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PubMed1992

[The relationship between reading rehabilitation and visual functions in low vision].

Reading rehabilitation was done for 51 low vision patients who underwent tests of the contrast sensitivity function (CSF) and the visual field. The results showed that the recognized frequency of CSF was related to the reading capability. The CSF was useful in predicting the reading prognosis, and visual field impairment significantly affected the reading ability. The relationship between the reading rehabilitation and the visual functions was discussed.

Adolescent↗

PubMedDate not supplied

[Ergonomic evaluation of the effectiveness of the use of television and optic magnifiers for reading by the weak-sighted].

The author analyzes the results of examinations of visual working abilities of 64 poor-sighted children making use of different correction means in reading and compare the data obtained in reading with optic and television amplifiers before and after 15 min reading a text written in standard type. The findings evidence that the work (reading) induced significant functional disorders both in the sensory and motor components of the visual system; in patients with vision acuity of 0.1 or higher vision fatigue was lower if an optic correction means was employed, and in patients with vision acuity below 0.1 diopters the fatigue was lower if a television amplifier was employed. Recommendations on improvement of television devices for reading and employment of various correction means for poor-sighted subjects are given.

Adolescent↗

PubMed1991

Level of reading difficulty in educational pamphlets and informed consent documents for cancer patients.

Nationwide samplings and data from the 1980 census suggest that a high proportion of patients cared for are functionally illiterate. Since educational materials and consent forms are often given to patients with little regard for their ability to read them, this study was designed to analyze the readability of educational materials and consent forms at the Cancer Center of Southern West Virginia at Charleston Area Medical Center. Results of the survey showed that although the median education of the 127 patients studied was 10th grade, more than 30 percent could not be expected to read at the 10th grade level. Most tested patient education materials required a reading level of 11th to 14th grade, and cooperative group consent forms required a college-level reading comprehension. If patient-directed written material is to serve its purpose, then outpatient populations should be surveyed and the reading level of written material adjusted accordingly.

Adolescent↗

PubMed1990

[Omission rate of the "de": a study on the reading unit].

The purpose of the present study is to explore both the effects of age and the semantic and syntactic structures of reading materials on the omission rate of "de", the most frequently used character in Mandarin. In the first experiment, 95 college students were asked to circle the radical while reading 3 kinds of materials. The results showed that the conditional error percentage for essay material is higher than that for non-essay materials. While reading meaningful essays, subjects perceived "de" in character form. But, when reading meaningless non-essay material, subjects perceived it in radical form. In the second experiment, college students and primary school students, grades 2, 4 and 6, were asked to read 2 stories which included 8 kinds of semantic and syntactic functions of "de" phrases. The results were: (1) the more complex the semantic and syntactic functions of "de", the lower the omission rate of "de" phrases, (2) the omission rates were influenced by age and the kind of "de" phrase.

Adult↗

PubMed1989

Level of reading difficulty in the American College of Obstetricians and Gynecologists patient education pamphlets.

Written educational and informational materials are an important and potentially useful means to complement verbal instructions, assure that consent for tests and procedures is informed, and enhance compliance with treatment. In specialties other than obstetrics and gynecology, many of these materials have been found to be written at a level of difficulty above the reading ability of the intended audience. The SMOG formula was used to assess the level of reading difficulty of all 74 English-language patient education pamphlets developed by The American College of Obstetricians and Gynecologists (ACOG) Committee on Patient Education. Sixty-one of these pamphlets are written at a reading difficulty level of 11th grade or higher. Although the mean reading education level in the United States is at grade 12.6, the mean literacy level is at or below eighth grade. With the exception of one ACOG pamphlet written specifically for low-readability audiences (p-063, Birth Control Pills), all the pamphlets are written at a level higher than the literacy level of many women. The information is unlikely to be understood if it is written above the reading ability of the intended audience. This disparity is accentuated for health-education materials because scientific and technical terms further reduce the level of comprehension. The SMOG formula is a simple means to ensure that educational materials are written at a level appropriate for the intended audience.

