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At least 1,261 records · Page 70Linked to original sources
PubMed1994

Kindergarten predictors of first-grade reading achievement: a regular classroom sample.

Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test--Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.

Achievement↗
PubMed1994

Curriculum-based measurement of at-risk students' reading skills: a preliminary investigation of bias.

This study was a preliminary investigation of gender, socioeconomic status, and racial bias in curriculum-based measurement reading probes using students from an inner city, Chapter 1 elementary school. The reading probes involved brief 1-min. reading samples of middle-of-grade reading passages from Grade 1 through 4 as drawn from the reading texts used in the participating students' own classrooms. Analysis indicated that, except for socioeconomic status and gender differences in Grade 1, there were no gender, socioeconomic status, or racial biases across the four grades assessed. These results were discussed in the context of research on bias.

Black or African American↗
PubMed1995

Ocular movement during reading in patients with congenital nystagmus.

When a healthy person reads sentences arranged horizontally, the eye movement pattern is a series of regular saccades and rest periods. However, eye movements while patients with oculomotor disturbances are reading remain to be defined. In this study, 4 patients with congenital nystagmus (CN) were studied. Coordinated movements of eye and head are also studied by a new apparatus with terrestrial magnetism sensor. While subjects were reading, an eye movement pattern was superimposed by the CN waveform and showed few rest periods. Eye velocity of less than 4 degrees/s was noted in almost every cycle of the eye movements while the patients with CN were reading. When they were requested to read sentences and simultaneously rotate their head naturally, the head movements had the effect of cancelling the eye instability. This finding may be interpreted as a kind of "eye-head coordination".

Attention↗
PubMed1986

An ultimate view of reading ability.

Research on reading and developmental reading disorders has almost exclusively questioned the immediate or proximate basis of these skills and deficits. A supplementary view is offered that considers reading ability from an evolutionary vantage. It is argued that in contrast to language, which has a long natural history in man and which has risen from a widespread biological adaptation in our species, reading has not, until very recently, exerted ecological pressure on humans and therefore no specific biological adaptations have occurred for these skills. It follows that developmental reading disorders may be due to genetically based, naturally occurring variants in neurological traits and not the result of pathological processes.

Animals↗
PubMed1988

A test of the multiple connections model of reading acquisition.

Within the framework of Society of Mind Theory (Minsky, 1986), learning to read is conceptualized as a process of creating new communication links or neural connections between an existing visual society and an existing linguistic society. Four visual-linguistic connections may become functional: letter-phonemic code, whole word-semantic code, whole word-name code, letter sequence-aural syllabic code. The hypothesis was tested that more than one of these visual-linguistic connections must be taken into account in predicting reading achievement. Results showed that the combination of the composite letter-phoneme variable and the composite whole word-semantic code variable accounted for significantly more variance in oral reading than did either single variable at the end of the first grade. Groups with large absolute discrepancy (1 or more standard scores) or small absolute discrepancy (1/3 standard score or less) on corresponding visual and linguistic skills differed significantly in both oral (whole word-semantic code composite) and silent reading (whole word-semantic code and letter sequence-aural syllabic code composites). There was a relationship between the number of large discrepancies and reading achievement. Results are discussed in reference to neuropsychological models of connectionism (Rumelhart & McClelland, 1986) and working brain systems (Luria, 1973).

Child↗
PubMed1990

Figurative language and reading comprehension in American deaf and hard-of-hearing children: textual interactions.

