasses. CONCLUSIONS: Overall, we found no measurable improvement using the CF 540 cutoff filter. The cutoff filter CF 580, tested for additional comparison, did not show any advantage.

Aged↗
PubMed1999

[Microperimetry and reading saccades in retinopathia solaris. Follow-up with the scanning laser ophthalmoscope].

UNLABELLED: Patients with solar retinopathy often complain of minute central scotomas and are handicapped when reading. The purpose of this study was to verify scotomas that are too small to be detected by standard perimeters and to analyze patients' reading patterns. METHODS: Nineteen patients (12 female, 7 male, aged 5-46 years) with acute solar retinopathy after watching a solar eclipse on 12 October 1996 underwent scanning laser ophthalmoscope (SLO) microperimetry within 10 days after exposure using stimulus size Goldmann I (0.11 degree) with the 20 degrees field. Size and depth of scotomas were measured. Eye movements during reading were recorded on videotape. Follow-up was at 1 and 6 months. RESULTS: Thirty-one eyes (7 patients unilateral, 12 bilateral) showed scotomas. Four eyes showed anatomic changes in the retinal pigment epithelium but no functional loss. VA was 0.16 to 0.5 in 5 eyes, 26 had VA of 0.8-1.2. Scotomas could be detected in all eyes with subjective impairment. Scotoma size varied from 0.3 to 1.7 degrees (1 patient 6 degrees). Forty-four percent were deep scotomas (0 dB). All defects improved at 1 and at 6 months; 25% were no longer detectable. Reading speed was reduced in 75% of eyes (42% at 6 months): 200-560 signs/min, median: 510, normal > or = 660 (at 6 months: 350-920 signs/min, median 670). This was especially due to increased number of regressions (in 81% of eyes, 21% at 6 months). The frequency and width of saccades were no different from normal subjects. CONCLUSION: Minute scotomas (diameter = 0.3 degree) can be detected with the SLO. All patients showed objective improvement of their field defect up to 6 months, even when this was not noted by the patient or thought to be due to habituation. Small scotomas can dramatically reduce reading performance.

Adolescent↗
PubMed2000

Primary progressive aphasia: a patient with stress assignment impairment in reading aloud.

Surface dyslexia is a pattern of reading impairment which has been seldom described in Italian native speakers. We report the case of a female Italian patient, RM, suffering from primary progressive aphasia (PPA) of the fluent type, who presented stress assignment errors in reading aloud. In Italian these errors are considered to be strongly suggestive of surface dyslexia. We studied RM's reading performance in light of existing cognitive models on reading. Since the first assessment, she presented multi-level impairment involving pre-semantic, lexical-semantic and post-semantic stages. Her stress assignment errors have been interpreted as a generalisation of the most frequent tendency in Italian language: namely to assign stress to the penultimate syllable. In agreement with previous studies, our case suggests that surface dyslexia in PPA is not a monolithic entity but, on the contrary, that it may arise from impairment at various stages of the reading process.

Aged↗
PubMed2004

Speech recognition-based and automaticity programs to help students with severe reading and spelling problems.

This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program (SRBP) and a computer and text-based Automaticity Program (AP). Twenty-eight LD students with reading and spelling difficulties (aged 8 to 18) received each program for 17 weeks and were compared with 16 students in a contrast group who did not receive either program. After adjusting for age and IQ, both the SRBP and AP groups showed significant differences over the contrast group in improving word recognition and reading comprehension. Neither program showed significant differences over contrasts in spelling. The SRBP also improved the performance of the target group when compared with the contrast group on phonological elision and nonword reading efficiency tasks. The AP showed significant differences in all process and reading efficiency measures.

Adolescent↗
PubMed1994

Reading skill and comprehension of the dietary guidelines by WIC participants.

