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PubMedDate not supplied

[Persistence of critical-reading learning in medical residents].

OBJECTIVES: 1. To evaluate the persistence of a training course on critical reading of medical articles by medical residents seven months after training. 2. To compare the persistence of training according to type of training (participative vs expositive). METHODS: We used the same groups of first year medical residents of a previous study. They had received seven months before a 30 hours training in the reading of research articles: Group I (N = 28) had a course of active participation by reading articles previous to meeting discussions; II (n = 17) exposition of research themes by active researchers; III (n = 23) same as II but with non-research trainers. Using an examination questionnaire developed and validated by us to explore critical reading of research papers, the trainees were scored after finishing their training (initial score). Seven months later we retested them using the same test (not all were retested: two were missing in groups I and III and six in Group II). Non parametric statistics were used to compare the groups (Wilcoxon, Kruskal-Wallis, Mann-Whitney). RESULTS: There were no intragroup differences of the retesting versus the initial median in the three groups (I had 17.5 vs 19 initial, II had 7 vs 13, III had 6 vs 3). In the initial testing, Groups I and II scored higher than III, but only Group I was higher than the other groups upon retesting (p < 0.006). CONCLUSION: An active participatory training to promote critical reading was better than the traditional training techniques still widely used.

Education, Medical, Graduate↗

PubMed1998

A breast and melanoma-shared tumor antigen: T cell responses to antigenic peptides translated from different open reading frames.

Infusion of TIL586 along with IL-2 into the autologous patient with metastatic melanoma resulted in the objective regression of tumor. Here, we report that screening a cDNA library from the 586mel cell line using CTL clones derived from TIL586 resulted in the isolation of a gene, CAG-3 (cancer Ag gene 3). Sequence analysis revealed that CAG-3 encodes an open reading frame identical to NY-ESO-1, which was recently reported to be recognized by autologous serum from a patient with esophageal cancer. Thus, NY-ESO-1 appears to be an immune target for both Ab- and T cell-mediated responses. Significantly, NY-ESO-1-specific CTL clones were capable of recognizing two HLA-A31-positive fresh and cultured breast tumors. To our knowledge, this represents the first direct demonstration that tumor-specific CTL clones can recognize both breast and melanoma tumor cells. A 10-mer antigenic peptide ESO10-53 (ASGPGGGAPR) was identified from the normal open reading frame of NY-ESO-1 based on its ability to sensitize HLA-A31-positive target cells for cytokine release and specific lysis. Interestingly, two additional CTL clones that were sensitized with NY-ESO-1 recognized two overlapping antigenic peptides derived from an alternative open reading frame of the same gene. These findings indicate that CTLs simultaneously responded to two different gene products translated from the normal and alternative reading frames of the same gene. Understanding of this mechanism by which the alternative reading frame is translated may have important implications in tumor immunology.

Amino Acid Sequence↗

PubMed1990

Reading a thermometer by use of temperature zones.

Previous studies have suggested that poor, urban parents are often unable to identify the presence of fever by use of a mercury glass thermometer. We investigated whether 145 mothers whose children received care in an urban hospital ambulatory care center could accurately read a thermometer. If they could not, their ability to identify zones of temperature, either by use of colors or numbers, was assessed. Although 57.9% of parents owned a mercury glass thermometer, only 9.7% could accurately read three thermometers presented to them. When those parents who were unable to accurately read were asked to identify the zones of temperature within which the mercury fell, 87.0% could successfully identify number zones; 78.6% could correctly identify color zones. Teaching the zone-reading techniques required only 15 to 30 seconds. We conclude that for parents unable to read a thermometer by conventional means, the use of color zones or number zones is a technique that is easily taught and reliably carried out.

Educational Status↗

PubMed1997

Research methodology: Coding perceived morbidity in general practice--an evaluation of the Read Classification and the International Classification of Primary Care (ICPC).

OBJECTIVES: To evaluate the Read Classification and the International Classification of Primary Care (ICPC). METHODS: The Read Classification was used to code the diagnoses for 3474 patient encounters, in a pilot sample of three volunteer practices (11 general practitioners), and the ICPC was used to code 21,416 patient encounters in a stratified quota sample of 22 practices (59 general practitioners), in a survey aiming to relate prescribing to perceived diagnosis. RESULTS/EXPERIENCE: The Read Classification was found to be a detailed and exhaustive classification of medical diagnoses, but it was more time consuming to use than the ICPC, due to the complexity of the classification, the over-use of alpha characters compared to the ICPC, and the mixing of alpha characters with numeric digits within the codes. Encoding, decoding and statistical analysis were found to be more straightforward using the ICPC compared with the Read Classification. The ICPC was found to be deficient in 40 important diagnoses, and these are listed. CONCLUSION: The Read Classification was of limited value in this drug utilization survey, in that the design of the code reduced its utility in statistical analyses. The ICPC was an efficient code, which met the criteria of exclusiveness, usefulness and hierarchy. The classification is not exhaustive enough to prevent loss of information as a result of coding, but the authors' amendments virtually eliminated this problem.

