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PubMed2006

[What should be done when a child cannot learn to read?].

When a child faces difficulties in learning to read, clinicians should, first of all, examine cognitive functions. The actual reading level is checked using a test calibrated on normal reading development. They are thus able to differentiate between global learning disorders (related to mental deficiency or pervasive disorders) and specific reading impairment. Specific reading impairment might be a simple delay or developmental dyslexia. We described the first at-school training, as well as the criteria of speech therapy.

Child↗
PubMed2004

Length effect in reading and lexical decision: evidence from skilled readers and a developmental dyslexic participant.

A number of experimental data have shown that naming latency increases with length for pseudo-words but not for frequent real words. Different interpretations have been proposed by current models of reading to account for such a length effect. The aim of the present study was to assess the impact of lexicality on length effect in both the reading and lexical decision tasks. For this purpose, skilled readers were asked to either name or make a lexical decision on words and pseudo-words differing in length from one to three syllables. Skilled readers' results show that length effect is modulated by lexicality in the reading task but no length effect was found in the lexical decision task. The tasks were further proposed to a well-compensated dyslexic participant who exhibited a visual attentional disorder in the absence of any associated phonological problems. A length effect on RTs was found for both words and pseudo-words in lexical decision but naming latencies were affected by length for the pseudo-words only. The present results largely conform to the predictions of the ACV98 model of reading. They are not compatible with the PDP models of reading and can only be partially accounted for by dual route models.

Adult↗
PubMed2005

Dyslexia (specific reading disability).

Converging evidence from a number of lines of investigation indicates that dyslexia represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in imaging technology, particularly the development of functional magnetic resonance imaging, provide evidence of a neurobiological signature for dyslexia, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal, with compensatory engagement of anterior systems around the inferior frontal gyrus and a posterior (right occipito-temporal) system. Furthermore, good evidence indicates a computational role for the left occipito-temporal system: the development of fluent (automatic) reading. The brain systems for reading are malleable and their disruption in dyslexic children may be remediated by provision of an evidence-based, effective reading intervention. In addition, functional magnetic resonance imaging studies of young adults with reading difficulties followed prospectively and longitudinally from age 5 through their mid twenties suggests that there may be two types of reading difficulties, one primarily on a genetic basis, the other, and far more common, reflecting environmental influences. These studies offer the promise for more precise identification and effective management of dyslexia in children, adolescents and adults.

Age Factors↗
PubMed2026

Artificial intelligence-supported double reading in European population breast cancer screening: A systematic review and meta-analysis of prospective programs.

BACKGROUND: Most European population mammography screening programs rely on double reading with arbitration, a model that delivers mortality benefit but is increasingly challenged by radiologist workload, variable specificity, and interval cancers. Artificial intelligence (AI) is being evaluated to support or optimize these established European screening pathways. PURPOSE: To synthesize prospective or program-embedded evaluations of AI conducted within European-style population screening programs and to estimate exploratory program-level absolute risk differences (RDs) per 1000 examinations for cancer detection rate (CDR) and recall. MATERIALS AND METHODS: We performed a prespecified, focused evidence synthesis of three large studies embedded within routine population screening programs operating under European-relevant workflows: MASAI (randomized AI-supported risk triage within a national program), ScreenTrustCAD (prospective paired-reader evaluation with AI as an independent reader in a double-reading framework), and PRAIM (nationwide decision-referral implementation). Outcomes were harmonized as AI-control RDs per 1000 examinations. Random-effects pooling used Hartung-Knapp-Sidik-Jonkman models. For the paired-reader design, sensitivity analyses applied a Kish effective sample-size approach across plausible within-examination correlations (ρ = 0.3-0.8). Positive predictive value (PPV) and workflow/time outcomes were summarized descriptively. RESULTS: Across 597,419 examinations, the pooled CDR RD was +0.9 per 1000 (95% CI -0.0 to +1.8; I2 ≈ 12%), consistent with a modest directional increase with borderline statistical uncertainty. The pooled recall RD was -0.6 per 1000 (95% CI -3.1 to +2.1; I2 ≈ 41-43%), indicating no consistent recall increase across screening programs. Where reported, PPV was higher with AI-supported screening. Efficiency signals included 44.3% fewer total readings in MASAI and shorter reading times for AI-normal examinations in PRAIM; in PRAIM, a program-level safety-net mechanism recovered 204 cancers that would otherwise have been missed. CONCLUSION: In European population screening programs characterized by double reading and arbitration, prospective program-embedded evidence suggests that AI integration may yield a small absolute increase in cancer detection (≈1/1000) without a consistent increase in recall, alongside improved PPV and efficiency signals. These findings suggestAI primarily as a complementary reader within European screening workflows, with implementation requiring explicit quality assurance and monitoring of interval cancers and stage distribution.

