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At least 1,171 records · Page 65Linked to original sources
PubMed2002

Randomised controlled trial of the effect of coloured overlays on the rate of reading of people with specific learning difficulties.

A randomised controlled trial has demonstrated that, for selected children with reading difficulties, individually prescribed coloured filters reduce symptoms of asthenopia. In the present study, we investigate the effect of individually prescribed coloured overlays on the rate of reading. Subjects were 33 children and adults who: had consulted a specific learning difficulties clinic; had received treatment to normalise any conventional optometric and orthoptic anomalies; and subsequently reported symptomatic relief from coloured filters. These subjects carried out the Wilkins Rate of Reading Test (which assesses visual rather than linguistic factors) under two conditions: with their chosen coloured overlay and with a control filter. Steps were taken to ensure that a strong placebo effect was associated with the control overlay and, when asked which they preferred, subjects were not significantly more likely to prefer their coloured overlay than the control filter (p=0.11). Nonetheless, the rate of reading was significantly faster with the coloured overlay than with the control (p=0.0019). Further analyses support the conclusion that individually prescribed coloured filters can improve reading performance for reasons that cannot be solely attributed to conventional optometric factors or to placebo effects.

Adult↗
PubMed2004

Effect of light filters on reading speed in normal and low vision due to age-related macular degeneration.

PURPOSE: To investigate the effects of light filters on reading speed in normal and low vision due to age-related macular degeneration (AMD). METHODS: Reading speed was determined for 12 subjects with normal vision and 12 subjects with non-exudative AMD using stationary lowercase nonsensical print in Times Roman font and four light filters; a yellow Corning Photochromic Filter (CPF) 450, a grey neural density (ND) filter, an individual filter obtained using the Intuitive Colorimeter and a clear filter. RESULTS: There was no statistically significant light filter effect on reading speed for the normal subjects. The AMD group demonstrated a statistically significant 5% average improvement in reading speed with the CPF450 compared with the other filters although some AMD subjects had improvements of 10-15%. CONCLUSIONS: Light filters obtained using the Intuitive Colorimeter(R) performed poorly when compared with the CPF450, ND and clear filters for both the study groups. For the AMD group, average reading speed was statistically greater with the CPF450 than the other filters, however it is questionable whether the improvement (5%) would be clinically significant. As some of the subjects with AMD had greater improvements with the CPF450 we advocate clinical assessment of light filters using existing protocols on an individual basis.

Aged↗
PubMed1999

Conceptual and perceptual contributions to the acquisition and retention of text-specific reading skill in Alzheimer's disease.

In the first experiment, patients with Alzheimer's disease (AD) and normal control (NC) participants read each of two passages three times and then again after either a 1-min or 10-min delay interval. Reading time decreased with practice for both groups, and this facilitation was text-specific. Although both groups retained the facilitation in reading speed after 1 min, it was reduced only in the AD group after 10 min. In the second experiment, the same task was repeated with new passages that encouraged the use of either conceptual or perceptual processing during reading. Patients with AD acquired the facilitation in reading speed normally in both conditions, but were impaired in retaining it over a 10-min delay interval only in the conceptually-weighted condition

Aged↗
PubMed2003

Impact of temporal lobe epilepsy on phonological processing and reading: a case study of identical twins.

In order to evaluate the possible consequences of temporal lobe epilepsy on reading acquisition, we first compared the reading skills and phonological awareness abilities in a set of 13-year-old identical twins, one of whom is affected by temporal lobe epilepsy (LB). We then compared their performances to those of an age- and IQ-matched control group. Both siblings have an intellectual quotient above average as well as normal memory and linguistic abilities. Results showed that the reading age of LB (assessed by the Lefabvrais French reading test) was more than two years behind expectations whereas that of her sister was above average. Further, in contrast to her sister and healthy control subjects, LB exhibited specific deficits in elaborate metaphonological awareness abilities (non-word repetition, rhyme production, phonemic segmentation and syllabic inversion). These could be linked to temporal lobe dysfunction, thus confirming the important role of the temporal lobes in reading acquisition.

