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At least 1,207 records · Page 67Linked to original sources
PubMed1984

Continuity between childhood dyslexia and adult reading.

If reading disabilities were the result of developmental lags, disabled readers should catch up to their peers in proficiency at maturity. As a test of this hypothesis, current literacy skills were assessed for adults who did, and did not, have childhood reading disabilities. Contrary to the developmental lag hypothesis, most of the former group remained poor readers in adulthood, in many cases reading more than two standard deviations below levels predicted by IQ. Both within and between groups, very similar relationships were observed between reading level and: word recognition; phonic analysis; prose comprehension; reading speed; spelling ability and error types; and tolerance for visual and semantic text transformations. Other purported characteristics of dyslexia differentiated disabled from normal adult readers with only limited success. The results have implications for theoretical, methodological, and practical issues in the study of dyslexia in childhood as well as adulthood.

Child, Preschool↗
PubMed2001

Genomic interspecies microarray hybridization: rapid discovery of three thousand genes in the maize endophyte, Klebsiella pneumoniae 342, by microarray hybridization with Escherichia coli K-12 open reading frames.

In an effort to efficiently discover genes in the diazotrophic endophyte of maize, Klebsiella pneumoniae 342, DNA from strain 342 was hybridized to a microarray containing 96% (n = 4,098) of the annotated open reading frames from Escherichia coli K-12. Using a criterion of 55% identity or greater, 3,000 (70%) of the E. coli K-12 open reading frames were also found to be present in strain 342. Approximately 24% (n = 1,030) of the E. coli K-12 open reading frames are absent in strain 342. For 1.6% (n = 68) of the open reading frames, the signal was too low to make a determination regarding the presence or absence of the gene. Genes with high identity between the two organisms are those involved in energy metabolism, amino acid metabolism, fatty acid metabolism, cofactor synthesis, cell division, DNA replication, transcription, translation, transport, and regulatory proteins. Functions that were less highly conserved included carbon compound metabolism, membrane proteins, structural proteins, putative transport proteins, cell processes such as adaptation and protection, and central intermediary metabolism. Open reading frames of E. coli K-12 with little or no identity in strain 342 included putative regulatory proteins, putative chaperones, surface structure proteins, mobility proteins, putative enzymes, hypothetical proteins, and proteins of unknown function, as well as genes presumed to have been acquired by lateral transfer from sources such as phage, plasmids, or transposons. The results were in agreement with the physiological properties of the two strains. Whole genome comparisons by genomic interspecies microarray hybridization are shown to rapidly identify thousands of genes in a previously uncharacterized bacterial genome provided that the genome of a close relative has been fully sequenced. This approach will become increasingly more useful as more full genome sequences become available.

Escherichia coli↗
PubMed1991

The open reading frames UL3, UL4, UL10, and UL16 are dispensable for the replication of herpes simplex virus 1 in cell culture.

By means of insertion and deletion mutagenesis, we have constructed four herpes simplex virus 1 recombinants, each lacking most sequences encoding a different open reading frame. The deleted genes are located in the unique sequences of the long component and include those designated UL3, UL4, UL10, and UL16. The recombinant virus R7211 lacks 579 of the 696 bp of UL3. The recombinant virus R7217 lacks 307 of the 597 bp of the UL4 open reading frame. R7216 contains a 972-bp deletion within the 1,419-bp open reading frame of UL10, whereas R7210 lacks 988 bp of the 1,119-bp UL16 open reading frame. Growth curves indicated that the yields of these viruses in Vero and BHK cell cultures were only slightly reduced from or in some instances equivalent to that of the parent virus. The function of the gene products is not known. It is of interest to note that (i) the UL16 open reading frame maps entirely within the single intron of UL15 and (ii) on the basis of the extent and size of hydrophobic domains, the UL3 and UL10 gene products were predicted to be membrane proteins.

Animals↗
PubMed1993

A 3' coterminal gene cluster in pseudorabies virus contains herpes simplex virus UL1, UL2, and UL3 gene homologs and a unique UL3.5 open reading frame.

