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PubMedDate not supplied

Below-average, average, and above-average readers engage different and similar brain regions while reading.

Event-related potentials (ERPs) were recorded from 27 children (14 girls, 13 boys) who varied in their reading skill levels. Both behavior performance measures recorded during the ERP word classification task and the ERP responses themselves discriminated between children with above-average, average, and below-average reading skills. ERP amplitudes and peak latencies decreased as reading skills increased. Furthermore, hemisphere differences increased with higher reading skill levels. Sex differences were also related to ERP amplitude variations across the scalp. However, ERPs recorded from boys and girls did not differ as a function of differences in the children's reading levels.

Aptitude↗

PubMed1992

Stimulant medication and reading performance: follow-up on sustained dose in ADHD boys with and without conduct disorders.

The study examined the sustained effects of methylphenidate on reading performance in a sample of 42 boys, aged 8 to 11, with attention deficit-hyperactivity disorder (ADHD). Two subgroups were formed based on the presence or absence of co-occurring conduct disorders. Subjects were selected on the basis of their positive response to methylphenidate as determined in a series of original medication trials (Forness, Cantwell, Swanson, Hanna, & Youpa, 1991). For the purpose of this study, subjects were placed on their optimal dose of medication for a 6-week period and then tested on measures of oral reading and reading comprehension equivalent to those used in the original trials, retested after a week without medication (placebo), then tested again the following week after return to medication. Only the subgroup with conduct disorders responded, and this response was limited to reading comprehension improvement in only those subjects who also demonstrated improvement in oral reading on original trials. No response differences were found between subjects with or without learning disabilities.

Achievement↗

PubMed1993

Eye-movement rhythmicity and reading comprehension.

The purpose of these two studies was to examine the rhythmical patterns displayed by subjects with and without reading disabilities while they were reading (Study 1), and to vary rhythmicity through priming and observe the effects on parsing ability using eye-movement and comprehension measures (Study 2). Rhythmicity during silent reading was operationalized by transcribing eye-movement measures into pitch, rhythm, and rests. In Study 1, 17 subjects with reading disabilities and 15 control subjects (M age = 15, male = 60%) parsed 20 flawed and control sentences. In Study 2, 35 control subjects (M age = 21, male = 43%) parsed 9 phrases from familiar songs under one of three rhythm-priming conditions. Results (Study 1) indicated significant differences in rhythm patterns. Subjects with reading disabilities exhibited rhythm variability, unpredictability, and lethargic tempos. In Study 2, significant differences across priming conditions were found, with primed subjects exhibiting improved parsing and comprehension. Rhythm may be an organizational substrate for syntax.

Adolescent↗

PubMedDate not supplied

Early identification of children at risk for reading disabilities.

The present study examined the development of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into nondisabled (ND), reading disabled (RD), or garden-variety poor reading (GV) groups. Although each group made gains in phonological processing, large differences were found between the ND and RD/GV groups. The RD and GV groups performed similarly on many of the tasks. Consistent with the literature, it was found that intelligence does not differentiate between good and poor readers. The most important finding of the present study was that reader-group membership at Time 4 could be very accurately determined from students' Time 1 scores. All of the children in the RD and GV groups were correctly identified, and only 3 of the 148 ND children were misclassified, indicating that children at risk for reading difficulties can be very accurately identified very early in their academic experiences.

Achievement↗

PubMedDate not supplied

Investigating reading disabilities using the rauding diagnostic system.

Should a measure of intelligence be replaced by a measure of listening in discrepancy definitions of reading disability? This question was answered using a newly developed diagnostic system, which is based on "rauding" theory and a causal model of reading achievement. In Study 1, diagnostic results were analyzed from 122 students in Grades 3 through 7 who took, via computer, a battery of tests called the computer Assisted Reading Diagnosis (CARD). In Study 2, 44 university students were given the CARD. In Study 3, the CARD was administered to 128 students in reading improvement classes at a suburban community college. From the results, it was concluded that the rauding diagnostic system consistently diagnoses disabilities in listening, decoding, and naming speed when they are theoretically needed to explain accuracy and rate disabilities of children and adults who are poor readers. It was recommended that (a) general intelligence, fluid intelligence, or IQ not be used to measure potential or to diagnose reading disabilities; (b) listening not be used to measure potential; (c) verbal knowledge aptitude, pronunciation aptitude, and cognitive speed aptitude be used to measure potential; and (d) the new rauding diagnostic system replace the system of diagnosing dyslexics, hyperlexics, and garden-variety poor readers.