Journal Article↗

PubMed2002

Quantitative trait locus for reading disability on chromosome 6p is pleiotropic for attention-deficit/hyperactivity disorder.

Comorbidity is pervasive among both adult and child psychiatric disorders; however, the etiological mechanisms underlying the majority of comorbidities are unknown. This study used genetic linkage analysis to assess the etiology of comorbidity between reading disability (RD) and attention-deficit hyperactivity disorder (ADHD), two common childhood disorders that frequently co-occur. Sibling pairs (N = 85) were ascertained initially because at least one individual in each pair exhibited a history of reading difficulties. Univariate linkage analyses in sibling pairs selected for ADHD from within this RD-ascertained sample suggested that a quantitative trait locus (QTL) on chromosome 6p is a susceptibility locus for ADHD. Because this QTL is in the same region as a well-replicated QTL for reading disability, subsequent bivariate analyses were conducted to test if this QTL contributed to comorbidity between the two disorders. Analyses of data from sib pairs selected for reading deficits revealed suggestive bivariate linkage for ADHD and three measures of reading difficulty, indicating that comorbidity between RD and ADHD may be due at least in part to pleiotropic effects of a QTL on chromosome 6p.

Analysis of Variance↗

PubMed1982

Reproducibility of coronary arteriographic reading in the coronary artery surgery study (CASS).

Eight hundred seventy arteriograms from the Coronary Artery Surgery Study (CASS) were independently read by readers at two different clinics to evaluate the reproducibility of the interpretation of coronary arteriograms. Among proximal segments, the interpretation of lesions of the left main coronary artery were the least reproducible, P less than .02. When one angiographer reads a stenosis of 50% or more in the left main coronary artery, it is estimated that a second reader will report no lesion 18.6% of the time. In 94.7% of the films, the number of significantly (greater than or equal to 70% stenosis) diseased vessels was the same for both readers (72.1%) or differed by one vessel (22.6%). The reproducibility of interpretation of films of good or acceptable quality or completeness was better than the reproducibility of readings of arteriograms judged to be of poor quality or incomplete studies. The mean absolute difference between readings of the percent stenosis decreased over the time of the patient enrollment, 1975 to 1978. This may have resulted from major collaborative efforts made during the course of the study to improve the quality of angiography and to standardize the reading of the cine films.

Angiography↗

PubMedDate not supplied

Differential effects of orthographic transparency on dyslexia: word reading difficulty for common English words.

Orthographic transparency is increasingly being recognised as an important factor in determining the manifestation of dyslexic tendencies in individuals. Recent evidence has shown that normal English-speaking children have reading deficits in the range associated with same age dyslexic German-speaking children for less frequently used words, and English orthography has been identified as a contributing factor. Spencer (Reading (1999) 33(2), 72-77; Journal of Research in Reading (1999) 22(3), 283-292) has proposed a predictive model for English children's reading and spelling deficits, based on orthographic features. Two main factors have been identified: consistency of sound representation and inclusion of redundant letters in English words. Using new data for reading, a unified model will be discussed which incorporates measures of depth of orthographic transparency and relates these to recent positron emission tomography (PET) research. Implications for the relative frequency and severity of dyslexia in both deep and shallow orthographies is considered in the light of such studies.

Brain↗

PubMed2003

Evaluation of an exercise-based treatment for children with reading difficulties.

An evaluation is reported of an exercise-based approach to remediation of dyslexia-related disorders. Pupils in three years of a Warwickshire junior school were screened for risk of literacy difficulty using the Dyslexia Screening Test (DST). The 35 children scoring 0.4 or over on the DST were divided randomly into two groups matched for age and DST score. One quarter of the participants had an existing diagnosis of dyslexia, dyspraxia or ADHD. Both groups received the same treatment at school but the intervention group used the DDAT exercise programme daily at home. Performance on the DST and specialist cerebellar/vestibular and eye movement tests were assessed initially and after six months. Cerebellar/vestibular signs were substantially alleviated following the exercise treatment whereas there were no significant changes for the control group. Even after allowing for the passage of time, there were significant improvements for the intervention group in postural stability, dexterity, phonological skill, and (one-tailed) for naming fluency and semantic fluency. Reading fluency showed a highly significant improvement for the intervention group, and nonsense passage reading was also improved significantly. Significantly greater improvements for the intervention group than the control group occurred for dexterity, reading, verbal fluency and semantic fluency. Substantial and significant improvements (compared with those in the previous year) also occurred for the exercise group on national standardized tests of reading, writing and comprehension. It is concluded that, in addition to its direct effects on balance, dexterity and eye movement control, the benefits of the DDAT exercise treatment transferred significantly to cognitive skills underlying literacy, to the reading process, and to standardized national literacy attainment tests.