We have determined the nucleotide sequence and transcription pattern of a group of open reading frames of pseudorabies virus (PRV), which are located at the right end of the BamHI-G fragment from 0.664 to 0.695 map units in the unique long region of the genome. Nucleotide sequence analysis revealed four open reading frames. The first three correspond in genome location to the herpes simplex virus type 1 (HSV-1) open reading frames UL1, which codes for glycoprotein L (gL); UL2, which codes for a uracil-DNA glycosylase; and UL3, which codes for a polypeptide of unknown function. The fourth open reading frame, UL3.5, is not present in the HSV-1 genome. Northern (RNA) blot analysis with oligonucleotide and cDNA probes revealed four abundant mRNA species of 3.3, 2.7, 1.8, and 0.9 kb, which are likely to yield polypeptides encoded by the UL1, -2, -3, and -3.5 open reading frames, respectively. All four transcripts were of the early-late kinetic class, transcribed in the same direction, and 3' coterminal. The UL2 and UL3 genes of PRV and HSV-1 have significant amino acid sequence homology, while the UL1 genes are positional homologs and the UL3.5 gene is unique to PRV.

Amino Acid Sequence↗
PubMed2001

Simultaneous positive and purifying selection on overlapping reading frames of the tat and vpr genes of simian immunodeficiency virus.

Tat-specific cytotoxic T cells have previously been shown to exert positive Darwinian selection favoring amino acid replacements of an epitope of simian immunodeficiency virus (SIV). The region of the tat gene encoding this epitope falls within a region of overlap between the tat and vpr reading frames, and nonsynonymous nucleotide substitutions in the tat reading frame were found to occur disproportionately in such a way as to cause synonymous changes in the vpr reading frame. Comparison of published complete SIV genomes showed Tat to be the least conserved at the amino acid level of nine proteins encoded by the virus, while Vpr was one of the most conserved. Numerous parallel amino acid changes occurred within the Tat epitope independently in different monkeys, and purifying selection on the vpr reading frame, by limiting acceptable nonsynonymous substitutions in the tat reading frame, evidently has enhanced the probability of parallel evolution.

Animals↗
PubMedDate not supplied

Non-compliance with drug treatment and reading difficulties with regard to prescription labelling among seniors.

UNLABELLED: BACKGROUND; The link between experiencing difficulties in reading or understanding and non-compliance with drug treatment among seniors is not clearly established. OBJECTIVES: We measured the effect of both difficulties in reading, as well as difficulties in understanding prescription labelling, on non-compliance with drug treatments among seniors. Since the use of a pill organizer prepared by a pharmacist may compensate for the problems in reading, we also checked the potential modifying effect of the use of a pill organizer on these two associations. METHOD: Data on non-compliance with drug treatment, comprehension of prescription labelling and on the factors potentially linked to non-compliance, were collected during face-to-face interviews with 325 seniors. RESULTS: In all, 126 respondents (38.8%) were not able to read all the prescription labels and 218 (67.1%) did not fully understand all the information. 153 respondents were non-compliant with their drug treatment. After adjusting for sex, age, living alone or not, having had help with taking the medication, use of a pill organizer, having had sufficient funds to procure his medicine during the previous month, belief in the efficacy of his medication, perception of his state of health, satisfaction with physician-given and pharmacist-given information, as well as the complexity of the treatment, the two associations remained statistically non-significant. The use of a pill organizer was not a modifying factor. CONCLUSION: Our results did not demonstrate the existence, among seniors, of an association between non-compliance and difficulty in reading and understanding prescription labelling.

Aged↗
PubMedDate not supplied

[Phonological and orthographic processes of reading and spelling in young adolescents and adults with and without dyslexia in German and English: impact on foreign language learning].

The present study addressed the question whether there is a relationship between phonological and orthographic processes of reading and spelling in adolescents and young adults with and without dyslexia in German and English. On the evidence of the Linguistic Coding Differences Hypothesis and results of the latest research in foreign language learning the hypothesis is tested if there is a relationship between phonological and orthographic knowledge on the one hand and decoding and spelling performance on the other hand in German adolescents and young adults reading and spelling German and English words. This hypothesis was tested with the statistical method of structural equation modeling and therefore the research population was divided into the following groups: group 1 with dyslexia in reading (n = 93), group 2 with dyslexia in spelling (n = 93), group 3 without dyslexia in reading (n = 95), and group 4 without dyslexia in spelling (n = 95). Results of data analysis show that the postulated prediction model fits only the data of the dyslexia group for reading and spelling, but not for the control group. Also the model for both groups does not fit. The results of the pilot study show that it is necessary to modify diagnostic instruments of measurement and to separate scales of phonological and orthographic processes.

Adolescent↗
PubMed2003

Neural correlates of letter-string length and lexicality during reading in a regular orthography.