Humans↗
PubMed2005

Effects of alphabeticality, practice and type of instruction on reading an artificial script: an fMRI study.

In neuroimaging studies of word reading in natural scripts, the effect of alphabeticality is often confounded with the effect of practice. We used an artificial script to separately manipulate the effects of practice and alphabeticality following training with and without explicit letter instructions. Participants received multi-session training in reading nonsense words, written in an artificial script, wherein each phoneme was represented by 2 discrete symbols . Three training conditions were compared: alphabetical whole words with letter decoding instruction (explicit); alphabetical whole-words (implicit) and non-alphabetical whole-words (arbitrary). Each participant was trained on the arbitrary condition and on one of the alphabetical conditions (explicit or implicit). fMRI scans were acquired after training during reading of trained words and relatively novel words in the alphabetical and arbitrary conditions. Our results showed greater activation in the explicit compared to the arbitrary conditions, but only for relatively-novel words, in the left posterior inferior frontal gyrus (IFG). In the implicit condition, the left posterior IFG was active in both trained and relatively novel words. These results indicate the involvement of the left posterior IFG in letter decoding, and suggest that reading of explicitly well-trained words did not rely on letter decoding, while in implicitly trained words letter decoding persisted into later stages. The superior parietal lobules showed reduced activation for items that received more practice, across all training conditions. Altogether, our results suggest that the alphabeticality of the word, the amount of practice and type of instructions have independent and interacting effects on brain activation during reading.

Adult↗
PubMed2004

Hemisphere differences in conscious and unconscious word reading.

Hemisphere differences in word reading were examined using explicit and implicit processing measures. In an inclusion task, which indexes both conscious (explicit) and unconscious (implicit) word reading processes, participants were briefly presented with a word in either the right or the left visual field and were asked to use this word to complete a three-letter word stem. In an exclusion task, which estimates unconscious word reading, participants completed the word stem with any word other than the prime word. Experiment 1 showed that words presented to either visual field were processed in very similar ways in both tasks, with the exception that words in the right visual field (left hemisphere) were more readily accessible for conscious report. Experiment 2 indicated that unconsciously processed words are shared between the hemispheres, as similar results were obtained when either the same or the opposite visual field received the word stem. Experiment 3 demonstrated that this sharing between hemispheres is cortically mediated by testing a split-brain patient. These results suggest that the left hemisphere advantage for word reading holds only for explicit measures; unconscious word reading is much more balanced between the hemispheres.

Adult↗
PubMed2005

Understanding print: early reading development and the contributions of home literacy experiences.

This study explored the development of children's early understanding of visual and orthographic aspects of print and how this is related to early reading acquisition. A total of 474 children, ages 48 to 83 months, completed standardized measures of phonological awareness and early reading skills. They also completed experimental tasks that tapped their understanding of what constitutes "readable" print. The parents of participants completed a questionnaire regarding their children's home literacy experiences. The data showed systematic development in children's understanding of print conventions and English orthography and spelling. Regression analyses indicated that print knowledge was related to early reading skill, even after accounting for variance due to age and phonological awareness. Furthermore, parents' ratings of the extent of their children's involvement in activities that led to practice in reading and writing most consistently predicted the development of emerging literacy skills, including understanding of the conventions of the English writing system. Little relation between print knowledge and the frequency of storybook reading by adults was observed.

Child↗
PubMed2005

Impact of language proficiency and orthographic transparency on bilingual word reading: an fMRI investigation.

The purpose of the present functional magnetic resonance imaging (fMRI) investigation was to examine how language proficiency and orthographic transparency (letter-sound mapping consistency) modulate neural activity during bilingual single word reading. Spanish-English bilingual participants, more fluent in their second language (L2; English) than their native language (L1; Spanish), were asked to read words in the two languages. Behavioral results showed that participants were significantly slower in reading words in their less proficient language (Spanish) than in their more proficient language (English). fMRI results also revealed that reading words in the less proficient language yielded greater activity in the articulatory motor system, consisting of supplementary motor area/cingulate, insula, and putamen. Together, the behavioral and fMRI results suggest that the less practiced, hence less proficient, language requires greater articulatory motor effort, which results in slower reading rates. Moreover, we found that orthographic transparency also played a neuromodulatory role. More transparent Spanish words yielded greater activity in superior temporal gyrus (STG; BA 22), a region implicated in phonological processing, and orthographically opaque English words yielded greater activity in visual processing and word recoding regions, such as the occipito-parietal border and inferior parietal lobe (IPL; BA 40). Overall, our fMRI results suggest that the articulatory motor system is more plastic, hence, more amenable to change because of greater exposure to the L2. By contrast, we propose that our orthography effect is less plastic, hence, less influenced by frequency of exposure to a language system.

