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At least 1,135 records · Page 63Linked to original sources
PubMed2001

The eye movements of pure alexic patients during reading and nonreading tasks.

We compared the eye-movements of two patients who read letter-by-letter (LBL) following a left occipital lobe lesion with those of normal control subjects and of hemianopic patients in two tasks: a nonreading visual search task and a text reading task. Whereas the LBL readers exhibited similar eye-movement patterns to those of the other two groups on the nonreading task, their eye movements differed significantly during reading, as reflected in the disproportionate increase in the number and duration of fixations per word and in the regressive saccades per word. Importantly, relative to the two control groups, letter-by-letter readers also made more fixations per word as word length increased, especially as word frequency and word imageability decreased. Two critical results emerged from these experiments: First, the alteration in the oculomotor behavior of the LBL readers during reading is similar to that seen in normal readers under difficult reading conditions, as well as in beginning readers and in those with developmental dyslexia, and appears to reflect difficulties in processing the visual stimulus. Second, the interaction of length with frequency and with imageability in determining the eye movement pattern is consistent with an interactive activation model of normal word recognition in which weakened activation of orthographic input can nevertheless engage high-level lexical factors.

Adult↗
PubMed2003

Reading aloud and lexical decision in neglect dyslexia patients: a dissociation.

This study investigated the dissociation between reading aloud and lexical decision in six Italian right-brain-damaged patients with left neglect dyslexia. Patients were requested to perform two tasks: (a) reading aloud and lexical decision on monomorphemic words of different frequencies and non-words with different degrees of similarity to real words (Experiment 1); (b) reading aloud and lexical decision on morphologically complex (suffixed) derived words and morphologically complex (suffixed) non-words (Experiment 2). The patients' performance on lexical decision was compared to that of a group of matched control subjects. Patients showed left neglect dyslexia in the reading aloud task, but had a normal level of performance in the lexical decision task. Furthermore, patients were affected by the same morpho-lexical variables that influence lexical decision in normal subjects, suggesting a largely preserved morpho-lexical processing of written letter strings, as assessed by the task of lexical decision. The mechanisms underlying the preservation of lexical decision in patients with left neglect dyslexia are discussed in the light of dual route models of reading.

Aged↗
PubMed2002

Mr. Chips 2002: new insights from an ideal-observer model of reading.

The integration of visual, lexical, and oculomotor information is a critical part of reading. Mr. Chips is an ideal-observer model that combines these sources of information optimally to read simple texts in the minimum number of saccades. This model provides a computational framework for interpreting human reading saccades in both normal and low vision. The purpose of this paper is to report performance of the model for conditions emulating reading with normal vision--a visual span of nine characters, multiplicative saccade noise with a standard deviation of 30%, and texts based on three full-length children's books. Comparison of fixation locations by humans and Mr. Chips revealed: (1) that both exhibit very similar word-skipping behavior; (2) both show initial fixations near the center of words, but with a systematic difference suggestive of an asymmetry in the human visual span; and (3) differences in the pattern of refixations within words that may uncover non-optimal lexical inference by human readers. A human context effect--30% difference in mean saccade size between continuous text and random sequences of words--was very similar to the 25% effect for the model associated with a corresponding difference in the predictability of text words. Overall, our findings show that many of the complicated aspects of human reading saccades can be explained concisely by early information-processing constraints.

Computer Simulation↗
PubMed2003

Verb reading in developmental language impairment.

This research addresses the issues of frequency and regularity in verb reading and their importance for the organization of the mental lexicon in DLI francophones. A reading task probes response latencies and response accuracy for DLI and control participants on frequent and infrequent inflected forms of verbs. DLI participants are slower at reading verbs even if their mean accuracy rates are higher than controls'. Results also indicate that the type of suffix on the verb affects controls and DLI participants differently in their accuracy rates: DLI participants exhibit higher error rates on less frequent inflections, while controls do not. Finally, unusual patterns are found for DLI participants on regular versus irregular verbs: regular verbs are slower to be read by DLI participants. These results are compared to findings from a previous simple lexical decision study. They are interpreted as indicating that DLI word reading patterns are qualitatively different from those evidenced by controls.

Adolescent↗
PubMedDate not supplied

Stress regularity or consistency? Reading aloud Italian polysyllables with different stress patterns.

