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PubMed1978

Reading reversals and developmental dyslexia: a further study.

The pattern of errors in reading isolated words was studied in two groups of children with respect, particularly, to reversals of letter sequence and letter orientation. One group (the Institute group) consisted of children 8 to 10 years old who had been diagnosed "dyslexic" according to medical and psychoeducational criteria. The other (the School group) included all the children in a second-year elementary school class (see Liberman, Shankweiler, Orlando, Harris and Berti, 1971) who fell into the lowest third on a standard test of reading achievement. Although the Institute children were somewhat poorer in word recognition than the backward readers selected purely on psychometric grounds, the groups did not differ significantly in the incidence of reversal errors. Also, for both groups, reversals represented a small proportion of the total number of reading errors. The performance of the two groups differed in two respects: in relation to directional bias in letter reversals and in the presence or absence of a significant correlation between letter-reversing and word-reversing tendencies. It was concluded from this that directional problems do not loom large in importance in most cases of reading backwardness, but may provide an additional source of difficulty for some dyslexic children. Other aspects of the error pattern were remarkably the same for both groups. The bulk of reading errors made by both groups reflect their common difficulties in phonemic segmentation of words in the lexicon, in phonetic recoding, and in mastery of the orthography--difficulties, in short, with linguistic characteristics of words rather than with their properties as visual patterns.

Achievement↗
PubMed1980

Verbal-performance discrepancies: relationship to birth risk and specific reading retardation.

169 unselected children were given the WPPSI at 4 1/2 years and the WISC-R at 8 1/2 years. Retrospective data on perinatal risk factors and neurological disease in childhood were collected. Verbal-performance discrepancies at 4 1/2 years were not related to perinatal risk, childhood neurological disease, left-handedness or subsequent reading ability. A weak relationship was found between WISC-R verbal-performance discrepancies and perinatal history. At 8 1/2 years, VIQ correlated much more strongly with reading ability than did PIQ. Consequently, the relationship between verbal-performance discrepancy and specific reading retardation depends critically on how reading retardation is defined. Logical problems concerning the definition of specific reading retardation are discussed.

Brain Diseases↗
PubMed1983

Language lateralization in specific reading retarded children and backward readers.

In this study, language lateralization in subgroups of disabled readers was investigated using a dichotic monitoring task. The Rutter and Yule classification of specific reading retarded and backward reading groups was used to obtain subgroups of 10 to 12 year old boys with reading difficulties. No abnormalities of language lateralization were shown in either group when compared with controls; all showed the usual right ear advantage on this task. Furthermore neither of the reading disabled groups showed any deficiency in the ability to divide and sustain their attention to the task as shown by a signal detection analysis and comparison of performance over time. It can be claimed with some confidence that in a highly structured task of this nature reading disabled children show no abnormalities in either laterality or attentional processes.

Attention↗
PubMed2004

Absolute expression values for mouse transcripts: re-annotation of the READ expression database by the use of CAGE and EST sequence tags.

The RIKEN expression array database (READ) provides comprehensive gene expression data for the mouse, which were obtained as relative values from microarray double-staining experiments with E17.5 mRNA as common reference. To assign absolute expression values for mouse transcripts within READ, we applied the E17.5 reference sample to CAGE (cap analysis of gene expression) and expressed sequence tag (EST) high-throughput tag sequencing. Newly assigned values within the READ database were validated by comparison to expression data from serial analysis of gene expression, CAGE and EST experiments. These experiments confirmed the great significance of the absolute expression values within the improved READ database. The new Absolute READ database on absolute expression data is available under.

Animals↗
PubMed2003

The relationship between auditory temporal processing, phonemic awareness, and reading disability.

Recent research suggests an auditory temporal deficit as a possible contributing factor to poor phonemic awareness skills. This study investigated the relationship between auditory temporal processing of nonspeech sounds and phonological awareness ability in children with a reading disability, aged 8-12 years, using Tallal's tone-order judgement task. Normal performance on the tone-order task was established for 36 normal readers. Forty-two children with developmental reading disability were then subdivided by their performance on the tone-order task. Average and poor tone-order subgroups were then compared on their ability to process speech sounds and visual symbols, and on phonological awareness and reading. The presence of a tone-order deficit did not relate to performance on the order processing of speech sounds, to poorer phonological awareness or to more severe reading difficulties. In particular, there was no evidence of a group by interstimulus interval interaction, as previously described in the literature, and thus little support for a general auditory temporal processing difficulty as an underlying problem in poor readers. In this study, deficient order judgement on a nonverbal auditory temporal order task (tone task) did not underlie phonological awareness or reading difficulties.

Auditory Perception↗
PubMed2003

Both concreteness and age-of-acquisition affect reading accuracy but only concreteness affects comprehension in a deep dyslexic patient.

As concreteness correlates very highly with the age-of-acquisition (AoA) of words, we attempted to disentangle the effects of these two variables in the oral reading and comprehension performance of the deep dyslexic patient LW. The results of a multiple regression analysis of LW's reading of 217 words showed that both AoA and concreteness affect reading accuracy, with the AoA effect being most apparent for her reading of concrete words. However, concreteness and not AoA affected LW's performance in matching spoken definitions to printed words, both when the distractors were semantically unrelated and when they were related. These data are interpreted in terms of a model of reading in deep dyslexia in which concreteness affects the ease with which semantics are accessed and can activate lexical representations, and AoA affects the ease with which lexical phonology becomes available for spoken word production.