Adult↗
PubMed2006

Coarse neural tuning for print peaks when children learn to read.

Adult readers exhibit increased fast N1 activity to wordlike strings in their event-related brain potential. This increase has been linked to visual expertise for print, implying a protracted monotonic development. We investigated the development of coarse neural tuning for print by studying children longitudinally before and after learning to read, and comparing them to skilled adults. The coarse N1 tuning, which had been absent in nonreading kindergarten children, emerged in less than 2 years after the same children had mastered basic reading skills in 2nd grade. The N1 became larger for words than symbol strings in every child, and this coarse tuning was stronger for faster readers. Fast brain processes thus specialize rapidly for print when children learn to read, and play an important functional role in the fluency of early reading. Comparing 2nd graders with adults revealed a further decrease of the coarse N1 tuning in adults, presumably reflecting further reading practice. This constitutes a prominent nonlinear development of coarse neurophysiological specialization for print. The maximum tuning in novice readers possibly reflects the high sensitivity of their neural network for visual aspects of print, and a more selective tuning in expert adult readers.

Adult↗
PubMed2005

Serum lipid fatty acids, phonological processing, and reading in children with oral clefts.

Reading skill is suggested to be related to phonological processing ability and polyunsaturated fatty acids (PUFAs). Here we investigated whether fatty acids (FAs) are related to phonological processing, whether the relations between PUFAs and reading generalize to other FAs, whether these relations are mediated by phonological processing, and whether relations of FAs are specific for language-related functions. Blood samples of 49 ten-year-old children with oral clefts were collected for FA proportion analysis in serum cholesteryl esters and phospholipids. On the same day, they performed tasks of phonological processing, reading, and both verbal and nonverbal intelligence. Sequential regression analyses (adjusted for age, gender, and cleft type) showed that phonological processing was inversely related to myristic acid in phospholipids and positively related to eicosapentaenoic acid in cholesteryl esters. Reading was inversely related to palmitoleic and gammalinolenic acids in phospholipids. The relations between FAs and reading were not mediated by phonological processing and FAs related only to language-related functions.

Auditory Perception↗
PubMed2006

Functionality of unspliced XBP1 is required to explain evolution of overlapping reading frames.

Eukaryotic genes with overlapping reading frames exemplify some of the most striking biological phenomena. Transcript of one such gene, the gene encoding X-box protein (XBP1), has evolved a mechanism for "on-demand" switching of translation between two overlapping reading frames. Despite the existence of this elaborate system, only one reading frame was believed to be functional. Here, we show that XBP1 evolves in a fashion that is only consistent with functionality of both reading frames. Our study provides a novel evolutionary framework for the analysis of loci with overlapping reading frames, which can be used for identification and analyses of novel dual-coding genes.

Animals↗
PubMed2006

Characteristics of accommodative behavior during sustained reading in emmetropes and myopes.

Accommodation has long been suspected to be involved in the development of myopia because near work, particularly reading, is known to be a risk factor. In this study, we measured several dynamic characteristics of accommodative behavior during extended periods of reading under close-to-natural conditions in 20 young emmetropic and stable myopic subjects. Accommodative responses, errors, and variability (including power spectrum analysis) were analyzed and related to accommodative demand and subject refractive error. All accommodative behaviors showed large inter-subject variability at all of the reading demands. Accommodative lags and variability significantly increased with closer demands for all subjects (ANOVA, p<0.05). Myopes had significantly greater variability in their accommodation responses compared to emmetropes (ANOVA, p<0.05) and had larger accommodative lags at further reading distances (unpaired t test p<0.05). Power spectrum analysis showed a significant increase in the power of accommodative microfluctuations with closer demands (ANOVA, p<0.05) and with increasing myopia at the closest reading demand (ANOVA, p<0.01). The difference in the stability of the accommodative behavior between individuals with different refractive states suggests a possible relationship between variability in accommodation and the development of myopia.

Accommodation, Ocular↗
PubMed2002

Reading ability after macular translocation surgery with 360-degree retinotomy.