The limited evidence on figurative language in deaf children, as well as 'professional intuitions', has led those who teach them to conclude that reading comprehension will be significantly complicated by figurative language. However, there are disagreements among practitioners as to how best to manage figurative language when it appears in text. Generally, some sort of textual modification is made, although those for and against 'simplified texts' are split on this issue. Those who favour them suggest either that complex vocabulary and syntax be reconstructed or that they be gradually introduced. However, reformulations are seldom standard nor are the figurative tropes such as metaphor, simile, personification etc. systematically introduced. Those against simplified texts argue that the problem of figurative language control is not one of linguistic complexity, but one of cognitive processing: deaf children can grasp inferred or indirect meaning so long as the referential domain is made clear. Such comprehension comes by way of demonstration, practice and feedback and figurative language need not present a special problem. In this present study, 14 deaf and hard-of-hearing children and youths who had been randomly assigned to one of two groups were given an original story entitled 'Peaches the Cat' and asked to read it. One group read a literal version of the story and one group read a figurative version in which all textual answers to the question were masked with figurative phraseology. Both groups answered the questions above a chance level and the figurative version did not prove to be more difficult than the literal version. The two groups were comparable on hearing loss and on reading and language ability.(ABSTRACT TRUNCATED AT 250 WORDS)

Cognition↗
PubMed2005

Analogical effects in reading Dutch verb forms.

Previous research has shown that the production of morphologically complex words in isolation is affected by the properties of morphologically, phonologically, or semantically similar words stored in the mental lexicon. We report five experiments with Dutch speakers that show that reading an inflectional word form in its linguistic context is also affected by analogical sets of formally similar words. Using the self-paced reading technique, we show in Experiments 1-3 that an incorrectly spelled suffix delays readers less if the incorrect spelling is in line with the spelling of verbal suffixes in other inflectional forms of the same verb. In Experiments 4 and 5, our use of the self-paced reading technique shows that formally similar words with different stems affect the reading of incorrect suffixal allomorphs on a given stem. These intra- and interparadigmatic effects in reading may be due to online processes or to the storage of incorrect forms resulting from analogical effects in production.

Adult↗
PubMed1995

Individual differences in working memory strategies for reading expository text.

This study investigated whether individual differences in working memory (WM) span are associated with different WM management strategies during the reading of expository text. In Experiment 1, probe questions were presented on line during reading to determine whether thematic information was maintained in WM throughout comprehension. The data indicated that readers across the range of WM span maintained thematic information in WM throughout the reading of a given passage. In Experiment 2, sentence reading times and accuracy for both topic and detail questions were measured in two conditions: when topic sentences were present and when topic sentences were absent. Subjects performed similarly across the range of WM span in the topic-present condition, but lower span subjects performed more poorly on detail questions in the topic-absent condition. In Experiment 3, the topic-present condition of the second experiment was replicated, except that subjects expected to receive questions about details only. Thematic processing and retention of topic and detail information all increased with span. Taken together, these results suggest that, for more difficult text processing tasks, high- and low-span subjects adopt different WM management strategies and these strategies influence what is learned from reading the text.

Adult↗
PubMed2003

Computerizing reading training: evaluation of a latent semantic analysis space for science text.

The effectiveness of a domain-specific latent semantic analysis (LSA) in assessing reading strategies was examined. Students were given self-explanation reading training (SERT) and asked to think aloud after each sentence in a science text. Novice and expert human raters and two LSA spaces (general reading, science) rated the similarity of each think-aloud protocol to benchmarks representing three different reading strategies (minimal, local, and global). The science LSA space correlated highly with human judgments, and more highly than did the general reading space. Also, cosines from the science LSA spaces can distinguish between different levels of semantic similarity, but may have trouble in distinguishing local processing protocols. Thus, a domain-specific LSA space is advantageous regardless of the size of the space. The results are discussed in the context of applying the science LSA to a computer-based version of SERT that gives online feedback based on LSA cosines.

Artificial Intelligence↗
PubMed1997

Linguistic focus affects eye movements during reading.

In two experiments, we explored how readers encode information that is linguistically focused. Subjects read sentences in which a word or phrase was focused by a syntactic manipulation (Experiment 1) or by a preceding context (Experiment 2) while their eye movements were monitored. Readers had longer reading times while reading a region of the sentence that was focused than when the same region was not focused. The results suggest that readers encode focused information more carefully, either upon first encountering it or during a second-pass reading of it. We conclude that the enhanced memory representations for focused information found in previous studies may be due in part to differences in reading patterns for focused information.