Apraxias↗

PubMed2006

How persistent are phonological difficulties? A longitudinal study of reading retarded children.

The present study examined the persistency of phonological deficiencies over time. The participants were 40 pupils in grade 2 with documented reading and writing difficulties and a comparison group of 30 pupils. The participants were followed over a 10-year period by word- and non-word-reading tests and tests of cognitive ability. The persistence of phonological deficits was indicated by a high correlation between non-word-reading tests in grades 3 and 12 in the reading-disabled group. A dyslexia cut-off definition based on phonological ability was the most consistent definition over time compared to a word-decoding definition or multiple cut-off definition based on IQ. Phonological decoding abilities were remarkably stable over time, and non-word-reading was found to be a valid instrument in diagnosing and discerning dyslexia both in children and adults.

Adolescent↗

PubMed1991

A strong propensity toward loop formation characterizes the expressed reading frames of the D segments at the Ig H and T cell receptor loci.

A compilation of murine and human Ig H and TcR beta D segment sequences was used to estimate the relative usage of the various reading frames and to look for associated sequence patterns. We confirm a strong bias in the expression of the Ig H D segments, with more than 90% (murine) and 85% (human) expressed peptides resulting from a preferred reading frame. Remarkably, 86% (mouse) and 90% (human) of those peptides contain at least one glycine residue. All but one of the atypical preferred D peptides contain serine or proline residues and are found in the immediate vicinity of glycine residues provided by specific JH segments. The presence of tyrosine residues is also a characteristic feature of expressed reading frames in both mouse (75%) and human (90%). These results suggest that the constraints of forming a flexible loop within the third complementarity-determining region, is a factor in the preference for a particular reading frame in Ig H D. For the TcR beta D segments, glycine is specified in most reading frames, and no significant preference is observed.

Amino Acid Sequence↗

PubMed2006

A theoretical study of the possible use of electroosmotic flow to extend the read length of DNA sequencing by end-labeled free solution electrophoresis.

End-labeled free solution electrophoresis (ELFSE) provides a means of separating DNA with free-solution CE, eliminating the need for gels and polymer solutions which increase the run time and can be difficult to load into a capillary. In free-solution electrophoresis, DNA is normally free-draining and all fragments reach the detector at the same time, whereas ELFSE uses an uncharged label molecule attached to each DNA fragment in order to render the electrophoretic mobility size-dependent. With ELFSE, however, the larger molecules are not separated enough (limiting the read length in the case of ssDNA sequencing) while the smaller ones are overseparated; the larger ones are too fast while the shorter ones are too slow, which is the opposite of traditional gel-based methods. In this article, we show how an EOF could be used to overcome these problems and extend the DNA sequencing read length of ELFSE. This counterflow would allow the larger, previously unresolved molecules more time to separate and thereby increase the read length. Through our theoretical investigation, we predict that an EOF mobility of approximately the same magnitude as that of unlabeled DNA would provide the best results for the regime where all molecules move in the same direction. Even better resolution would be possible for smaller values of EOF which allow different directions of migration; however, the migration times then would become too large. The flow would need to be well controlled since the gain in read length decreases as the magnitude of the counterflow increases; an EOF mobility double that of unlabeled DNA would no longer increase the read length, although ELFSE would still benefit from a reduction in migration time.

DNA, Single-Stranded↗

PubMed1984

The influence of talking on diastolic blood pressure readings.

Recent research disclosed a number of variables which may distort blood pressure readings, but little attention has been paid to talking as such a variable. To investigate the effect of talking on diastolic blood pressure, 48 subjects with one previous diastolic blood pressure reading of 90 mm Hg or more and not taking antihypertensives, were recruited from an outpatient hypertension clinic. Three diastolic blood pressure readings under each of three sequentially counter-balanced treatment conditions were obtained: no talking, reading neutral material for part of the procedure, and reading neutral material continuously. Blood pressure increased significantly (p less than .01) under both talking conditions. Implications for nursing education, practice, and future research are discussed.

Adult↗

PubMed1992

A note on the effect of the intraclass correlation in the multiple reading procedure with a unanimity rule.