OBJECTIVE: The purpose of this study was to examine the match between reading skills and comprehension of the 1990 Dietary Guidelines in a Special Supplemental Food Program for Women, Infants, and Children (WIC) group (n = 32) compared with a non-WIC group and to determine which selected factors affected cloze scores. SUBJECTS/SAMPLES: The WIC group consisted of volunteers from WIC voucher pick-up sites, and the non-WIC group comprised women who met the qualification criteria for WIC, except income. METHODS: Reading skills were assessed using the Wide-Range Achievement Test-Revised Level II (WRAT-R). Comprehension skills were measured using the cloze technique. MATERIALS: The introductory section of the Dietary Guidelines, originally written at the 10th-grade level, was simplified to the 7th-grade level for comprehension comparison. RESULTS: The WIC group had a significantly (P < .001) lower reading skill (WRAT-R score = 60.1; 11th-grade level) than the non-WIC group (WRAT-R score = 70.8; college level). Cloze scores from all subjects tested at the 10th-grade level indicated that 75% (n = 24) would be frustrated or need instructional assistance to understand the Dietary Guidelines. Simplification contributed to higher cloze scores. The WRAT-R score was one factor that significantly affected the cloze score (P < .001). Both education level and WRAT-R scores varied significantly between groups; however, analysis of covariance revealed that the effects were identical within both groups. IMPLICATIONS: WRAT-R can be used as a quick screening method for reading-skill level of individuals in WIC programs and other counseling situations. The cloze techniques may be useful for assessing comprehension of specific printed materials. Assessment of reading skill and comprehension by nutrition educators is recommended to increase the likelihood of selecting and/or developing effective materials.

Adolescent↗
PubMed1991

Impact of programmed reading on ABSITE performance. American Board of Surgery In-Training Examination.

To test the hypothesis that a program of regular reading and discussion would result in significant improvement in the surgical database as measured by the American Board of Surgery In-Training Examination (ABSITE), we conducted a 2-year prospective study. The study group, which was comprised of 40 residents, was compared with a control group of 44 residents enrolled in the residency during the 2 years that preceded the study period. Neither reading effort nor discussion group attendance correlated strongly with ABSITE performance among first-year residents. At this level, ABSITE scores correlated best with National Board of Medical Examiners Part I scores (r = 0.699, p = 0.002). In contrast, second-year through fifth-year residents showed a cumulative improvement across the residency (80 versus 180 standard score points, p = 0.048). Individual resident improvement correlated highly with reading effort (r = 0.79, p less than 0.001). There was little measurable effect from attending discussion sessions. We conclude that the surgical database can be improved by a program of regular reading and that the magnitude of the improvement is directly proportional to the reading effort.

Educational Measurement↗
PubMed1992

Using children's humor to clarify the relationship between linguistic awareness and early reading ability.

This study uses linguistic humor to show that an awareness of only those linguistic units transcribed by the orthography bears a special relation to early reading success. The subjects were 48 second-grade children tested on ten "phoneme/morpheme" riddles which manipulate phonemes and bound morphemes and ten "control" riddles which depend on awareness of other aspects of linguistic structure and "common sense". Each child also received the Word Identification and Word Attack subtests of the Woodcock Reading Mastery Tests and the Peabody Picture Vocabulary Test. Reading ability was significantly related to correct resolution of the phoneme/morpheme riddles but not to correct resolution of the control riddles. PPVT scores were significantly related to performance on both types of riddles but not to reading ability. Thus, while IQ is related to the resolution of riddles in general, reading ability has a special relation to riddles which manipulate phonemes and morphemes, consistent with the morphophonological nature of English orthography.

Child↗
PubMed1986

Predicting children's oral reading proficiency from selected acoustic and perceptual measures.

In contrast to the amount of information available on acoustic characteristics of adults' effective speech, little data are available on children's vocal effectiveness. A study, therefore, has been initiated to examine the relationship between some acoustic characteristics and listener judgments of children's vocal effectiveness. This article is a sequel to the first one, which reported some acoustic characteristics of oral reading by 36 10- to 12-year-old children. It describes results of perceptual analyses of oral reading proficiency on a five-point scale, of reading error analysis, and results of multiple regression analysis for testing predictability of the oral reading proficiency from the perceptual and acoustical measures. Some sex differences in oral reading proficiency are also discussed.

