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PubMed2004

Neural activation dependent on reading speed during covert reading of novels.

We measured the dependence of activation on reading speed with fMRI in a wide range that spanned two orders of magnitude. We used four trained subjects who were capable of a technique of rapid reading, and another four who were untrained, to investigate the neural mechanism during the covert reading of novels. This revealed that activation decreased for trained subjects during extremely rapid reading in the left superior and middle temporal gyri or near Wernicke's area, and in Broca's area. These results suggest that the trained subjects read sentences with fewer phonological processes. The decrease in activation might also be due to fewer semantic and syntactic processes, although the subjects understood the story lines in the novels.

Adult↗
PubMed1990

Detection of young children in need of reading help. Evaluation of specific reading disability formulas.

To determine whether formula-based definitions of specific reading disability (SRD) were related to the actual classroom performance of children aged 7 1/2, the authors applied five definitions of SRD to a cohort of 243 children. The children were followed from birth and not selected on the basis of cognitive, reading, or academic performance criteria. The authors determined the concurrent validity of each of the formulas by comparing the prediction of each definition to whether the child received additional reading help in the classroom. Although the years behind method was significantly better than other approaches, no method identified more than 48 percent of the children who were given additional reading help. This study questions the ability of formula-based definitions adequately to identify young children with reading dysfunction.

Child↗
PubMedDate not supplied

Separating genuine cases of reading disability from reading deficits caused by predominantly inattentive ADHD behavior.

Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Retrospective analyses of the reading development of grade 4 students with reading disabilities: risk status and profiles over 5 years.

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades.

Child↗
PubMedDate not supplied

An evaluation of the dyslexia training program: a multisensory method for promoting reading in students with reading disabilities.

The development of reading and spelling skills in students with dyslexia, by definition, is delayed and often remains delayed despite years of instruction. Three qualities are thought to facilitate reading development in these children: the provision of a highly structured phonetic-instruction training program with heavy emphasis on the alphabetic system, drill and repetition to compensate for short-term verbal memory deficits, and multisensory methods to promote nonlanguage mental representations. The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies these qualities. Following their 2-year program, students displaying dyslexia demonstrated significantly higher reading recognition and comprehension compared with a control group. The two groups did not differ in spelling. In addition, the degree of improvement in reading demonstrated by students who received the Dyslexia Training Program by videotape and by those who received it live from instructors did not differ.

Achievement↗
PubMed2003

Basic Reading Through Dance program. The impact on first-grade students' basic reading skills.

This study evaluates the effectiveness of an arts-based educational program, Basic Reading Through Dance. Basic Reading Through Dance is a 20-session, curriculum-based reading intervention for first-grade students developed by Whirlwind, a not-for-profit organization. There were a total of 721 first-grade students from Chicago public schools who participated in the study, with 328 students from 6 schools receiving the program and 393 students from 9 schools serving as controls. The program was designed to improve reading skills, as assessed by the PhonoGraphix Test, such as code knowledge (alphabet sounds) and phoneme segmentation (separating letter sounds within spoken words). Results suggest that the students who participated in the program improved significantly more than control students on all reading skills that were assessed.

Chicago↗
PubMed2002

Reading and phonological awareness in reading-disabled adults.

Sixty-eight students with reading disabilities (RDs) and 55 non-reading-disabled university undergraduates composed the sample. Students with RDs met either low achievement (LA) or regression-based discrepancy (D) criteria. In addition to IQ and reading decoding measures, all participants received measures of phonological awareness (PA), confrontation naming, and verbal fluency. Consistent with expectations, the D and LA subgroups did not differ from one another, and both performed worse than students without RD on phonological measures. However, only the LA subgroup performed worse on measures of confrontation naming and verbal fluency. Subgroups of readers who had LA without an IQ-achievement discrepancy (LA-no D) and readers who had both LA and a discrepancy (LA + D), performed worse than readers who had a discrepancy but whose reading achievement was above the 16th percentile (D-no LA) on measures of PA, naming, and fluency; this subgroup did not differ from students without RDs. These results question the utility of determining RD in adults solely on the basis of IQ-achievement discrepancy criterion without regard to other linguistic skills or absolute reading level.

Achievement↗
PubMed2004

Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring.

BACKGROUND: Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects. AIMS: The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a) teacher-led whole-class activities (STRAT), (b) reciprocal same-age (STRAT + SA), or (c) cross-age peer tutoring activities (STRAT + CA) on fifth graders' reading comprehension achievement. SAMPLE: Twenty-two fifth-grade teachers and their 454 students from 19 different schools throughout Flanders (Belgium) participated. METHOD: A quasi-experimental pretest post-test retention test design was used with three experimental (STRAT, STRAT + SA, and STRAT + CA) and a matched control group. The experimental interventions were implemented during an entire school year. RESULTS: Multilevel analysis revealed that the STRAT and STRAT + CA condition made a significantly larger pretest to retention test progress than the control group. The significant major progress was especially situated from pretest to post-test, during which the intervention took place. Concerning the STRAT + SA condition no significant differences with regard to the control group were detected. Pairwise comparisons of the experimental conditions indicated that the STRAT + CA condition's progress from pretest to retention test also exceeded the STRAT + SA condition's advancement significantly. CONCLUSION: The study corroborated the efficacy of the STRAT and STRAT + CA conditions' interventions as feasible tools to enhance fifth graders' reading comprehension achievement.