Adolescent↗
PubMed1992

Effects of spatial disruptions on reading speed for fast and slow readers.

Forty-five subjects read three paragraphs at their normal reading speed and were timed. The first paragraph was presented normally, and the others were shown either with spaces that had been filled in or with spaces that were randomized in size. The subjects' initial reading speed declined with both alterations, but to a greater extent with the filled text. Moreover, the reduction in reading speed was greater for the 10 fastest readers than for the 10 slowest readers. This pattern of performance may reflect a floor effect with slower readers in the filled condition, but the authors interpreted the results as providing further support for Hochberg's peripheral search guidance (PSG; 1970) stage of reading.

Adult↗
PubMed1992

Grade-related changes in event-related potentials (ERPs) in primary school children: differences between two reading tasks.

Event-related potentials (ERPs) were recorded from the left and right temporal and parietal sites during word reading in a group of children who were followed over three consecutive years, starting at Grade 1. The first task required the child to read repeatedly presented words; the second task consisted of a series of different words, with each word being presented only once. All ERP components showed changes in amplitude as a function of grade: P240, N530, the parietal N150, and SW all decreased, whereas the temporal N360 and SW both increased. In addition, SW changed from no asymmetry to larger positivity over the right site, whereas N360 changed from symmetric amplitudes to larger amplitudes over the left hemisphere with grade. Single word presentations were associated with smaller SW activity and larger N530 and N360 amplitudes than were repeated word presentations. It was also found that proficient readers showed larger SW and N360 asymmetries and shorter vocal response times than did less proficient readers. In addition, a positive relationship was found between reading performance and ERP amplitudes over the left temporal hemisphere at Grades 2 and 3, particularly in the single word reading task. The results are discussed in terms of age-related changes in right and left hemisphere functions involved in learning to read.

Attention↗
PubMed2002

Children's reading of words, pseudohomophones, and other nonwords.

In Experiment 1 children aged 8-9 and 9-10 years were tested for neighbourhood and pseudohomophone effects in nonword reading. Neighbourhood effects (N effects) were robust irrespective of group or type of nonword. Pseudohomophones were read more accurately than other nonwords but this finding was robust only for the younger 8-9-year-olds. High-frequency words were read more accurately than low-frequency words, but the reverse applied to pseudohomophones based on high- and low-frequency words, although this was not robust. Error rates for the 9-10-year-olds in Experiment 1 were low, and so it was difficult to interpret the lack of a pseudohomophone advantage for reading nonwords in this age group. Experiment 2 was therefore carried out, which consisted of a replication of the first study with a further group of 9-10-year-olds, but pronunciation latencies were measured, as well as accuracy. All the effects obtained in Experiment 1 were replicated but, in addition, an advantage for pseudohomophones in terms of pronunciation latencies was observed. The implications for accounts of reading development are discussed.

Attention↗
PubMed2005

Reading to stroke unit patients: perceived impact and potential of an innovative arts based therapy.

OBJECTIVE: This study investigated the delivery of an arts based intervention to stroke patients and sought users' and professionals' views of any perceived benefits. SETTING: The study was undertaken on the stroke rehabilitation ward of a London teaching hospital. DESIGN: Semi-structured interviews were carried out with 21 patients, 3 health care professionals and 5 reading service personnel. Observation sessions were carried out weekly for the 10-month duration of the project. Data were analysed using the Framework method. INTERVENTION: The reading service, run by Interact, a registered charity, aims to entertain, stimulate and engage patients. Readers are professional actors trained to work specifically with stroke patients. Interact provides a selection of reading materials or alternatively patients provide their own material. RESULTS: Participants' accounts suggested that the service met its aim of providing entertainment and stimulation. Additionally, there was some evidence that taking part in the reading service was associated with participants' emotional well being, the processes of adjusting to hospitalisation and to their engagement in rehabilitation therapies. Hospital staff acknowledged the service benefited patients with regard to spiritual, emotional/psychological needs. However they maintained that the service, as entertainment rather than therapy, was of minor importance. CONCLUSION: This arts based intervention was welcomed by patients and seemed to address some needs not met in the current configuration of care. These findings suggest that interventions such as the reading service point to ways in which it is possible to enhance the rehabilitation environment and perhaps facilitate better outcomes for stroke patients.