Behavioral studies have shown that short letter strings are read faster than long letter-strings and words are read faster than nonwords. Here, we describe the dynamics of letter-string length and lexicality effects at the cortical level, using magnetoencephalography, during a reading task in Finnish with long (eight-letter) and short (four-letter) word/nonword stimuli. Length effects were observed in two spatially and temporally distinct cortical activations: (1) in the occipital cortex at about 100 msec by the strength of activation, regardless of the lexical status of the stimuli, and (2) in the left superior temporal cortex between 200 and 600 msec by the duration of activation, with words showing a smaller effect than nonwords. A significant lexicality effect was also evident in this later activation, with stronger activation and longer duration for nonwords than words. There seem to be no distinct cortical areas for reading words and nonwords. The early length effect is likely to be due to the low-level visual analysis common to all stimulus letter-strings. The later lexicality and length effects apparently reflect converging lexico-semantic and phonological influences, and are discussed in terms of dual-route and single-route connectionist models of reading.

Adult↗
PubMed2005

Dissociating reading processes on the basis of neuronal interactions.

Previous studies of patients with phonological and surface alexia have demonstrated a double dissociation between the reading of pseudo words and words with atypical spelling-to-sound relationships. A corresponding double dissociation in the neuronal activation patterns for pseudo words and exception words has not, however, been consistently demonstrated in normal subjects. Motivated by the literature on acquired alexia, the present study contrasted pseudo words to exception words and explored how neuronal interactions within the reading system are influenced by word type. Functional magnetic resonance imaging was used to measure neuronal responses during reading in 22 healthy volunteers. The direct comparison of reading pseudo words and exception words revealed a double dissociation within the left frontal cortex. Pseudo words preferentially increased left dorsal premotor activation, whereas exception words preferentially increased left pars triangularis activation. Critically, these areas correspond to those previously associated with phonological and semantic processing, respectively. Word-type dependent interactions between brain areas were then investigated using dynamic causal modeling. This revealed that increased activation in the dorsal premotor cortex for pseudo words was associated with a selective increase in effective connectivity from the posterior fusiform gyrus. In contrast, increased activation in the pars triangularis for exception words was associated with a selective increase in effective connectivity from the anterior fusiform gyrus. The present investigation is the first to identify distinct neuronal mechanisms for semantic and phonological contributions to reading.

Adult↗
PubMed2005

Impairment of visual acuity and reading performance and the relationship with cataract type and density.

PURPOSE: To evaluate the association between the density of nuclear, cortical, and posterior subcapsular lens opacities and visual impairment in patients with cataract. METHODS: In 80 patients, visual acuity and reading performance were evaluated 1 day before and 4 weeks after cataract surgery. Cataracts were categorized and graded according to the Lens Opacities Classification System (LOCS) III of nuclear color (NC), nuclear opalescence (NO), cortical (C), and posterior subcapsular cataract (P). A multiple linear regression analysis and partial correlation coefficients were calculated. Data were also checked for significant pre- and postoperative differences in visual performance related to cataract grading. RESULTS: In the multiple linear regression analysis, significant associations were found between the improvement in visual acuity and reading performance after cataract surgery and the NC, NO, and P scores (P < 0.001); no significant association was found for the C score (P > 0.05). High partial correlation coefficients were found between the P score and the preoperative visual acuity (r = 0.6; P < 0.001), reading acuity (r = 0.74; P < 0.001), and maximum reading speed (MRS; r = -0.77; P < 0.001). Significant but lower partial correlation coefficients were found for the NO score. No significant partial correlation coefficients were found for the NC and C score. Significant pre- and postoperative differences in MRS were found in patients with P scores > or =3 or NO and NC scores > or =5, representing functionally relevant impairment. CONCLUSIONS: A strong association was found between visual impairment in patients with cataract and the severity of posterior subcapsular cataract (PSC) and nuclear opacity. Particularly in patients with PSC, deficits in reading performance significantly increased. The functionally relevant deficits in patients with P scores > or =3 or NO and NC scores > or =5, should be carefully considered for planning cataract surgery or visual rehabilitation.

Aged↗
PubMed1993

Two approaches to reading instruction with children with disabilities: does program design make a difference?

This study examined the effects on reading achievement of variation in program design and tested the hypothesis this Distar Reading Mastery's (Engelmann & Bruner, 1988b) demonstrated effects with disadvantaged children in Project Follow Through can be generalized to children with disabilities. We compared the effects of two synthetic phonics reading programs, Direct Instruction (DI) Reading Mastery I and II and Addison Wesley's Meet the Superkids and The Superkids' Club, (Rowland, 1982a, 1982b) for 81 children in transitional kindergarten special education classes. No significant achievement differences were evident for the instructional program either at the end of the treatment year, or on follow-up testing 1 year later. However, among children who made advanced progress, the DI group showed larger reading gains.

Child↗
PubMed1989

Comprehension aids for on-line reading of expository text.