Belgium↗
PubMed1996

Use of assisted reading to increase correct reading rates and decrease error rates of students with learning disabilities.

The effects of assisted reading on 3 elementary students with learning disabilities were evaluated using a multiple baseline design. Data were collected from the students' oral reading from their basal texts. The results indicated an increase in number of words read correctly as well as a decrease in the number of words read incorrectly when assisted reading was used in the classroom.

Behavior Therapy↗
PubMed2002

The extraction of structure during reading: evidence from reading prosody.

According to the structural approach to reading, the extraction of structure precedes the analysis of meaning and paves the way for it. In this study, reading prosody was used to examine this proposition. Specifically, we tested the hypothesis that reading prosody produced on line reflects the early extraction of structure. In Experiment 1, readers were successful in assigning natural prosody to unfamiliar text immediately upon its reading. Experiment 2 showed that the prosodic patterns applied are tuned to the structure of the sentence and are largely indifferent to the content of the sentence or to its semantic coherence. The results join with other findings in speech production and comprehension in supporting the precedence of structure to meaning in reading.

Female↗
PubMed2005

Basic processes in reading: a critical review of pseudohomophone effects in reading aloud and a new computational account.

There are pervasive lexical influences on the time that it takes to read aloud novel letter strings that sound like real words (e.g., brane from brain). However, the literature presents a complicated picture, given that the time taken to read aloud such items is sometimes shorter and sometimes longer than a control string (e.g.,frane) and that the time to read aloud is sometimes affected by the frequency of the base word and other times is not. In the present review, we first organize these data to show that there is considerably more consistency than has previously been acknowledged. We then consider six different accounts that have been proposed to explain various aspects of these data. Four of them immediately fail in one way or another. The remaining two accounts may be able to explain these findings, but they either make counterintuitive assumptions or invoke a novel mechanism solely to explain these findings. A new account is advanced that is able to explain all of the effects reviewed here and has none of the problems associated with the other accounts. According to this account, different types of lexical knowledge are used when pseudohomophones and nonword controls are read aloud in mixed and pure lists. This account is then implemented in Coltheart, Rastle, Perry, Langdon, and Ziegler's (2001) dual route cascaded model in order to provide an existence proof that it accommodates all of the effects, while retaining the ability to simulate three standard effects seen in nonword reading aloud.

Data Interpretation, Statistical↗
PubMed1992

A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties.

A 3-group reading-level design was used to investigate phonological analysis, verbal working memory, and pseudoword reading performance in less skilled fourth-grade readers. Children were given phonological oddity tasks assessing their sensitivity to subsyllabic and phonemic units, together with standardized tests of verbal working memory and pseudoword reading. Less skilled fourth-grade readers performed lower than both chronological age and reading-level controls on the phonological oddity and pseudoword reading tests. Less skilled fourth-grade readers performed at the same level as skilled second-grade readers on a test of verbal working memory. Skilled fourth-grade readers scored higher than both other groups on this test. Correlational analyses were consistent with the view that phonological analysis skills contribute more strongly than verbal working memory skills to children's decoding abilities.

Child↗
PubMed1993

Reading with rods: the superiority of central vision for rapid reading.

PURPOSE: To investigate why the central portion of the visual field is normally the optimal region for pattern recognition. METHOD: The study uses a reading paradigm in which the text can only be seen with rod vision. Reading rates were measured as the text was positioned in different parts of the visual field. RESULTS: Observers obtained the highest reading rates when rod-generated images were viewed at or near the fovea. CONCLUSION: The superiority of the central field for reading is neither linked to some exclusive property of the cone visual system, nor is it primarily related to visual sensitivity or spatiotemporal resolution. The superiority of reading in the central field is associated with some aspect of the visual cortical processes.

Adult↗
PubMed2025

Comparison of a long-read amplicon sequencing approach to short-read amplicons for microbiome analysis.

Most microbiome studies to date rely on sequencing short amplicons of the 16S rRNA gene on Illumina's platforms. Because of the short read length, sequences often can be identified reliably only to the family or genus levels. Long read sequencing with whole-length 16S rRNA sequencing can improve taxonomic resolution, but often only to the species level. StrainID is an alternative approach that amplifies a large segment of the ribosomal operon, including the entire 16S rRNA gene, internal transcribed spacer, and a portion of the 23S rRNA gene. This longer amplicon is designed to allow ribotype-level classification. Although studies have demonstrated the utility of StrainID for several sample types, it has not yet been validated for saliva. Here, we compared the performance of StrainID to short read amplicons with saliva samples as well as a synthetic mock DNA community and human and mouse fecal samples. Short reads were amplified with primer pairs appropriate for the corresponding sample type, and were classified with two different taxonomic databases. For both saliva and fecal samples, we found that StrainID performed similarly to short reads overall and demonstrated a key benefit with phylogenetic-based beta diversity tests and taxonomic classification. Our results further build on establishing StrainID as a valid method and specifically validate its use with saliva samples.

