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At least 127 records · Page 7Linked to original sources
PubMed1997

1H-spectroscopic imaging with read gradient during acquisition in inhomogeneous fields: analysis, measurement strategy, and data processing.

The proton magnetic resonance spectroscopic imaging techniques that use read gradient during acquisition produce proton spectra with high spatial and moderately high spectroscopic resolution in a reasonable time for in vivo applications. These techniques suffer mainly from the spatial and spectral distortions caused by the convolution of spectral/spatial information (chemical-shift artifacts) and from the spectral shifts caused by static magnetic field inhomogeneities. The investigators analyze the chemical-shift artifacts in the presence of nonnegligible static magnetic field inhomogeneities and propose a postdetection processing scheme to correct for such effects. Spectral artifacts caused by chemical shifts, spectral line overlapping, streak broadening, and magnetic field inhomogeneities are discussed. The postdetection data processing scheme is demonstrated on measurements of a phantom as well as a human leg.

Artifacts↗
PubMedDate not supplied

[Study of higher brain function in first grade students and its relationship with reading and writing acquisition].

INTRODUCTION: The study of higher cortical functions gives valuable information and new insights in the understanding of the complex functioning of the central nervous system. Developmental neurological examination is an important semiologic tool in the evaluation of cortical functions. OBJECTIVE: The main of this study was to evaluate, using the neurological developmental exam, cortical functions and their association with learning. PATIENTS AND METHODS: This was an observational, analytic and transversal study with a random and proportional sample (484 children) of first grade students of Porto Alegre, Brazil. Chi-square and ANOVA tests were used, with a significant p value < 0.05. RESULTS AND CONCLUSION: Results show that altered neurologic performance disturbs reading and writing acquisition. This study, showed an association between altered neurological developmental examination and WISC subtests (numbers, figure completion and code), with learning disorders.

Brain↗
PubMed1998

Reading and spelling acquisition in French: the role of phonological mediation and orthographic factors.

The objective of this research was to study the development of reading and spelling in French. The two main hypotheses were that (1) phonological mediation is the primary process in the acquisition of these skills and that (2) the use of phonological mediation may allow the construction of the orthographic lexicon. In January and June, first graders (n = 57) were required to read and spell items designed to assess the variables of regularity, graphemic complexity, frequency, lexicality and analogy. The findings of the January session partially corroborated the first hypothesis as a regularity effect, but no frequency effect and no word superiority, were found both in reading and spelling. The main contradictory finding was the presence, in early reading only, of a facilitative effect of analogy. The changes in the frequency and the lexicality effects between the two sessions in reading and in spelling indicated that the children were able to rapidly construct an orthographic lexicon. However, this procedure did not entirely replace phonological mediation since a regularity effect and regularization errors were observed and increased between sessions. The second hypothesis was supported as relationships were found to exist between early phonological skills and subsequent orthographic skills. Finally, we observed that French children were using graphemes (not only letters), in the early stage of reading, and, to a lesser extent, in the early stage of spelling. The findings are discussed in the context of developmental models of reading and spelling.

Child↗
PubMed1974

Acquisition of matching to sample via mediated transfer.

Two severely retarded Down's-syndrome boys learned a matching-to-sample performance through mediated transfer. The transfer paradigm involved three sets of stimuli, one auditory set (A) and two visual sets (B and C). The subjects were taught directly to do B-A and C-B matching, but experienced no direct association between C and A. They acquired the ability to do C-A matching without having been taught that performance directly. They also learned indirectly to name some of the visual stimuli, but naming was apparently not the mediator in the emergent C-A matching. The use of words and letters as stimuli highlighted the possible relevance of mediated associations in the indirect acquisition of elementary reading comprehension and oral reading. The acquisition of matching via mediated transfer also raised some new considerations concerning the role of coding responses in arbitrary matching to sample.

Acoustic Stimulation↗
PubMed2006

Reading skills and phonological awareness acquisition in Down syndrome.