Stress assignment to three- and four-syllable Italian words is not predictable by rule, but needs lexical look-up. The present study investigated whether stress assignment to low-frequency Italian words is determined by stress regularity, or by the number of words sharing the final phonological segment and the stress pattern (stress neighborhood or consistency). Experiment 1 showed an effect of stress neighborhood: words were read aloud faster and more accurately when they had a prevalence of stress "friends," irrespective of stress regularity. Moreover, when irregularly stressed words have a higher number of stress friends compared to regularly stressed words, they are read even faster (Experiment 2). In Experiment 3, using visual lexical decision, no difference related to the numerosity of stress friends was found. It is concluded that reading aloud Italian low-frequency words with different stress patterns is mainly affected by the numerosity of lexical types that share a given final sequence and the stress pattern. The phonological nature of the numerosity of lexical representations affecting reading aloud finds support in the absence of such effect in visual lexical decision. These results have implications for models of reading aloud that go beyond monosyllables.

Decision Making↗
PubMed1985

Effect of monocular occlusion on visuomotor perception and reading in dyslexic children.

101 (68%) of 148 dyslexic children had unstable vergence eye movement control (unfixed reference) in the Dunlop synoptophore test. These children tended to make visual rather than phonemic errors when reading and writing; the opposite was true for those with stable control (fixed reference). The 148 dyslexic children were given plano spectacles to wear for 6 months when reading and writing and were randomised to receive either spectacles that had the left lens occluded or untreated ones. The trial was double blind. Conversion from unfixed to fixed reference occurred in 51% of the children who wore occluded spectacles, compared with 24% of those who wore plain spectacles. In the former group increase in reading ability improved by almost 6 months relative to change in age, whereas in those who wore plain spectacles and whose reference did not become fixed reading ability regressed by 0.4 months. The children with unfixed reference who did not benefit from occlusion were those who made not only visual but also phonemic and sequencing errors. Monocular occlusion may thus help one-sixth of dyslexic children to develop reliable vergence control and thereby to read.

Child↗
PubMed1988

Prevalence of specific reading disability in Egypt.

2878 children from the 2nd and 3rd grades in elementary schools were assessed for their reading ability by means of standardised tests for linguistic ability and rate of letters identification. 84 children (3%) with IQ 90 or more and no evidence of sensory or motor impairment were backward in their reading ability. They were left to proceed in their conventional educational programme for the next 3 years, then reassessed. 47 (2%) children had attained satisfactory reading skills. The 37 (27 boys, 10 girls) who did not improve were diagnosed as having the syndrome of specific reading disability (SRD). The prevalence of SRD among the population surveyed was 1%, and the male to female ratio was 2.7 to 1. The prevalence was far lower than that reported in western countries. How the Arabic language is written and read probably contributes to the low prevalence of SRD among Arabic speaking populations.

Child↗
PubMed1998

Focal cortical release of endogenous opioids during reading-induced seizures.

BACKGROUND: Studies in animals implicate endogenous release of opioid peptides as a mechanism for terminating partial and generalised seizures. To localise dynamic changes in opioid neurotransmission associated with partial seizures and higher cognitive function, we investigated the release of endogenous opioids in patients with reading-induced seizures compared with healthy controls. METHODS: Five patients who had reading epilepsy and six controls had 11C-diprenorphine (DPN) positron-emission-tomography (PET) scans while reading a string of symbols (baseline) or a scientific paper (activation). Statistical parametric mapping was used to find areas with differences in opioid-receptor binding. FINDINGS: On activation scans mean 11C-DPN binding to opioid receptors was significantly lower (p<0.05 corrected for multiple non-independent comparisons) in the left parieto-temporo-occipital cortex (Brodmann area 37) in reading-epilepsy patients compared with controls. INTERPRETATION: These findings suggest that opioid-like substances are involved in the termination of reading-induced seizures.

Adult↗
PubMed1989

Improved reading performance using individualized compensation filters for observers with losses in central vision.

By boosting the amplitudes of the intermediate spatial frequencies more than the amplitude of the lower spatial frequencies, reading performance improved significantly when observers with losses in central vision read words that were filtered. Words that were filtered using an image enhancement function based on an observer's losses in visual function relative to a normal observer (1) reduced the magnification (30-70% less magnification was needed) and (2) increased the reading rate (2-3 times), measured in words per minute. The greater the loss in central visual function, the more individualized compensation filters reduced the magnification needed for word recognition. Individualized compensation filters improved the clarity and visibility of words for low vision observers. This study also found that the shape of the enhancement function was important to determine the optimum compensation filter for improving reading performance. In addition, the individualized compensation filters can be implemented by inexpensive hardware, for example in a closed circuit television (CCTV), to provide a significantly more effective low vision aid for observers with losses in central vision to read text, than is provided using only magnification.