Adult↗
PubMedDate not supplied

Reading activities of staff nurses from states with mandatory or voluntary continuing education.

Reading activities of staff nurses (N = 269) residing in six states with mandated educational requirements for relicensure were compared with a similar number (N = 275) of staff nurses from states that have no legislative continuing education (CE) requirements. Time spent reading both professional and general literature was obtained. Nurses spent twice as much time reading general literature as professional literature. Both groups stated that conferences were the preferred method of CE; reading was the second choice in mandatory states and the third in voluntary states. However, nurses in voluntary states spent slightly more time reading professional literature.

Adult↗
PubMedDate not supplied

The effect of reading ability and response formats on patients' abilities to respond to a patient satisfaction scale.

This study investigated the relationship between reading ability and patient satisfaction measured with a 5-point Likert scale, a yes/no/uncertain choice, and a pictorial format. The study sample included 48 patients, 16 patients with third to fifth grade reading levels and 32 patients with reading levels of sixth grade or above. The mean percent agreement among the positively worded items on all three scales exceeded 80% regardless of reading level and response format. All of the patients had difficulty with the negatively worded items in all three formats, with the percent agreement dropping to only 49% between the negative items on the yes/no/uncertain and pictorial formats in the lower reading group.

Bias↗
PubMed2026

Population-scale detection of methylation outliers from long-read genome sequencing.

BACKGROUND: Aberrant DNA methylation can mediate the functional effects of rare genetic variation and contribute to imprinting disorders, repeat expansion diseases, and other pathogenic regulatory mechanisms. Long-read sequencing technologies now enable genome-wide detection of CpG methylation alongside genetic variation from a single assay. However, methods for systematic identification and interpretation of methylation outliers from long-read sequencing data remain limited. METHODS: We developed METAFORA, a computational workflow for detecting methylation outlier regions from PacBio and Oxford Nanopore long-read sequencing data. METAFORA constructs population-level methylation references, segments the genome into correlated CpG blocks, infers technical and biological sources of variation through hidden factor estimation, models uncertainty due to variable depth sequencing, and computes covariate-adjusted methylation outlier scores for individual samples. We applied METAFORA across large long-read sequencing cohorts and integrated methylation outliers with multi-omic data. METAFORA is implemented as a snakemake workflow available at https://github.com/tjense25/METAFORA. RESULTS: METAFORA identified methylation outlier regions associated with rare structural variants, tandem repeat expansions, and imprinting abnormalities. We found outlier regions were enriched for molecular outliers across transcriptomic and chromatin accessibility datasets, supporting their functional relevance in gene regulation. In a representative case, METAFORA identified an imprinting defect affecting the GNAS locus associated with an STX16 deletion. CONCLUSIONS: METAFORA enables scalable detection and interpretation of methylation outliers from long-read sequencing data and provides a framework for integrating epigenetic outliers with genomic and multi-omic analyses. These approaches may improve interpretation of rare regulatory variation and support discovery of clinically relevant epigenetic abnormalities in genomic medicine.

DNA methylation↗
PubMed1999

The effects of "neighborhood size" in reading and lexical decision.

The effects of neighborhood size ("N")--the number of words differing from a target word by exactly 1 letter (i.e., "neighbors")--on word identification was assessed in 3 experiments. In Experiments 1 and 2, the frequency of the highest frequency neighbor was equated, and N had opposite effects in lexical decision and reading. In Experiment 1, a larger N facilitated lexical decision judgments, whereas in Experiment 2, a larger N had an inhibitory effect on reading sentences that contained the words of Experiment 1. Moreover, a significant inhibitory effect in Experiment 2 that was due to a larger N appeared on gaze duration on the target word, and there was no hint of facilitation on the measures of reading that tap the earliest processing of a word. In Experiment 3, the number of higher frequency neighbors was equated for the high-N and low-N words, and a larger N caused target words to be skipped significantly more and produced inhibitory effects later in reading, some of which were plausibly due to misidentification of the target word when skipped. Regression analyses indicated that, in reading, increasing the number of higher frequency neighbors had a clear inhibitory effect on word identification and that increasing the number of lower frequency neighbors may have a weak facilitative effect on word identification.