BACKGROUND: Although reading abilities play a fundamental role in the acquisition of personal autonomy, up until now studies investigating these abilities in Down syndrome (DS) are aimed at defining educational or rehabilitation acquisition. However, studies describing the relationship between reading and phonological awareness in individuals with DS by comparing them to typically developing children often report contradictory results. The aim of this study is to explore reading and phonological awareness skills in a group of participants with DS. METHODS: We administered reading and phonological processing ability tests to 17 DS individuals and to 17 reading-age-matched typically developing children. RESULTS: Concerning reading abilities, participants with DS were impaired on non-word reading and on interpreting accuracy of non-homographic homophones. Their passage comprehension was also limited. Comparable ability was reported in the two groups on irregular word reading and passage reading tasks. Regarding phonological awareness ability, individuals with DS showed lower performances on several tasks, such as rhyming, deletion and syllable segmentation. CONCLUSIONS: People with DS show particular failure on non-word reading, a task where correct decoding is only partially influenced by lexical access or semantic context. Correct non-word reading mainly requires the use of the grapheme-phoneme conversion process. This process is based on the efficiency of phonological awareness abilities, which are partly impaired in people with DS. The rehabilitative implications of these findings are discussed.

Adolescent↗
PubMed2000

Learning to read with underdeveloped phonemic awareness but lexicalized phonological recoding: a case study of a 3-year-old.

Case studies on very precocious readers are useful for examining what sources of knowledge and processes are necessary in the acquisition of reading. This is a case study of a 40-month-old child with a word reading age of 8 years 6 months. Tests indicated that she had no phoneme awareness beyond initial phonemes, and that her productive spelling was undeveloped. In reading she was highly proficient at rapid phonological recoding, both by correspondences that were contextually sensitive and those that were not. The former determined her high level of irregular pronunciations for irregular consistent non-words. Experiments indicated that she had well-specified orthographic lexical representations. It was concluded that her phonological recoding was an implicit process based on sublexical relations induced from her lexical representations rather than explicitly taught letter-sound correspondences. The implications of the results for major developmental models of reading acquisition are examined.

Analysis of Variance↗
PubMed2005

Effect of electronic versus print format and different reading resources on knowledge acquisition in the third-year medicine clerkship.

BACKGROUND: Many medical students have access to electronic and print resources. It is not known if the format or the choice of resources effects knowledge acquisition over an entire clerkship. PURPOSE: To determine if the format (electronic or print) or choice of reading materials is associated with knowledge acquisition during the 3-year internal medicine clerkship. METHODS: This was a prospective cohort study. During the last week of the clerkship, students took the National Board of Medical Examiners (NBME) exam and completed a survey ranking the reading materials used. RESULTS: One hundred and fourteen 3rd-year internal medicine clerkship students participated. The most commonly reported resources were UpToDate (99%), a review or question book (93%), and Harrison's Principles of Internal Medicine (82%). Multivariate analysis showed a significant beneficial effect of any use of Harrison's (linear regression, p < .04, absolute difference 3 points, SD = 1.4) on NBME score. The format of the most important resource-electronic (61%) or print (39%)-did not predict the NBME score, p > .80. CONCLUSIONS: The format (electronic or print) of resources did not appear to effect NBME score in the medicine clerkship. A secondary analysis showed the use of Harrison's textbook was associated with improved knowledge acquisition.

Adult↗
PubMed2003

Skill learning in mirror reading: how repetition determines acquisition.

Practice makes perfect, but the role of repetitions in skill learning is not yet fully understood. For example, given a similar number of trials on a given task, it is debated whether repeating and non-repeating items are learned by the same neural process. When one is given training with both types of items--does one learn two separate skills, or only one? Here we show, using a mirror reading task, that practice trials with trial-unique words, and practice trials with repeated words, count towards learning to a different degree. There was no interaction between the time-course of learning repeated and unique words even within the same individuals given mixed training. While repeated words were learned faster than unique words, the repetitions-dependent gains diminished with training beyond a small number of repetitions. Moreover, the gains in performance could not be accounted for solely by the number of repetitions, as assumed by power-law models of learning; rather, the passage of time was a critical factor. Finally, our results suggest that although both repeated and new words were learned by both declarative and procedural memory mechanisms, even a single repetition of specific words could lead to the establishment of a selective differential representation in memory. The results are compatible with the notion of a repetition-sensitive process, triggered by specific repeating events. This 'repetition counter' may be a critical trigger for the effective formation of procedural as well as some type of declarative memory.