Adult↗
PubMed2000

The relationship between language and reading. Preliminary results from a longitudinal investigation.

This longitudinal study investigated the relationship between language and reading from three perspectives. First, we examined the reading and writing outcomes of children identified with spoken language impairments (LIs). Second, the early language abilities of children identified as poor readers were investigated. Finally, reading and language abilities were treated as continuous variables and the developmental relationship between them was studied. In general, the results indicated that language abilities (both phonological processing and oral language) significantly contributed to achievement in the early stages of reading (2nd grade) and had an even stronger effect as children acquired greater reading proficiency (4th grade).

Achievement↗
PubMed1996

The measurement of verbal working memory capacity and its relation to reading comprehension.

Ninety-four subjects were tested on the Daneman and Carpenter (1980) reading span task, four versions of a related sentence span task in which reaction times and accuracy on sentence processing were measured along with sentence-final word recall, two number generation tasks designed to test working memory, digit span, and two shape-generation tasks designed to measure visual-spatial working memory. Forty-four subjects were retested on a subset of these measures at a 3-month interval. All subjects were tested on standard vocabulary and reading tests. Correlational analyses showed better internal consistency and test-retest reliability of the sentence span tasks than of the Daneman-Carpenter reading span task. Factor analysis showed no factor that could be related to a central verbal working memory; rotated factors suggested groupings of tests into factors that correspond to digit-related tasks, spatial tasks, sentence processing in sentence span tasks, and recall in sentence span tasks. Correlational analyses and regression analyses showed that the sentence processing component of the sentence span tasks was the best predictor of performance on the reading test, with a small independent contribution of the recall component. The results suggest that sentence span tasks are unreliable unless measurements are made of both their sentence processing and recall components, and that the predictive value of these tasks for reading comprehension abilities lies in the overlap of operations rather than in limitations in verbal working memory that apply to both.

Adolescent↗
PubMed2003

Brain mechanisms for reading in children with and without dyslexia: a review of studies of normal development and plasticity.

In this article we review our experience with the application of magnetic source imaging (MSI), the newest of the functional imaging methods, to the study of brain mechanisms for reading among children who read normally and among those with dyslexia. After giving a general description of MSI, we present evidence for reliable and valid maps of the brain mechanism for aural language comprehension as well as for reading. Next, we present data from 39 normal readers, 40 children with dyslexia, and 30 younger children at risk for developing a reading disability. These data show different brain activation maps for individual children with dyslexia and children at risk for dyslexia than for those of normal readers. Such differences most likely reflect aberrant brain organization underlying phonological decoding, rather than variables such as degree of effort. Finally, we present preliminary data demonstrating that the aberrant activation profiles of children with dyslexia may return to normative patterns as a result of a successful reading intervention that enables children to improve phonological decoding skills.

Adolescent↗
PubMed2005

Exposure-effect relations between aircraft and road traffic noise exposure at school and reading comprehension: the RANCH project.