Child↗
PubMed1990

Phonological priming and orthographic analogies in reading.

Recent work has demonstrated that children can use orthographic analogies between the spelling patterns in words to help in decoding new words (e.g., using beak to read peak; Goswami, 1986, 1988). However, one objection has been that these analogy effects may be due to phonological priming. Two experiments examined the phonological priming alternative. In Experiment 1, a single word reading task compared the use of analogies to read words that shared both orthography and phonology (e.g., most-post), that shared orthography only (e.g., most-cost), or that shared phonology only (e.g. most-toast--the phonological priming condition). Limited effects of phonological priming were found. Experiment 2 then presented the same words embedded in prose passages--"real reading." While the orthographic analogy effect remained robust, the small phonological priming effect disappeared. It is argued that phonological priming is an insufficient explanation of the analogy effect at the single word level, and plays no role in the use of analogies in story reading.

Attention↗
PubMed1991

Classifying by dimensions and reading: a comparison of the auditory and visual modalities.

Children have difficulty learning to read alphabetic writing systems, in part, because they have difficulty segmenting spoken language into phonemes. Young children also have difficulty attending to the individual dimensions of visual objects. Thus, children's early difficulty in reading may be one sign of a general inability to selectively attend to the parts of any perceptual wholes. To explore this notion, children in kindergarten through fourth grade (Experiments 1, 3, and 4) and adults (Experiment 2) classified triads of spoken syllables and triads of visual objects. Classifying speech by common parts was positively related to reading and spelling ability (Experiments 1 and 4), but usually not to classifying visual stimuli by common parts under free classification instructions (Experiments 1 through 3). However, classification was more consistent across the visual and auditory modalities when the children were told to classify based on a shared constituent (Experiment 4). Regardless of instructions, performance on the visual tasks did not usually relate to reading and spelling skill. The ability to attend selectively to phonemes seems to be a "special" skill--one which may require specific experiences with language, such as those involved in learning to read an alphabetic writing system.

Attention↗
PubMed1985

Classification of reading disability in a case of congenital brain damage.

The reading and spelling abilities of an 18-yr-old spastic quadriparetic cerebral palsied female patient are studied in detail. Reading and spelling errors are related to performance on several neuropsychological tests. The patient's reading disability is compared to that found in both developmental and acquired dyslexia. Some similarities are shown to various developmental dyslexia subtypes who are impaired in visual perception or rely upon left hemisphere based reading strategies. She also is somewhat like the acquired dyslexia cases classified as either surface or visual dyslexics. The most salient characteristic of her reading is the degree to which both visual and auditory factors prevent the acquisition of advanced skills.

Adolescent↗
PubMed1992

Does letter-by-letter reading involve the spelling system?

Warrington and Shallice (Brain 103, 99-112, 1980) proposed that letter-by-letter readers can no longer access the visual word-form system, and read by using the spelling system 'in reverse'. Contrary to their suggestion, this paper presents the case of a letter-by-letter reader who appears to use quite different strategies in word reading and spelling. Reading and spelling are both impaired, but they appear to be impaired in different ways. Most strikingly, the patient's spelling errors consist largely of phonological regularizations--indeed there is little evidence that he has any lexical spelling knowledge available--whereas there are virtually no regularizations amongst his reading errors. These are largely visual paralexias and letter misidentifications. It is suggested that this pattern is more easily explained in terms of compensatory mechanisms that access the reading lexicon than by use of the spelling system 'in reverse'.

Adult↗
PubMed1993

Processing of tactile stimuli and implications for the reading disabled.