Journal Article↗
PubMed2005

Randomised clinical trial of the effectiveness of base-in prism reading glasses versus placebo reading glasses for symptomatic convergence insufficiency in children.

PURPOSE: To compare base-in prism reading glasses with placebo reading glasses for the treatment of symptomatic convergence insufficiency (CI) in children aged 9 to <18 years. METHODS: In a randomised clinical trial, 72 children aged 9 to <18 years with symptomatic CI were assigned to either base-in prism glasses or placebo reading glasses. Symptom level, measured with a quantitative symptom questionnaire (CI Symptom Survey-V15), was the primary outcome measure. Near point of convergence and positive fusional vergence at near were secondary outcomes. RESULTS: The mean (SD) CI Symptom Survey score decreased (that is, less symptomatic) in both groups (base-in prism glasses from 31.6 (10.4) to 16.5 (9.2); placebo glasses from 28.4 (8.8) to 17.5 (12.3)). The change in the CI Symptom Survey scores (p = 0.33), near point of convergence (p = 0.91), and positive fusional vergence (p = 0.59) were not significantly different between the two groups after 6 weeks of wearing glasses. CONCLUSIONS: Base-in prism reading glasses were found to be no more effective in alleviating symptoms, improving the near point of convergence, or improving positive fusional vergence at near than placebo reading glasses for the treatment of children aged 9 to <18 years with symptomatic CI.

Adolescent↗
PubMed2000

Evidence for translational repression of the SOCS-1 major open reading frame by an upstream open reading frame.

The suppressor of cytokine signalling 1 protein (SOCS-1) belongs to a novel family of cytokine inducible factors which function as inhibitors of the JAK/STAT pathway. While SOCS-1 previously has been described as a single-exon gene, here we present evidence for an additional 5' exon, separated by a 509 bp intron from exon 2. Exon 1 and part of exon 2 contain an open reading frame of 115 nt, ending one nucleotide upstream of the major reading frame. Using SOCS-1-promoter/luciferase constructs, we investigated which sequences are involved in the regulation of SOCS-1 expression. Serial promoter deletion clones indicate the localization and functionality of SP1, interferon-stimulated responsive elements (ISRE), and interferon-gamma-activated sites (GAS) promoter elements in the SOCS-1 5' flanking region. We present evidence that the upstream open reading frame (uORF) represses the translation of the downstream major open reading frame (mORF). Mutating the start codon of the uORF relieves this repression. Our data indicate that expression of the SOCS-1 protein is repressed on translational level by a mechanism, which bears similarities to that postulated for genes like retinoic acid receptor beta2 (RARbeta2), S-adenosylmethionine-decarboxylase (AdoMetDC), Bcl-2, and others.

5' Untranslated Regions↗
PubMed1982

Reading and the ophthalmologist. An introduction into the complex phenomenon of ordinary reading as a guideline for analysis and treatment of disabled readers.

Reading problems are a frequent source of complaint in ophthalmological practice. In many cases suitable optical correction is all that is needed. However, difficulties may remain despite adequate optical correction. This paper describes visual reading processes with the aim of making such difficulties understood and, if possible, providing remedies. Four different types of visual reading processes are distinguished: (a) optical imaging, (b)eye movement control, (c) visual word recognition and (d) integration of information across eye fixations. Next the attempt is made to use our insight to obtain a better understanding of actual reading problems, such as those of elderly readers, low-vision patients, and dyslexics as well as those of the blind. Therapeutic options, including visual aids are given due attention.

Accommodation, Ocular↗
PubMed1994

Commingling and segregation analysis of reading performance in families of normal reading probands.

This paper reports the results of commingling and genetic segregation analyses performed on a quantitative reading phenotype in 125 families ascertained through normal, nondisabled readers. Commingling analysis using SKUMIX suggested that the reading phenotype best fit a skewed, single distribution model. Complex segregation using POINTER was then performed on the power adjusted data. While there were some analytical ambiguities and complexities, the segregation analysis indicated that there was familial transmission of the phenotype and that a significant percentage of the variance in this phenotype could be attributed to a major gene with dominance. Because the estimated frequency of the putative dominant allele is .35, 57% of the population would carry at least one copy of this allele. This common allele, with low penetrance, accounted for 54% of the phenotypic variance in reading scores. These findings are considered in the context of our earlier report of major gene influence ona qualitative dyslexic phenotype in a sample of 133 dyslexic proband families that were originally matched to the present sample of control families (Pennington et al., 1991). The applicability of a classic single gene, multifactorial-polygenic, and oligogenic or QTL models for reading ability/disability is discussed.

Child↗