Adolescent↗

PubMedDate not supplied

A validation of the role of preschool phonological and orthographic skills in the prediction of reading.

Two cohorts of children were followed to determine whether tests of phonological awareness (Syllable Tapping), orthographic processing (Visual Matching), and serial naming speed (RAN Objects), added to a preschool battery, would improve prediction of reading. The major predictors of first-grade reading and spelling were preschool letter naming and sentence memory for both cohorts, but the orthographic and serial naming tasks added a small amount of additional variance. Sentence memory accounted for the most variance in second-grade reading for both cohorts, and Visual Matching made contributions to reading and spelling for each cohort. Sentence memory, Visual Matching, and color naming together yielded an 87% to 90% hit rate in predicting which individual children would be good or poor readers. The orthographic and serial naming speed tasks are useful additions to a preschool predictive battery, but recommendations are that alternative preschool phonological tasks, not based on syllable recognition, should be used to predict reading.

Child↗

PubMed1990

Effects of two error-correction procedures on oral reading errors. Word supply versus sentence repeat.

The effects of two error-correction procedures on oral reading errors and a control condition were compared in an alternating treatments design with three students who were moderately mentally retarded. The two procedures evaluated were word supply and sentence repeat. The teacher supplied the reader with the correct word immediately after each student error during the word-supply condition. During the sentence-repeat condition, the teacher supplied the correct word immediately after each student error, required the student to repeat the correct word, complete reading the sentence, and then reread the entire sentence. Both word-supply and sentence-repeat procedures were effective in reducing oral reading errors when compared to a no-intervention control condition, but sentence repeat was superior to word supply. In addition, a similar relationship was found between the two procedures when the students were tested for retention on the same reading passages a week later. These results show that sentence repeat is more effective than is the commonly used word-supply procedure in remediating the oral reading errors of students with moderate mental retardation.

Adolescent↗

PubMed2002

Brain activation profiles during the early stages of reading acquisition.

In the present study, we demonstrate for the first time the presence of an aberrant brain mechanism for reading in children who have just started acquiring reading skills. Children who, at the end of kindergarten, are found to be at risk for developing reading problems display markedly different activation profiles than children who have, at this stage, already mastered important prereading skills. This aberrant profile is characterized by the lack of engagement of the left-hemisphere superior temporal region, an area normally involved in converting print into sound, and an increase in activation in the corresponding right-hemisphere region. This finding is consistent with current cognitive models of reading acquisition and dyslexia, pointing to the critical role of phonologic awareness skills in learning to read.

Brain↗

PubMed2001

Auditory evoked response data reduction by PCA: development of variables sensitive to reading disability.

Long latency auditory evoked responses (AER) were formed on 232 healthy normal and learning impaired subjects to tone pairs of 50 msec inter-stimulus interval (TALAER) and also to the words "tight" and "tyke" (TTAER). Both evoked potential (EP) type have been used to demonstrate differences between good readers (WIAT Basic Reading score > 115, N = 42) and poor readers (Reading score < 85, N = 42). A largely automated, hands off approach was used to reduce artifact contamination, to develop canonical measures for discriminating good from poor readers, and to predict reading scores across the entire population including intermediate (average) readers. Eye and muscle artifact were diminished by multiple regression. Substantial EP data reduction was enabled by an unrestricted use of Principal Components Analysis (PCA). For each EP type, 40 factors encompassed 70-80% of initial variance, a meaningful data reduction of about 90:1. Factor interpretation was enhanced by mapping of the factor loadings. By discriminant analysis, resulting factors predicted reading group membership with over 80% jackknifed and also split--half replication accuracy. By multiple regression, they produced a canonical variate correlating significantly (p < 0.001) with the Basic Reading score (r = 0.39). The TTAER factors were more useful than the TALAER factors. The relevance of rapid auditory processing and phonemic discrimination measurements to dyslexia is discussed.

Brain Mapping↗

PubMed2026

Long-read transcriptomics corrects Trichomonas vaginalis intron annotations and refines transcript-end features.