The use of multiple reading procedures to improve the performance of a diagnostic test occurs often in practice. Evaluation of the utility of multiple reading procedures, however, usually ignores the effect of the intraclass correlation. This paper provides a quantitative assessment of this effect in the multiple reading procedure with a unanimity rule with respect to sensitivity, specificity, positive and negative predictive values. We have found that when the disease prevalence is rare or moderate (less than or equal to 0.20), use of the multiple reading procedure with a unanimity rule is effective in increasing the positive predictive value of a single reading procedure for the situation in which the variation of responses among different subjects and the intraclass correlation among repeated tests are small. This is, however, not true for the situation in which the disease is rare and the variation of responses among different subjects is large, even when the intraclass correlation is small or 0. Furthermore, when the disease is rare and the variation of responses among subjects is small, a small or moderate intraclass correlation can substantially decrease the positive predictive value that one calculates under the assumption that the intraclass correlation is equal to 0. In general, when the disease is rare or moderate (less than or equal to 0.20), the intraclass correlation between repeated tests and the variation of responses among subjects have little effect on the negative predictive value.

Data Interpretation, Statistical↗

PubMed2000

Rapid naming deficits in children and adolescents with reading disabilities and attention deficit hyperactivity disorder.

Seventy-one children in three groups (reading disabilities, ADHD without reading disabilities, and normal controls) were compared on their ability to rapidly name colors, letters, numbers, and objects (RAN Tasks) and alternating letters/numbers and letters/numbers/colors (RAS tasks). Children with reading disabilities were found to be slower on letter- and number-naming tasks and made more errors on all tasks than controls or children with ADHD. There was an age effect for the RAN/RAS tasks, with younger children with reading disabilities performing more poorly on all tasks, while the older children with reading disabilities showed poorer performance only on the letter- and number-naming tasks.

Adolescent↗

PubMed1990

Sustained attention in normal and in reading-disabled youngsters with and without ADDH.

Three groups of children-one normal, one reading-disabled, and one reading-disabled with an additional diagnosis of attention deficit disorder with hyperactivity (ADDH)-were administered the Continuous Performance Test and compared on correct detections and three types of commission errors. All three groups showed a decline in sustained attention over the course of the task but not differentially according to diagnostic group. When younger and older subgroups were compared, the reading-disabled children were found to make significantly more correct detections with increased age, but not when the reading disability was accompanied by ADDH. The latter group of children also were differentiated by a type of commission error, previously associated with impulsive responding, that remained prominent in the older subgroup of dually diagnosed children. Reading-disabled children were differentiated by a second type of commission error which possibly was associated with inattention or short-term memory deficit and which diminished with age.

Attention↗

PubMed1978

Response cost and impulsive word recognition errors in reading-disabled children.

Subjects were 30 fourth grade children with average intellectual ability but reading achievement at least 1.5 years below grade level. Each child was given two word-recognition lists, the first one as a pretest and the second list under one of three different experimental conditions: control, positive reinforcement (1 nickel for each word read correctly), and response cost (1 of 40 nickels taken back for each word read incorrectly). Relative to the control condition, positive reinforcement led to a significant increase in response latency but no change in errors, while response cost led to both a significant increase in latency and a significant decrease in reading errors. The entire group was found to be impulsive on the Matching Familiar Figures test. The successful reduction in impulsive reading errors was interpreted as support for Kagan's hypothesis that the impulsive child evidences low concern about errors on such academic tasks.

Achievement↗

PubMed1980

Phonemic analysis and severe reading disability in children.

Forty-five first-grade children of average intellectual ability were studied, consisting of one group of average readers, one group with mild reading difficulty, and one group with severe reading disability. A striking deficit in phonemic analysis was observed in children with severe reading disability. These children were unable to segment spoken syllables into individual speech sounds, while children with only mild reading difficulty or none were quite proficient at this skill. In fact, using phonemic analysis scores, it was possible to distinguish the severe reading disability group from the others with perfect accuracy.

Child↗

PubMed1995

No confirmation of Geschwind's hypothesis of associations between reading disability, immune disorders, and motor preference in ADHD.

Geschwind and colleagues have proposed an association among reading disability, immune disorder, and motor preference. Although reading disability commonly overlaps with attention deficit hyperactivity disorder (ADHD), ADHD has not been previously examined in studies evaluating Geschwind's hypothesis. In this paper we evaluate whether ADHD is associated with either asthma or left motor preference and whether asthma and left motor preference are associated with each other. Subjects were 6- to 17-year-old boys with DSM-III-R ADHD (n = 140) and normal controls (n = 120). Information on reading disability, asthma, and motor preference was obtained in a standardized manner blind to the proband's clinical status. Neither ADHD nor reading disability was associated with either asthma or left motor preference nor was asthma and left motor preference associated with one another. Our results are not consistent with Geschwind's hypothesis linking reading disability, immune disorder, and left motor preference.

Adolescent↗