Transport noise is an increasingly prominent feature of the urban environment, making noise pollution an important environmental public health issue. This paper reports on the 2001-2003 RANCH project, the first cross-national epidemiologic study known to examine exposure-effect relations between aircraft and road traffic noise exposure and reading comprehension. Participants were 2,010 children aged 9-10 years from 89 schools around Amsterdam Schiphol, Madrid Barajas, and London Heathrow airports. Data from The Netherlands, Spain, and the United Kingdom were pooled and analyzed using multilevel modeling. Aircraft noise exposure at school was linearly associated with impaired reading comprehension; the association was maintained after adjustment for socioeconomic variables (beta = -0.008, p = 0.012), aircraft noise annoyance, and other cognitive abilities (episodic memory, working memory, and sustained attention). Aircraft noise exposure at home was highly correlated with aircraft noise exposure at school and demonstrated a similar linear association with impaired reading comprehension. Road traffic noise exposure at school was not associated with reading comprehension in either the absence or the presence of aircraft noise (beta = 0.003, p = 0.509; beta = 0.002, p = 0.540, respectively). Findings were consistent across the three countries, which varied with respect to a range of socioeconomic and environmental variables, thus offering robust evidence of a direct exposure-effect relation between aircraft noise and reading comprehension.

Aircraft↗
PubMed2001

Characterizing the neural mechanisms of skill learning and repetition priming: evidence from mirror reading.

The changes in brain activity related to skill learning and repetition priming in a mirror-reading task were examined using functional MRI. Subjects exhibited significant learning across five training sessions and this learning generalized significantly to different spatial transformations (inverted-mirror reversed text and normal letters spelled backwards). Mirror reading, compared with reading normal text, was associated with extensive activation in occipital, temporal, parietal and frontal regions. Learning to read mirror-reversed (MR) text was associated with increased activation in left inferior temporal, striatal, left inferior prefrontal and right cerebellar regions and with decreased activity in the left hippocampus and left cerebellum. Short-term repetition priming was associated with reduced activity in many of the regions active during mirror reading and extensive item-specific practice (long-term repetition priming) resulted in a virtual elimination of activity in those regions. Short- and long-term repetition priming thus appeared to rely upon common neural mechanisms. Nearly all of the regions exhibiting significant learning-related changes also exhibited increased repetition priming effects, suggesting common neural substrates for priming and skill learning in this task. Comparison of MR items with other spatially transformed typographies showed that the learning-related changes were general to all of the spatial transformations. The results confirm the importance of striatofrontal neural networks for the acquisition of skills, and suggest that skill learning and repetition priming may have common substrates within a particular task.

Adult↗
PubMed2001

The planning and guiding of reading saccades: a repetitive transcranial magnetic stimulation study.

A previous positron emission tomography study that investigated the cortical areas involved in directing eye movements during text reading showed two areas of extra-occipital asymmetry: left > right posterior parietal cortex (PPC), and right > left frontal eye-field (FEF). We used the temporal resolution of repetitive TMS (rTMS) to isolate the contributions of the left and right PPC and FEF to the planning and execution of rightward reading saccades. We present eye-movement data collected during text reading, which involves the initiation and maintenance of a series of saccades (scanpath). rTMS over the left but not right PPC slowed reading speeds for the whole array of words, indicating that this area is involved throughout the scanpath. rTMS over the right but not the left FEF slowed the time to make the first saccade, but only when triggered before the stimuli appeared, demonstrating that the role of this region is in the preparation of the scanpath. Our results are compatible with the hypotheses that the left PPC maintains reading saccades along a line of text while the right FEF is involved in the preparation of the motor plan for the scanpath at the start of each new line of text.

Adult↗
PubMedDate not supplied

The neural basis of visual skill learning: an fMRI study of mirror reading.

The learning of perceptual skills is thought to rely upon multiple regions in the cerebral cortex, but imaging studies have not yet provided evidence about the changes in neural activity that accompany visual skill learning. Functional magnetic resonance imaging (fMRI) was used to examine changes in activation of posterior brain regions associated with the acquisition of mirror-reading skill for novel and practiced stimuli. Multiple regions in the occipital lobe, inferior temporal cortex, superior parietal cortex and cerebellum were involved in the reading of mirror-reversed compared to normally oriented text. For novel stimuli, skilled mirror-reading was associated with decreased activation in the right superior parietal cortex and posterior occipital regions and increased activation in the left inferior temporal lobe. These results suggest that learning to read mirror-reversed text involves a progression from visuospatial transformation to direct recognition of transformed letters. Reading practiced, relative to unpracticed, stimuli was associated with decreased activation in occipital visual cortices, inferior temporal cortex and superior parietal cortex and increased activation in occipito-parietal and lateral temporal regions. By examining skill learning and item-specific repetition priming in the same task, this study demonstrates that both of these forms of learning exhibit shifts in the set of neural structures that contribute to performance.