Decision Making↗
PubMed2000

Oral and silent reading performance with macular degeneration.

Previous studies have shown that reading rate for very large print (6 degrees, 1.86 logMAR character size) is a strong predictor of oral reading rate with low vision devices (LVDs). We investigated whether this would apply using large print sizes more readily available in clinical situations (e.g. 2 degrees, 1.4 logMAR), for subjects with macular degeneration. We assessed rauding rates--reading for understanding. A combination of near word visual acuity and large print reading rate (without LVDs) provided the best prediction of oral rauding rates (with LVDs). However, near word visual acuity alone was almost as good. Similarly, silent rauding rate was predicted best by near word visual acuity alone. We give near visual acuity limits as a clinical guide to expected oral and silent reading performance with LVDs for patients with macular degeneration.

Adult↗
PubMed2001

Interleaving reading and acting while following procedural instructions.

Memory for an interactive procedure acquired from written instructions is improved if the procedure can be carried out while the instructions are being read. The size of the read-act cycle was manipulated in Experiments 1 and 2 by comparing chunked instruction-following, in which 3 or 4 steps are read then performed with single-step conditions. In both experiments, enforced chunking improved subsequent unaided performance of the procedure. In Experiment 3, participants were allowed to manage the interleaving of reading and acting. The imposition of a small behavioral cost (a single mouse point-and-click operation) on the switch between instructions and device encouraged more chunking and better subsequent test performance. The authors concluded that the interleaving of reading and acting is an important practical concern in the design of interactive procedures and that more effective chunk-based strategies can quite readily be encouraged.

Adult↗
PubMed2000

Measuring patients' ability to read and comprehend: a first step in patient education.

Recent reports released by the U.S. Department of Education indicate that approximately 90 million adults have poor reading and comprehension skills. This information highlights the importance of considering the literacy level of clients when planning patient education programs. The purpose of this investigation was to measure, in urban public clinics, the discrepancy between a self-report of the highest grade completed in school and the actual reading and comprehension levels of patients, measured by the WRAT and CLOZE. Twenty-five subjects, 22 African Americans and 3 Caucasians, participated in this study. The findings indicated that, even though the self-reported highest grade completed showed a mean of twelfth grade, the actual mean reading level was below eighth grade. The results on comprehension showed that 52% (N = 13) of the subjects needed additional instructions after reading materials and 24% were unable to comprehend what they read. The demographics of people with poor literacy skills suggests that they represent a significant proportion of health care consumers who visit health departments, primary care facilities, and community-based health centers (Baker, Newton, & Bergerstresser, 1988).

Adult↗
PubMed2002

Eye movements and verbal reports in neglect patients during a letter reading task.

OBJECTIVES: To study different typolologies from visuo-verbal behavior concerning the arrest and the treatment of visual information in patients with spatial hemineglect. METHODS: Ocular movements were monitored by photo-oculography in thirty controls and twenty-three patients with neglect. During a letter reading task, the movements, number of entries into predetermined zones of the visual field, time spent in each zone, and the verbal responses were recorded. Four profiles may be anticipated for such trials: normal scanning and reading (S+R+), normal scanning without reading (S+R-), absence of both scanning and reading (S-R-), abnormal scanning with reading (S-R+). RESULTS: The letter projected in each of the 4 quadrants was scanned and correctly identified by all of the controls with no differences in scanning times. Among patients, the 4 possible behavior patterns were found along with differences in exploration duration per zone (p < 0.05) and number of times specific zones were attained (p < 0.05). CONCLUSIONS: Our results confirmed the heterogeneity of the mechanisms of neglect and suggest that rehabilitation procedures adapted to each profile might be useful.

Adult↗