Communication↗

PubMed1988

Vision anomalies and reading skill: a meta-analysis of the literature.

We report a meta-analysis of studies of the relation of vision anomalies to reading skill. Meta-analysis is a quantitative technique for combining the results of multiple studies that reduces the subjectivity of literature reviews. The results of the analysis of 34 studies of vision anomalies and reading skill that met the criteria for inclusion in the meta-analysis showed that hyperopia, exophoria at near, vertical phoria, anisometropia, and aniseikonia are associated with below average reading performance. Myopia and esophoria and esophoria at far are associated with average and above average reading performance. Reduced visual acuity, astigmatism, esophoria at near, fusional convergence and divergence, strabismus, nearpoint of convergence, and stereopsis were not found to be associated with reading performance.

Depth Perception↗

PubMed1985

[Primary reading epilepsy. 11 cases].

Eleven cases of primary reading epilepsy are reported. They confirm Bickford's description. These patients were otherwise normal. A family history of seizures was present in 6 cases. The first seizure occurred between 12 and 25 years. After a variable period of reading all patients developed a tightness and jerking in throat and jaw muscles. In 4 cases, occasionally, speaking could cause jaw or throat jerks. Whilst reading out loud or silently (exclusively in reading aloud in 1 patient) bilateral discharges were recorded in EEG, sometimes on the left hemisphere. The mechanisms are discussed. Seizures in primary reading epilepsy are facilitated by saccadic eye movements, impulse language muscles and mental concentration. The role of higher integrating systems of language is emphasized. Therapy is discussed.

Adolescent↗

PubMed1983

Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students.

The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.

Adolescent↗

PubMed1983

Parental contributions to longitudinal stability of cognitive measures in the Colorado Family Reading Study.

Data on reading-disabled and control probands and their families tested in the Colorado Family Reading Study were subjected to a comprehensive longitudinal-familial path analysis. Covariance matrices were constructed from composite scores for reading performance and for coding and symbol processing speed, and maximum likelihood estimates of familial parameters were obtained. With regard to the reading data, these estimates suggest that parental influences contribute importantly to longitudinal stability for reading-disabled children but not for controls. Such a difference in covariance structure between the 2 types of families could be due to a gene (or genes) with major effect. In the case of coding and symbol processing speed, covariance structure is similar for the 2 types of families, and combined parameter estimates indicate that parental contributions to longitudinal stability for this measure are relatively unimportant.

Adolescent↗

PubMed1990

Eye-movement models for arithmetic and reading performance.

Three stochastic eye-movement models for arithmetic and reading performance have been proposed, one for arithmetic and two for reading. Each model characterizes a real-time stochastic process in terms of fixation durations and saccadic movement, but only direction and length of saccades are considered, not acceleration or velocity. Aspects of the models that are emphasized, partly because of their general neglect in the literature, are the probability distribution of fixation durations and the random walk of saccade directions. The distributions of fixation duration are approximately exponential, but systematic deviations can be accounted for in the models, even though the fit to data is not perfect. In the case of the arithmetic algorithms of addition and subtraction, the random walk of the normative model has only two possible moves. Data are also presented on backtracking, skipping and wandering eye movements, each of which has a significant relative frequency. The first reading model is called a minimal control model, because it does not take account of the effects of many local variables, e.g., word length, that have been extensively studied. The axioms on fixation duration for the minimal control model are the same as for the arithmetic model. Abstracting from the different arrangement of stimuli in arithmetic algorithms and in linear text, the axioms on saccadic motion for the two models are also essentially identical. The stochastic nature of both models is strongly supported by data on the independence of fixation durations from previous fixation durations. Additional detailed evidence is presented for the arithmetic model. To better account for a great variety of experimental results concerning significant effects on eye movements in reading, a text-dependent probabilistic model of reading is introduced. Significant local effects fall into three classes, identified as line, word and grammatical variables. The revised axioms embody five features of text known to be significant: (i) fixation duration depends on the number of letters in a word; (ii) a saccade is longer when a longer word is to the right; (iii) a saccade is longer when the current fixation is on a longer word; (iv) high-frequency fixation words have the highest probability of being skipped; (v) ambiguous or difficult grammatical structures increase backtracking.