Adult↗
PubMed2000

Reading of kana (phonetic symbols for syllables) in Japanese children with spastic diplegia and periventricular leukomalacia.

In 31 Japanese children with spastic diplegia and periventricular leukomalacia (PVL), the age at which they could read Hiragana (phonetic symbols for syllables) and psychometric data were examined. Reading of Hiragana was achieved between 2 and 8 years of age in all subjects except one. Four children could read Hiragana at 2 to 3 years of age, an age which is considered early among Japanese children. Performance IQs of the Wechsler Scale were lower than Verbal IQs in 18 of 19 children who were administered this test, and DQs of the cognitive adaptive (C-A) area of the K-form developmental test (a popular test in Japan) were lower than those of the language social area in all 12 children taking this test. Among eight children having performance IQs or DQs of C-A less than 50, seven acquired reading ability of Hiragana at 8 years of age or below. A visuoperceptual disorder manifested by diplegic children with PVL does not affect the acquisition of Kana-reading ability.

Adolescent↗
PubMedDate not supplied

Reading and language in 9- to 12-year olds prenatally exposed to cigarettes and marijuana.

Facets of reading and language were examined in 131 9- to 12-year-old children for whom prenatal exposure to marijuana and cigarettes had been ascertained. The subjects were from a low-risk, predominantly middle class sample who are participants in an ongoing longitudinal study. Discriminant Function Analysis revealed a dose-dependent association that remained after controlling for potential confounds, between prenatal cigarette exposure and lower language and lower reading scores, particularly on auditory-related aspects of this latter measure. The findings are interpreted as consistent with earlier observations of an association between cigarette smoking during pregnancy and altered auditory functioning in the offspring. Similarities and differences between the reading observations and dyslexia are discussed. Maternal prenatal passive smoke exposure did not appear to contribute to either the language or reading outcomes at this age but postnatal secondhand smoke exposure by the child was associated with poorer language scores. Prenatal marijuana exposure was not significantly related to either the reading or language outcomes.

Child↗
PubMed1998

The effects of talking, reading, and silence on the "white coat" phenomenon in hypertensive patients.

To explore the mechanisms of the "white coat" phenomenon, the effects of talking, reading, and silence were analyzed. Fifty essential hypertensive patients were randomly allocated to periods of stress talking and relaxing reading, alternating with three periods of silence. While talking, systolic/diastolic blood pressure increased sharply, from 142 +/- 0.7/97.7 +/- 0.5 mm Hg to 159 +/- 0.7/111 +/- 0.5 mm Hg (P < .0001). While reading, systolic/diastolic blood pressure decreased (P < .0001). Moreover, talking and reading had opposite residual effects. The silence and reading periods gave the best approximations of the daytime ambulatory period. The predictive value of clinical blood pressure can be improved if measured during a period without talking, thus decreasing the "white coat" phenomenon.

Adult↗
PubMed2000

Microstructure of temporo-parietal white matter as a basis for reading ability: evidence from diffusion tensor magnetic resonance imaging.

Diffusion tensor magnetic resonance imaging (MRI) was used to study the microstructural integrity of white matter in adults with poor or normal reading ability. Subjects with reading difficulty exhibited decreased diffusion anisotropy bilaterally in temporoparietal white matter. Axons in these regions were predominantly anterior-posterior in direction. No differences in T1-weighted MRI signal were found between poor readers and control subjects, demonstrating specificity of the group difference to the microstructural characteristics measured by diffusion tensor imaging (DTI). White matter diffusion anisotropy in the temporo-parietal region of the left hemisphere was significantly correlated with reading scores within the reading-impaired adults and within the control group. The anisotropy reflects microstructure of white matter tracts, which may contribute to reading ability by determining the strength of communication between cortical areas involved in visual, auditory, and language processing.

Adult↗
PubMed2003

Evaluation of the dual route theory of reading: a metanalysis of 35 neuroimaging studies.