Adolescent↗
PubMed2004

A mechanism of implicit lexicalized phonological recoding used concurrently with underdeveloped explicit letter-sound skills in both precocious and normal reading development.

These are findings of theoretical interest from: (i) follow-up of a case study of a precocious reader; and (ii) normally developing readers who served as comparison groups. The precocious reader was first reported when 2-3 years of age (Cognition 74 (2000) 177). From 3 to 7 years of age her precocious reading development continued, her word reading accuracy increasing from the 8- to the 16-year-level, although her phonemic awareness skills remained underdeveloped relative to word reading. Nonword reading continued to develop rapidly. Her word reading, however, was more than phonological recoding. At 5 years of age, in comparison with reading-level matched normal 11-year-olds she exhibited strong effects of semantic characteristics of words and evidence of well-specified lexical orthographic representations. In common with normal comparison 11-year-olds, who had not received instruction in explicit phonics, her explicit letter-sound skills were underdeveloped but she possessed high speed and accuracy in nonword reading, a result most theories of the acquisition of reading fail to explain. Her responses to irregularly spelt nonwords indicated higher proficiency than the 11-year-olds in acquiring lexical orthographic representations not predictable from prior phonological recoding knowledge. It is considered that this proficiency contributes to an explanation of her precocious reading development. A mechanism of implicit lexicalized phonological recoding is involved which explains the dissociation of skills in both the precocious reader and normally developing readers.

Analysis of Variance↗
PubMed1995

Semantic and phonological coding in poor and normal readers.

Three studies were conducted evaluating semantic and phonological coding deficits as alternative explanations of reading disability. In the first study, poor and normal readers in second and sixth grade were compared on various tests evaluating semantic development as well as on tests evaluating rapid naming and pseudoword decoding as independent measures of phonological coding ability. In a second study, the same subjects were given verbal memory and visual-verbal learning tasks using high and low meaning words as verbal stimuli and Chinese ideographs as visual stimuli. On the semantic tasks, poor readers performed below the level of the normal readers only at the sixth grade level, but, on the rapid naming and pseudoword learning tasks, they performed below the normal readers at the second as well as at the sixth grade level. On both the verbal memory and visual-verbal learning tasks, performance in poor readers approximated that of normal readers when the word stimuli were high in meaning but not when they were low in meaning. These patterns were essentially replicated in a third study that used some of the same semantic and phonological measures used in the first experiment, and verbal memory and visual-verbal learning tasks that employed word lists and visual stimuli (novel alphabetic characters) that more closely approximated those used in learning to read. It was concluded that semantic coding deficits are an unlikely cause of reading difficulties in most poor readers at the beginning stages of reading skills acquisition, but accrue as a consequence of prolonged reading difficulties in older readers. It was also concluded that phonological coding deficits are a probable cause of reading difficulties in most poor readers.

Child↗
PubMed2006

Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing.

Extensive literature has reiterated the reading difficulties of students who are deaf or hard of hearing. Building and expanding upon the work of B. J. Trezek and K. W. Malmgren, this study demonstrated that given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade students who were deaf or hard of hearing could demonstrate improvements in beginning reading skills as measured by standardized assessments of (a) word reading, (b) pseudoword decoding, and (c) reading comprehension. Furthermore, the acquisition of beginning reading skills did not appear to be related to degree of hearing loss. In this study, students with various degrees of hearing loss benefited equally well from this phonics-based reading curriculum supplemented by Visual Phonics.

Auditory Threshold↗
PubMedDate not supplied

[The neurobiology of developmental dyslexia: a survey].