BACKGROUND: Trichomonas vaginalis causes the most prevalent non-viral sexually transmitted infection worldwide. Despite its large genome (181.5 Mb; 36,310 predicted protein-coding genes in NYU_TvagG3_2), intron annotations remain limited and inconsistently validated. A recent short-read RNA-seq study reported 63 putative active introns, but short reads can misassign splice boundaries and cannot resolve complete transcript structures. METHODS: We integrated Oxford Nanopore direct RNA sequencing (DRS), ONT cDNA long-read sequencing, and Illumina RNA-seq to refine intron annotations, transcript-end features, and UTR boundaries in T. vaginalis. Candidate introns were validated by targeted PCR and Sanger sequencing, and representative splicing events were further assessed using public SRA datasets. RESULTS: Starting from 31 historically annotated introns, motif-guided long-read screening and orthogonal validation identified 17 additional validated introns, increasing the curated set to 48 confirmed introns. Among these 17 events, three were previously unrecognized in the current NYU_TvagG3_2 reference annotation. We also corrected five reported loci, including two false-positive introns, two splice-coordinate misannotations, and one gene-sequence error. DRS further supported transcript termination site mapping, UAAA polyadenylation-signal profiling relative to poly(A) addition sites, and single-molecule poly(A)-tail estimation. StringTie mixed-mode assemblies provided updated UTR boundaries for intron-bearing transcripts and transcripts without curated introns. CONCLUSIONS: This study provides a rigorously validated, long-read-refined resource of intron annotations, UTR boundaries, and UAAA-guided transcript-end features for T. vaginalis, together with a reproducible workflow for non-model protists. These refinements improve the current reference annotation and support future studies of functional genomics, parasite biology, pathogenesis, and diagnostic development.

Trichomonas vaginalis↗

PubMed2005

Yellow filters can improve magnocellular function: motion sensitivity, convergence, accommodation, and reading.

The magnocellular system plays an important role in visual motion processing, controlling vergence eye movements, and in reading. Yellow filters may boost magnocellular activity by eliminating inhibitory blue input to this pathway. It was found that wearing yellow filters increased motion sensitivity, convergence, and accommodation in many children with reading difficulties, both immediately and after three months using the filters. Motion sensitivity was not increased using control neutral density filters. Moreover, reading-impaired children showed significant gains in reading ability after three months wearing the filters compared with those who had used a placebo. It was concluded that yellow filters can improve magnocellular function permanently. Hence, they should be considered as an alternative to corrective lenses, prisms, or exercises for treating poor convergence and accommodation, and also as an aid for children with reading problems.

Accommodation, Ocular↗

PubMed2006

The role of functional magnetic resonance imaging in understanding reading and dyslexia.

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 (fMRI), provide evidence of a neurobiological signature for dyslexia, specifically a disruption of 2 left hemisphere posterior brain systems, 1 parietal-temporal, the other occipital-temporal, with compensatory engagement of anterior systems around the inferior frontal gyrus and a posterior (right occipital-temporal) system. Furthermore, good evidence indicates a computational role for the left occipital-temporal system: the development of fluent (automatic) reading. In addition, fMRI studies of young adults with reading difficulties followed prospectively and longitudinally from age 5 through their mid 20s suggests that there may be 2 types of reading difficulties, 1 primarily reflecting a genetic basis, the other, and far more common, reflecting environmental influences. The brain systems for reading are malleable and their disruption in children with dyslexia may be remediated by provision of an evidence-based, effective reading intervention. These studies offer the promise for more precise identification and effective management of dyslexia in children, adolescents, and adults.

Brain↗

PubMed2005

Preserved oral reading in Wernicke's aphasia.

In two patients with Wernicke's aphasia, both oral reading and reading comprehension were relatively preserved despite total destruction of Wernicke's area. The pattern of oral reading suggested an intact ability to derive phonology directly from print; the pattern of reading comprehension implied at least partial ability to interpret syntactic constructions. These features are not readily compatible with current notions of right hemisphere function and may suggest that undamaged left hemisphere structures mediated residual reading in these patients.

Aphasia↗

PubMed1992

The mark of sexual preference in the interpretation of texts: preface to a homosexual reading.

Since reading is an interaction or confrontation between the reader and the text--an interaction that depends upon the background and perspectives of the reader as well as on the text being read--we can assume that the dynamics of sexuality and sexual object choice will influence how readers ascribe meaning to literary texts. In fact, although other aspects of our identities come into play when we read, sexual identity is unique and central because of the role that it plays in the creation of subjectivity. Specifically, male homosexuality informs and structures the reading of texts. But what does it mean to be a homosexual reader or to effectuate a homosexual reading of a particular text?