Numerous studies concerned with cerebral structures underlying word reading have been published during the last decade. A few controversies, however, together with methodological or theoretical discrepancies between laboratories, still contribute to blurring the overall view of advances effected in neuroimaging. Carried out within the dual route of reading framework, the aim of this metanalysis was to provide an objective picture of these advances. To achieve this, we used an automated analysis method based on the inventory of activation peaks issued from word or pseudoword reading contrasts of 35 published neuroimaging studies. A first result of this metanalysis was that no cluster of activations has been found more recruited by word than pseudoword reading, implying that the first steps of word access may be common to word and word-like stimuli and would take place within a left occipitotemporal region (previously referred to as the Visual Word Form Area-VWFA) situated in the ventral route, at the junction between inferior temporal and fusiform gyri. The results also indicated the existence of brain regions predominantly involved in one of the two routes to access word. The graphophonological conversion seems indeed to rely on left lateralized brain structures such as superior temporal areas, supramarginal gyrus, and the opercular part of the inferior frontal gyrus, these last two regions reflecting a greater load in working memory during such an access. The lexicosemantic route is thought to arise from the coactivation of the VWFA and semantic areas. These semantic areas would encompass a basal inferior temporal area, the posterior part of the middle temporal gyrus, and the triangular part of inferior frontal gyrus. These results confirm the suitability of the dual route framework to account for activations observed in nonpathological subjects while they read.

Clinical Trials as Topic↗
PubMed1998

Primary reading epilepsy.

This is a report of a 23-year-old-man with primary reading epilepsy. He had had three generalized tonic-clonic seizures, each time beginning with visual illusions and occurring while reading a political science text in English with complicated words. He also described tightness and stiffness in the jaw and musculature of mastication for the past 2 years, which only lasted for a few seconds and only appeared while reading political science books in English. He noted that this sensation was associated with misreading of foreign and difficult words and disappeared when he stopped reading. This case report supports the view that difficult words and misreading are provocative factors evoking seizures in reading epilepsy.

Adult↗
PubMed2005

Spontaneous sigh rates during sedentary activity: watching television vs reading.

BACKGROUND: Spontaneous sighs are thought to play an important role in preventing atelectasis and in regulating airway tone. Recent studies have provided a mechanism by which expansion of the lungs could cause relaxation of smooth muscle. OBJECTIVE: To investigate breathing patterns during 2 forms of sedentary behavior: reading and watching television. METHODS: Breathing patterns were monitored for 1 to 2 hours to document respiratory rates and sigh rates. Each participant was monitored while reading and while watching a movie on videotape. During the first experiment (17 controls), metabolic rates were also measured. In the second experiment (18 controls and 9 patients with mild-to-moderate asthma), only breathing patterns were monitored. RESULTS: There were no significant differences in respiratory or metabolic rates between the 2 activities. In contrast, in the first experiment, 13 of 17 controls had lower sigh rates while watching a videotape than while reading (P < .01). In the second experiment, the sigh rate was significantly lower overall while watching a videotape (mean, 13.7 sighs per hour; range, 1.8-26.0 sighs per hour) than while reading (mean, 19.3 sighs per hour; range, 7.7-30.0 sighs per hour) (P < .001). A similar decrease was observed in patients with asthma (P < .01). CONCLUSIONS: Given that many children and adults watch television for 5 or more hours per day, breathing patterns during this time may be relevant to lung function. Our results demonstrate that prolonged periods of watching a videotape are associated with lower sigh rates than while reading. Further research is needed to determine whether these changes are relevant to increased bronchial reactivity.

Adolescent↗
PubMed2006

Early motor development and later language and reading skills in children at risk of familial dyslexia.

Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47 males). Motor development was assessed by a structured parental questionnaire during the child's first year of life. Vocabulary and inflectional morphology skills were used as early indicators of language skills at 3 years 6 months and 5 years or 5 years 6 months of age, and reading speed was used as a later indicator of reading skills at 7 years of age. The same subgroups as in our earlier study (in which the cluster analysis was described) were used in this study. The three subgroups of the control group were 'fast motor development', 'slow fine motor development', and 'slow gross motor development', and the two subgroups of the at-risk group were 'slow motor development' and 'fast motor development'. A significant difference was found between the development of expressive language skills. Children with familial risk of dyslexia and slow motor development had a smaller vocabulary with poorer inflectional skills than the other children. They were also slower in their reading speed at the end of the first grade at the age of 7 years. Two different associations are discussed, namely the connection between early motor development and language development, and the connection between early motor development and reading speed.

Child↗
PubMed1997

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.

Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word-level reading and any subsequent phonological processing ability.

Aptitude↗