A finger localization task was used to investigate interhemispheric transfer of tactile information and the processing of sequential tactile information in 7- and 9-year-old "average" readers and 9-year-old reading disabled boys. The performance of the reading disabled group on interhemispheric transfer and sequential processing was comparable to or worse than the 7-year-old average readers. Significant correlations linked the reading disabled boys' performance on the finger localisation task with their reading skills, performance on perceptual/motor tasks and knowledge of order in the time domain. The results are interpreted in terms of delayed myelination of interhemispheric and intrahemispheric pathways in the reading disabled.

Child↗
PubMed1986

A comparison of saccade evoked potentials recorded during reading and tracking tasks.

The influence of visual processing demands on saccade-triggered evoked potentials was investigated at P3, P4 and Oz recording sites during reading and tracking tasks. To maximize the physical similarities between tasks, subjects tracked a series of lights that flashed in a stereotypic reading pattern behind a page of text; eye movements recorded during reading initiated the light sequence. In the first experiment, a significant decrease observed in the latency of the major positive peak recorded from Oz during tracking was attributed to the smaller amplitude of tracking, relative to reading, saccades. To confirm this interpretation, the experiment was repeated with modification to the light display. As anticipated, equating saccade amplitudes across tasks eliminated waveform differences in the second experiment. Although peak latencies and amplitudes were not influenced reliably by visual processing demands, tracking potentials exhibited a negative DC shift relative to reading waveforms that was significant at 174 msec at the Oz site. These data suggest that the saccade-triggered evoked potential components generally are insensitive to task differences within the visual modality when visual configuration and eye movement parameters are controlled.

Adult↗
PubMed1995

Otitis media and reading achievement: a review.

Nineteen studies on the relationship between otitis media (OM) or otitis media with effusion (OME) (secretory otitis media (SOM)) and reading achievement were reviewed. The result is that the children catch up in cognitive development when their ears and hearing become normal at about school age. The correlations that have been found between SOM and reading achievement are so small that they have no practical importance for the average child. At the present time we have no knowledge that justifies intervention against SOM as a general preventive task to ensure the cognitive development, or reading achievement. The absent or very small correlation between SOM and reading in the reviewed studies, 'explaining' only 2-4% of the variance, has no implications in comparison with other important factors. Reading achievement was more closely correlated with cognitive, language, and linguistic factors, and to a series of socioenvironmental and classroom related factors. The high frequency of SOM, with resulting hearing loss, and the long duration and high rate of occurrence of OM in 'otitis-prone' children, and clinical observations underlines the need for further research.

Acoustic Impedance Tests↗
PubMed1986

Evaluation of the efficacy of piracetam in treating information processing, reading and writing disorders in dyslexic children.

Piracetam, a new class of drug (nootropil) thought to enhance specific cognitive skills, was given in a 3300 mg daily dose to half of a group of fifty-five dyslexic boys aged 8-13 years, in a 12-week, double-blind, placebo-controlled study. The other half of the subjects received placebo. All subjects met the following criteria: normal intelligence, normal educational opportunities, no severe emotional problems, no neurological handicaps, good physical health, not taking other psychotropic medication, and scoring at least one and one half years below their mental age equivalent on the Gilmore Oral Reading Test. Non-verbal (auditory and visual) and verbal perceptual, and memory skills were examined, and reading, spelling, language and writing abilities were measured using standardized instruments. Compared to the placebo control group, individuals treated with Piracetam did not show statistically significant improvements above their baseline scores on measures of perception, memory, language, reading accuracy or comprehension, or writing accuracy. However, reading speed and numbers of words written in a timed period were significantly enhanced in subjects treated with Piracetam as compared to placebo. Effective reading and writing ability, taking both rate and accuracy into consideration, were also significantly improved in the Piracetam as compared to the placebo treatment group. The medication was well-tolerated and medical examinations showed no significant adverse reactions. These results encourage further study of Piracetam to determine more precisely the mechanism of action by which specific cognitive skills are affected.

Adolescent↗