Attitude↗

PubMed2002

Reading at a distance: implications for the design of text in children's big books.

BACKGROUND: Visual acuity, typically measured by the ability to name letters at a distance, is poorer when letters are small and closely spaced. It has been suggested that reading can be affected by letter size and spacing. AIM: To determine the effect of text size and spacing on the ability to read at a distance, with a view to helping with the design of text in children's 'Big Books'. SAMPLE: The visual acuity of 200 children aged between 6 and 12 was measured. A subset of 66 children was given further reading tests. METHOD: From a viewing distance of 3m children were required (1) to identify words and (2) to read passages of text rapidly. A repeated measures design was used to compare the effects of different size and spacing of text on performance of the two tasks. RESULTS: Performance improved when the spacing of words and size of letters was greater than is typical in 'Big Books'. For a given letter density, increasing the spacing improved performance more than increasing the letter size. CONCLUSION: The text in children's books could be made easier to read by expanding the spacing between words and also by increasing the size of the print. The maximum viewing distance should be reduced from 15ft (4.6m) to 10ft (3.0m).

Child↗

PubMed2002

Three methods for studying developmental change: a case of reading skills and self-concept.

AIMS: First, to introduce and compare three statistical methods for investigating development as a cumulative process: a simplex model, latent growth curve analysis, and clustering by cases. Second, to investigate the developmental dynamics of reading skills, and self-concept of reading ability, across the first year of primary school. SAMPLE: One hundred and five (61 boys, 44 girls) 6- to 7-year-old children from four first-grade classes in two primary schools participated in the study. METHOD: Children were studied three times during their first school year using an identical set of measurements: a Reading Skills Test and the Self-Concept of Ability scale. RESULTS: A uni-construct 'Matthew' effect was found for the development of self-concept, but not for the reading skills. However, the results showed that there was a multi-construct cumulative cycle between children's reading skills and their self-concept. CONCLUSIONS: Simultaneous use of variable- and person-oriented methods in developmental research seems to be a valuable approach, which not only provides a proper way to investigate the cumulative developmental cycles but also an option to examine how large a proportion of the sample follows the positive and negative pattern found in variable-oriented analyses.

Child↗

PubMed2004

Improving reading and writing learning in underprivileged pluri-ethnic settings.

BACKGROUND: Many studies carried out in first language contexts tend to demonstrate the positive effects of activity programmes aimed at (1) developing metaphonological abilities and (2) developing language skills through active story listening on learning to read and to spell by first-grade students. AIMS: This study seeks to extend previous findings by (a) including children, the majority of whom have French as a second language, who attend plurilingual schools and have not been included in previous studies, and (b) providing training based on three essential principles shared by the two kinds of programmes: integrating activities into realistic literacy practice contexts; encouraging active student participation through tasks which very often require problem solving; and tackling, one after the other, different kinds of operations or strategies. SAMPLE: Three groups of students were created out a pool of 202 children enrolled in nine first-grade classes in three underprivileged pluri-ethnic schools. The control group was composed of 46 students who received typical, first-grade methods for teaching reading and spelling. Experimental group 1 (DMPA), 91 students, received a training programme aimed at metaphonological abilities development. Experimental group 2 (DLS), 65 students, received a training intended to develop language skills through active story listening and production. METHOD: The students from the three groups were evaluated at the beginning (metaphonological task I, pre-reading task) and at the end (metaphonological task II, word recognition task, text comprehension task, word spelling task) of their first year in elementary school. RESULTS: The programme for the development of metaphonological abilities enabled DMPA group students to obtain significantly higher scores than the control group on metaphonological task II and word recognition task. The DMPA group children also did significantly better than the control and the DLS groups on the word spelling task. However, the DLS group, who benefited from language skills development activities, also progressed in that they obtained significantly better results than the control group in the word recognition task. Moreover, at the end of grade one, there was no difference in the scores obtained by the groups on a comprehension questionnaire administered after the reading of the narrative text. CONCLUSION: The word reading skills of first-grade children in underprivileged pluriethnic settings can be improved through activities aimed at metaphonological abilities development or language skills development by means of active story listening and production. On the other hand, in order to develop word spelling abilities, the development of metaphonological abilities was more effective. Lastly, further research should seek to improve understanding of the absence of effects of either learning programme on narrative text comprehension.

Attention↗