Cognition↗

PubMed1979

Visual training, the alpha activation cycle and reading.

Two patients with visual problems and reading difficulties originally unable to suppress alpha have been shown to demonstrate alpha rhythm attenuation during the course of and after a program of visual training with simultaneous improvement in reading performance. No direct training of alpha attenuation was engaged in. No other therapy directed toward solution of the patients reading or behavior problems was attempted during the course of visual training. It is concluded that the change in alpha activation and the improvement in reading were both brought about by the combined visual therapy and reading glasses. Further research concerning the number and proportion in the population of learning disabled who respond similarly to the cited cases is presently being undertaken by the author.

Action Potentials↗

PubMed1994

Do patients read health promotion posters in the waiting room? A study in one general practice.

BACKGROUND: General practitioners are aware of the need to provide easily accessible health promotion information for their patients. Although many practices use health promotion posters in their surgeries, there appears to have been no formal evaluation of their effectiveness. AIM: A study was undertaken to investigate whether patients read and remembered waiting room posters, and if so, what factors influenced this. METHOD: A short questionnaire was distributed to patients in one practice following their consultation. It asked what they remembered of the poster display in the waiting room. RESULTS: Of 319 patients attending a doctor during the study period 82% said they had noticed the posters, 95% of whom reported they had also read them. Patients over 50 years of age were significantly more likely to say they had read the posters than younger patients, but significantly fewer showed interest in further information. The sex of patients did not influence their reading of posters or their interest in further health promotion literature. The longer patients had to wait for the doctor, the more likely they were to remember the subject of the posters correctly. Some subjects appeared to attract more patients' attention than others, in particular the displays about smoking cessation and about the human immunodeficiency virus (HIV) and the acquired immune deficiency syndrome (AIDS). Overall 53% said they would be interested in more information. CONCLUSION: Patients say they read and remember the subject of waiting room posters. Posters in the waiting room can increase awareness of health promotion issues.

Adolescent↗

PubMedDate not supplied

Literacy of women attending family planning clinics in Virginia and reading levels of brochures on HIV prevention.

A study estimating the extent to which the reading level of HIV educational brochures matches the reading ability (measured by educational attainment) of women attending public family planning clinics in Virginia shows that the mean reading level of the brochures sampled is grade 9.9. The educational attainment of 18% of Virginia family planning clients falls below this level. The mean reading level of brochures targeted to adolescents (grade 8.3) and the mean reading level of those targeted to minority women (grade 9.1) are significantly lower than the mean for all sampled brochures. Use of the targeted brochures would improve access to information on HIV prevention for 16% of adolescents and 6% of minority women who attend family planning clinics in Virginia.

Acquired Immunodeficiency Syndrome↗

PubMed1993

Reading with low vision.

Most low vision patients express a desire to read standard print as easily and as quickly as possible. There are a multitude of visual factors that can interfere with reading, yet we have only an incomplete understanding of these factors. These include the relationship between acuity, magnification, and reading performance, the role of eye movements in low vision reading, and the effect of central scotomas on reading performance. We describe current research in each of these areas, and discuss their potential clinical implications.

Eye Movements↗

PubMed1995

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 twelth 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.

Adult↗

PubMed1997

Literacy in patients with a chronic disease: systemic lupus erythematosus and the reading level of patient education materials.