One of the most common disorders affecting the ability to read is developmental dyslexia, which, unlike the alexia related to a loss of the capacity to read associated with brain damage, refers to a specific disorder in the acquisition of reading skills and becomes apparent in reiterated persistent difficulties in learning to read. A number of studies have attempted to detect structural and functional abnormalities that might be the origin of problems in learning to read. The use of functional neuroimaging techniques such as positron emission tomography (PET), spectroscopic magnetic resonance imaging (SMRI) and functional magnetic resonance imaging (fMRI) enables us to measure changes in the metabolic activity associated with alterations in the neuronal networks involved in the reading process. In this review, different studies are analysed in an attempt to identify alterations in the cortico subcortical regions which could be the origin of the developmental dyslexia. Results show that in dyslexics there is a temporoparietooccipital disconnection, and a disconnection with the left frontal cortex as regards the demands for fast auditory processing, as well as abnormalities in the connections between the temporoparietal cortex and the cerebellum with other regions of the brain. Such findings suggest that the altered areas of the brain do not only show a characteristic pattern of hypoactivation, but also that these alterations could be the cause of this malady. We highlight the importance of these findings in the diagnosis and rehabilitation of this population.

Dyslexia↗
PubMed2001

Natural history of valvular regurgitation 1 year after discontinuation of dexfenfluramine therapy. A randomized, double-blind, placebo-controlled trial.

BACKGROUND: Previous studies have reported small increases in the prevalence of low-grade aortic and mitral regurgitation in patients treated with dexfenfluramine compared with placebo. However, whether valvular abnormalities develop or progress 1 year after discontinuation of dexfenfluramine therapy has not been determined. OBJECTIVE: To assess change in valvular regurgitation and morphologic characteristics 1 year after discontinuation of dexfenfluramine therapy. DESIGN: Randomized, double-blind, placebo-controlled, multicenter study. SETTING: Outpatient obesity centers. PATIENTS: Obese persons who had been treated for 2 to 3 months with dexfenfluramine, sustained-release dexfenfluramine, or placebo. Blinding was maintained, and patients returned for repeated echocardiography at 1 year. MEASUREMENTS: Pairs of echocardiograms were evaluated with a side-by-side reading method for change in grade of valvular regurgitation, structure, and function. A standardized acquisition and reading protocol was followed, and a core laboratory was used. RESULTS: 914 patients who had initial echocardiography returned for repeated echocardiography 11.4 +/- 1.0 months (mean +/- SD) after discontinuing study medication (10.0 +/- 1.0 months after initial echocardiography). Compared with the placebo group, a greater proportion of patients in both dexfenfluramine groups had decreased aortic regurgitation (P = 0.003 for the dexfenfluramine group, P = 0.02 for the sustained-release group). No change in mitral regurgitation or any other measure of valvular structure or function was seen in any treatment group. CONCLUSIONS: After dexfenfluramine therapy is taken for 2 to 3 months and discontinued, development or progression of any valvular regurgitation over the following year is unlikely. Echocardiographic evidence suggests that aortic regurgitation regresses in some previously treated patients.

Adult↗
PubMed1997

The impact of orthographic consistency on dyslexia: a German-English comparison.

We examined reading and phonological processing abilities in English and German dyslexic children, each compared with two control groups matched for reading level (8 years) and age (10-12 years). We hypothesised that the same underlying phonological processing deficit would exist in both language groups, but that there would be differences in the severity of written language impairments, due to differences in orthographic consistency. We also hypothesized that systematic differences due to orthographic consistency should be found equally for normal and dyslexic readers. All cross-language comparisons were based on a set of stimuli matched for meaning, pronunciation and spelling. The results supported both hypotheses: On a task challenging phonological processing skills (spoonerisms) both English and German dyslexics were significantly impaired compared to their age and reading age controls. However, there were extremely large differences in reading performance when English and German dyslexic children were compared. The evidence for systematic differences in reading performance due to differences in orthographic consistency was similar for normal and for dyslexic children, with English showing marked adverse effect on acquisition of reading skills.

Adolescent↗