PURPOSE: To report reading ability using a standardized reading chart after macular translocation with 360-degree retinotomy in eyes with age-related macular degeneration (AMD) or with myopic choroidal neovascularization (mCNV). DESIGN: Interventional case series. METHODS: In 34 eyes of 34 patients with subfoveal choroidal neovascular membrane (AMD, 23; mCNV, 11), macular translocation surgery with 360-degree retinotomy and simultaneous extraocular muscle surgery were performed. The average age was 67.4 +/- 7.9 years, and the average follow-up period was 7.6 +/- 3.3 months. The best-corrected far visual acuity (FVA) was measured with a standardized visual acuity chart using Landolt Cs, and the critical print size (CPS) was determined with the Japanese version of the Minnesota reading chart (MNREAD-J Chart) preoperatively and postoperatively. Preoperative and postoperative change in the CPS was compared with the subjective visual improvement as assessed by a questionnaire. RESULTS: The postoperative improvement of FVA was statistically significant in eyes with mCNV (P =.010) but not significant in eyes with AMD (P =.495). The postoperative improvement of CPS was statistically significant both in eyes with AMD (P =.027) and in eyes with mCNV (P =.004). The subjective visual improvement was significantly correlated with the change of CPS in patients after a second better eye surgery. CONCLUSIONS: After macular translocation with 360-degree retinotomy, the improvement of reading ability was significant in eyes with both AMD and mCNV. We conclude that this surgical method is well suited to improve reading ability of patients with AMD or mCNV.

Aged↗
PubMed2003

Neural systems for compensation and persistence: young adult outcome of childhood reading disability.

BACKGROUND: This study examined whether and how two groups of young adults who were poor readers as children (a relatively compensated group and a group with persistent reading difficulties) differed from nonimpaired readers and if there were any factors distinguishing the compensated from persistently poor readers that might account for their different outcomes. METHODS: Using functional magnetic resonance imaging, we studied three groups of young adults, ages 18.5-22.5 years, as they read pseudowords and real words: 1) persistently poor readers (PPR; n = 24); 2) accuracy improved (compensated) readers (AIR; n = 19); and 3) nonimpaired readers (NI, n = 27). RESULTS: Compensated readers, who are accurate but not fluent, demonstrate a relative underactivation in posterior neural systems for reading located in left parietotemporal and occipitotemporal regions. Persistently poor readers, who are both not fluent and less accurate, activate posterior reading systems but engage them differently from nonimpaired readers, appearing to rely more on memory-based rather than analytic word identification strategies. CONCLUSIONS: These findings of divergent neural outcomes as young adults are both new and unexpected and suggest a neural basis for reading outcomes of compensation and persistence in adults with childhood dyslexia.

Adult↗
PubMed1997

Dissociations between reading responses and semantic priming effects in a dyslexic patient.

We report a patient (Y.Y.) with senile dementia of the Alzheimer's type. The patient read aloud some words composed of two or three kanji characters with errors applying typical pronunciations of each character and defined them in keeping with the mispronunciation if the pronunciation represented another real word. The results of single-word semantic priming in a lexical decision task, however, suggested normal recognition processes for these kanji-words, despite the patient's reading errors. We consider her reading to represent surface dyslexia in Japanese. We discuss these dissociations between reading responses and priming effects in the context of dual-route models of human reading, and conclude that the "visual route" (direct access from orthography to semantics and phonology) was not completely disrupted, but partially preserved and functioning in automatic access.

Aged↗
PubMed1982

Age of reading acquisition does not affect visual hemifield asymmetries for naming imageable nouns.

Nouns of high imageability and low or high age of reading acquisition were presented bilaterally to adult subjects, who were asked to name them. Order of report of nouns appearing in the LVF and in the RVF was counterbalanced. RVF nouns were more accurately named, regardless of age of reading acquisition. This result is inconsistent with the hypothesis that the right cerebral hemisphere acquires its 'visual vocabulary' during the early stages of learning to read. Despite being matched to high reading age nouns on frequency and imageability, low reading age nouns were more accurately named.

Adolescent↗
PubMed1986

Ideogram reading in normal and dyslexic children.

This study was concerned with the ideogram reading performances of groups of reading disabled and normal children. While adults with acquired alexia have associated defects in ideogram reading, all of the dyslexic children performed at normal adult levels. It was found that ideogram reading in control children is rather slow to develop, with only 7 and 8 year old subjects performing like normal adults; this is in contrast to other reading-related cognitive tasks in which normal performance develops earlier.

Adolescent↗
PubMed2002

Relations among musical skills, phonological processing, and early reading ability in preschool children.

We examined the relations among phonological awareness, music perception skills, and early reading skills in a population of 100 4- and 5-year-old children. Music skills were found to correlate significantly with both phonological awareness and reading development. Regression analyses indicated that music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological awareness and other cognitive abilities (math, digit span, and vocabulary) had been accounted for. Thus, music perception appears to tap auditory mechanisms related to reading that only partially overlap with those related to phonological awareness, suggesting that both linguistic and nonlinguistic general auditory mechanisms are involved in reading.

Auditory Perception↗