OBJECTIVE: (1) To assess literacy in a sample of patients with systemic lupus erythematosus (SLE); (2) to evaluate the reading level of patient education materials specific to SLE; and (3) to compare patient literacy levels to the readability of materials written for patients with SLE. METHODS: Rapid Estimate of Adult Literacy in Medicine, a reading recognition test, was given to 94 patients with SLE. Socioeconomic status was assessed using Nam-Powers. Patient education materials frequently used with these patients were assessed for readability grade level. RESULTS: The patients with SLE were reading on an average 7th-8th grade level; their average educational level (last grade completed in school) was 11.9. The average socioeconomic status (SES) according to the Nam-Powers assessment was 43, indicating high school completed, no college, an income range of $5000-$10,000, and occupations such as household workers and laborers. Multiple linear regression revealed that race and education correlated with reading (p < 0.001), but age, sex, and SES did not. The readability of surveyed SLE patient education materials ranged from 7th-15th grade level. Eighty-nine percent were written at a 9th grade level or above and were therefore inappropriate for about half the patients surveyed. CONCLUSION: Reading skills below high school level existed for 48% of patients surveyed, yet only 11% of SLE patient education materials were written below a 9th grade level. Current SLE patient education materials are written on too high a level for many patients. Identifying patients with low literacy may help provide more appropriate patient education and better medical care.

Adolescent↗

PubMed1998

Use of the Taylor Visagraph II system to evaluate eye movements made during reading.

BACKGROUND: The Taylor Visagraph II is a relatively new device designed to evaluate eye movements made during reading. It uses goggles with infrared optics to detect the eye movements and computer software to determine the number of fixations, regressions, and other characteristics of the eye movements. The system also calculates several scores, including a school-grade equivalent for the reader. METHODS: Fifty first-year optometry students served as subjects. Each read five standard Taylor Level 10 (College) paragraphs during each of two sessions while eye movements were assessed by the Visagraph II. RESULTS: The Visagraph II operated correctly for 498 of the 500 trials; operator error caused two malfunctions. Significant differences were found between scores from the first paragraph read and subsequent paragraphs. Nonlinear relationships were found between most of the variables, especially those that involved grade levels and spans of recognition. Also of interest was the wide range of reading eye-movement skills; several of the optometry students appeared to have skills that placed them at below fourth grade level. CONCLUSIONS: The Visagraph II performed properly over a large number of trials and produced data that seemed to be reliable indicators of reading skills. Paragraph-to-paragraph variations in mean scores suggest caution in interpretation of small changes in performance across paragraphs and the need for at least one practice trial before usable data are obtained.

Adult↗

PubMed1998

An alternative translational reading frame encodes an immunodominant retroviral CTL determinant expressed by an immunodeficiency-causing retrovirus.

Recognition of virus-infected or transformed cells by CD8+ CTL requires a trimolecular complex composed of MHC class I, beta2-microglobulin, and a specific foreign peptide composed of 8 to 10 linear amino acids. The generation of such CTL epitopes has traditionally been thought to be from the primary open reading frame encoding the viral or tumor-associated proteins. In this report it is demonstrated that a viral CTL epitope can also be generated from an alternative reading frame. Using a combination of synthetic peptides and Sindbis or vaccinia expression systems, MHC class I Kd-restricted BALB/cByJ CTL directed against defective gag gene constructs of the LP-BM5 virus complex that causes murine AIDS were shown to have specificity for the antigenic peptide SYNTGRFPPL. This epitope is generated in a novel fashion from the second open reading frame (ORF2) of both the defective and ecotropic helper virus components of LP-BM5. Importantly, lysis of target cells expressing BM5 ecotropic helper, and/or defective viral gag, demonstrated that the SYNTGRFPPL epitope is generated during the course of a normal retroviral infection. Furthermore, MAIDS-resistant BALB/cByJ mice also generated secondary restimulated CTL specific for SYNTGRFPPL following in vivo priming with the LP-BM5 retroviral complex. These data suggest that retroviruses, and potentially other viruses and foreign genes, are capable of expressing T cell epitopes from alternative open reading frames. If one considers the influence of self peptides on T cell development, these "alternative reading frame-derived" peptides could provide an important additional influence on the functional T cell repertoire.

Amino Acid Sequence↗