Brain↗
PubMed2006

Regional specificity of format-specific priming effects in mirror word reading using functional magnetic resonance imaging.

The speed and accuracy with which subjects can read words is enhanced or "primed" by a prior presentation of the same words. Moreover, priming effects are generally larger when the physical form of the words is maintained from the first to the second presentation. We investigated the neural basis of format-specific priming in a mirror word-reading task using event-related functional magnetic resonance imaging (fMRI). Participants read words that were presented either in mirror-image (M) orientation or in normal (N) orientation and were repeated either in the same or the alternate orientation, creating 4 study-test conditions, N-N, M-N, N-M, and M-M. Priming of N words resulted in reductions in fMRI signal in multiple brain regions, even though reading times (RTs) were unchanged. Priming of M words showed a pattern of RTs consistent with format-specific priming, with greater reductions when the prime matched the form of the test word. Priming-related reductions in fMRI activity were evident in all regions involved in mirror-image reading, regardless of the orientation of the prime. Importantly, reductions in several posterior regions, including fusiform, superior parietal, and superior temporal regions were also format specific. That is, signal reductions in these regions were greatest when the visual form of the prime and target matched (M-M compared with N-M). The results indicate that, although there are global neural priming effects due to stimulus repetition, it is also possible to identify regional brain changes that are sensitive to the specific perceptual overlap of primes and targets.

Adult↗
PubMed1992

The prediction of exons through an analysis of spliceable open reading frames.

We have developed a computer program which predicts internal exons from naive genomic sequence data and which will run on any IBM-compatible 80286 (or higher) computer. The algorithm searches a sequence for 'spliceable open reading frames' (SORFs), which are open reading frames bracketed by suitable splice-recognition sequences, and then analyzes the region for codon usage. Potential exons are stratified according to the reliability of their prediction, from confidence levels 1 to 5. The program is designed to predict internal exons of length greater than 60 nucleotides. In an analysis of 116 genes of a training set, 384 out of 441 such exons (87.1%) are identified, with 280 (63.5%) of predictions matching the true exon exactly (at both 5' and 3' splice junctions and in the correct reading frame), and with 104 (23.6%) exons matching partially. In a similar analysis of 14 genes in a test set unrelated to the genes used to generate the parameters of the program, 70 out of 80 internal exons greater than 60 bp in length are identified (87.5%), with 47 completely and 23 partially matched. SORFs that partially match true internal exons share at least one splice junction with the exon, or share both splice junctions but are interpreted in an incorrect reading frame. Specificity (the percentage of SORFs that correspond to true exons) varies from 91% at confidence level 1 to 16% at confidence level 5, with an overall specificity of 35-40%. The output displays nucleotide position, confidence level, reading frame phase at the 5' and 3' ends, acceptor and donor sequences and scoring statistics and also gives an amino acid translation of the potential exon. SORFIND compares favourably with other programs currently used to predict protein-coding regions.

3',5'-Cyclic-GMP Phosphodiesterases↗
PubMedDate not supplied

The effects of alcohol on eye movements during reading.

In an experimental double-blind placebo study of 18 subjects (mean age 26.2 years), we investigated the effect of three blood alcohol concentrations (0.0%, 0.05% and 0.1%) on five visuomotor reading parameters: (1) number of eye fixations per 100 words read; (2) the number of words read per minute; (3) the number of regressions per 100 words read; (4) the saccadic length; (5) the duration of eye fixations. The number of fixations and the duration of eye fixations increased significantly as a function of increased breath alcohol concentration. There were no significant changes in the other visuomotor reading parameters.

Adult↗