A chapter of expository text was presented on a CRT with optional "windowing" of definitions of selected words varying in relevance to each screen's main ideas. A test treatment was interposed to influence reading strategies. Dependent variables included text reading time, frequency of definition "calls," definition reading rates, and scores on a final comprehension test. Results indicate that a technical chapter can be read from a CRT with appreciable content retention. Subjects accessed 80% of available definitions, but those able to "call" content-relevant definitions increased their frequency of definition "calls." Definition reading rate diminished; comprehension and processing time increased only for subjects accessing the theoretically relevant definitions. The results suggest how the use of definitions enhances the comprehension of on-line training manuals, texts, and help screens. "Callable" definitions need not include all low-frequency technical concepts but only those relevant to reductive main ideas.

Adult↗
PubMedDate not supplied

Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills.

This study investigated the phonological processing skills of university students with dyslexia. Fifty-nine students participated in this study: 28 with reading disabilities based on recent psychological assessments and a history of early and persistent reading problems; and 31 controls. The two groups did not differ on estimates of verbal and nonverbal abilities. The dyslexia group performed significantly less well on standardized measures of reading and spelling. However, the dyslexia group scores on these measures fell within the average range. The main dependent variables were subsumed under three areas of phonological processing: phonological awareness, phonological recoding in lexical access, and phonological recoding in working memory. The control group performed significantly better on all phonological processing measures, particularly those measures involving accuracy and response times. Despite age-appropriate performances on standardized reading and spelling measures, phonological processing deficits persisted in the dyslexia group. These findings support the causal role of phonological awareness in the acquisition of reading skills and indicate that differences in phonological processing skills are still evident in a sample of university students with dyslexia compared a group matched on age and education.

Adolescent↗
PubMedDate not supplied

The development of reading speed in Italians with dyslexia: a longitudinal study.

The development of reading speed in Italian children with dyslexia was estimated using individualized growth curves for a group of 38 children with dyslexia tested longitudinally from the second to the eighth grade and compared with typical readers. Their reading speed development followed a linear trend of .3 syllables per second per grade, approximately half the increment observed in typical children reading a passage and similar to typical children's reading of nonword lists. These findings give support to the deficit hypothesis versus the lag hypothesis and to reading speed as the core deficit in dyslexia with transparent orthographies.

Child↗
PubMedDate not supplied

Writing and reading: connections between language by hand and language by eye.

Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways.

Adult↗
PubMedDate not supplied

Exploring hypotheses about phonological awareness, memory, and reading achievement.

Reading-related skills were tested in adults with and without reading disabilities (RD) and adults with profound hearing impairment (PHI) who did not differ on average Performance IQ. The RD group and the PHI group both demonstrated levels of phonological awareness lower than the control group's, but only the RD group also exhibited deficits in other skills, including verbal short-term memory, morphological awareness, speeded written naming, and reading comprehension. The average reading level of the PHI group was significantly higher than that of the RD group. Three control group members also demonstrated limited phonological awareness without other deficits in a pilot study, performing similarly to the PHI group. The results support other studies suggesting that processes dependent on memory, not solely phonological awareness, may contribute to determining reading achievement.

Adult↗
PubMedDate not supplied

The role of speed of processing, rapid naming, and phonological awareness in reading achievement.

This study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement. Measures of response time in motor, visual, lexical, grammatical, and phonological tasks were administered to 279 children in third grade. Measures of rapid object naming, phonological awareness, and reading achievement were given in second and fourth grades. Reading group comparisons indicated that poor readers were proportionally slower than good readers across response time measures and on the rapid object naming task. These results suggest that some poor readers have a general deficit in speed of processing and that their problems in rapid object naming are in part a reflection of this deficit. Hierarchical regression analyses further showed that when considered along with IQ and phonological awareness, speed of processing explained unique variance in reading achievement. This finding suggests that a speed of processing deficit may be an "extraphonological" factor in some reading disabilities.

Child↗
PubMedDate not supplied

Improving beginning reading instruction and intervention for students with LD: reconciling "all" with "each".

We begin with an examination of the tensions that exist between educational efforts that target the needs of all students and efforts that target the needs of individual students with disabilities. Next, we provide reasons why, in beginning reading, a schoolwide system designed to teach all students to read can also support individualized and flexible instruction designed to teach each student to read. Finally, we describe a schoolwide beginning reading model that includes a schoolwide framework or infrastructure that supports comprehensive and coordinated reading goals, assessment, and instruction for all students integrated with ongoing progress monitoring and instructional adjustments that allow for differentiated and individualized instruction for each student, including students with disabilities.

Education, Special↗