Age Factors↗
PubMed1988

The case for patch test readings beyond day 2. Notes from the lost and found department.

Additional patch test readings taken after 2 days (48 hours) are valuable in distinguishing false-positive reactions, which may occur up to 22% of the time. Second readings taken on days 3 through 7 may detect an additional 34% positive reactivity. Those reactions, both lost (initially positive, later negative) and found (initially negative, later positive) by delayed readings, require clinical correlation for relevance as do the readings that persist at and beyond day 2 (positive at both readings).

Allergens↗
PubMedDate not supplied

Is the optimal viewing position in reading influenced by familiarity of the letter string?

An optimal viewing position (OVP) for word recognition has been proposed by several authors. The location of this position would be located at the center of the word or just left of it. Several hypotheses ranging from perceptual to hemispheric factors have been proposed to explain this phenomenon. In the experiment presented here, the effect of the nature of the stimulus was tested: word, pseudo-word, or nonword on the existence and location of this position. Little research has investigated this issue. Five-letter words, pseudo-words, and non-words were presented, with the subject fixating initially on one of the five possible letter positions. The number of letters correctly identified and reading performance were recorded for each stimulus. Results show that an initial fixation on the third letter entails better letter identification for all kinds of stimuli. However, in terms of reading, only word reading benefit from a fixation on the third letter. These results are discussed in relation to the different hypotheses of OVP in reading. These are (1) hemispheric specialization, (2) reading habits, and (3) lexical constraints.

Adolescent↗
PubMed1999

Functional magnetic resonance imaging localization of tactile reading phonograms in Japanese subjects.

Functional magnetic resonance imaging (fMRI) is used to investigate the neural basis for tactile reading of Japanese phonograms (kana) with the left hands of six normal right-handed Japanese subjects. Both the tactile reading and recognition tasks activated the areas surrounding the left and right central sulci in all subjects. The region surrounding the left intraparietal sulcus was activated during the tactile reading task in all subjects, whereas the region was activated during the tactile recognition task in only two subjects. These results suggest the bilateral central sulcus areas participate in the manipulatory movement of the left hand and processing of the somatosensory information, and the left intraparietal sulcus area participates inevitably, in the tactile reading of Japanese phonograms. Our experiments support the essential role of the intraparietal sulcus area in the phonogram-reading process.

Adult↗
PubMed1996

Effect of human variability on independent double reading in screening mammography.

RATIONALE AND OBJECTIVES: To demonstrate the range of gains and losses that radiologists might experience from independent double reading in screening mammography. METHODS: From a national random sample of radiologists, the authors formed 131 pairs. For each radiologist, the authors analyzed the increase relative to his or her individual true-positive rate (TPR) or false-positive rate (FPR), number of additional cancers detected, and change to negative biopsy rate that would result from independent double reading after pairing. RESULTS: The average radiologist can expect an 8%-14% gain in TPR and a 4%-10% increase in FPR with pairing. For some radiologists, double reading increased the TPR with a small concomitant increase in FPR. Other radiologists, however, realized small gains in TPR with large increases in FPR. Adding the reading from a more experienced radiologist did not necessarily improve the TPR of a radiologist with less experience. CONCLUSION: Radiologists can form complementary and noncomplementary pairs for double reading. Use of this procedure must be decided on an individual basis.

Breast Neoplasms↗
PubMed2002

Disturbed communication in schizophrenia: the role of poor pragmatics and poor mind-reading.

BACKGROUND: Disturbed speech in schizophrenia may reflect pragmatic deficits of expressive language. Pragmatic comprehension deficits also occur in schizophrenia. This study investigated whether poor 'mind-reading' (i.e. a general difficulty with inferring and monitoring other people's thoughts) causes pragmatic language impairments of both expression and comprehension in patients with schizophrenia. METHOD: Mind-reading (or theory of mind) was tested in patients with schizophrenia and in healthy controls using a false-belief picture-sequencing task. Pragmatic comprehension skills were assessed using a test of non-literal speech interpretation. Clinical ratings of formal thought disorder (FTD) indexed the expressive language deficits of patients. To control for possible contributory effects of executive dysfunction, inhibitory control was tested using capture picture-sequences and executive-planning was tested using the Tower of London task. RESULTS: False-belief picture-sequencing, understanding of irony and understanding of metaphors were all selectively impaired in the patients. Poor mind-reading (indexed by high error rate in sequencing false-belief stories) was associated with poor understanding of irony, but was unrelated to poor understanding of metaphors. Whereas poor appreciation of irony and poor mind-reading were associated with high ratings of positive formal thought disorder, high ratings of negative formal thought disorder were associated with poor understanding of metaphors and executive dysfunction. CONCLUSIONS: Whereas poor mind-reading may contribute to positive aspects of formal thought disorder and impaired appreciation of irony in patients with schizophrenia; negative features of formal thought disorder and poor understanding of metaphors appear better explained by abnormal semantics. Overall, the findings of this study support the view that the functional basis of formal thought disorder in schizophrenia is not unitary.

Adolescent↗
PubMed1999

Three reading aids painted by Tomaso da Modena in the chapter house of San Nicolò Monastery in Treviso, Italy.

In 1352 the artist Tomaso da Modena depicted three monks with reading aids in the chapter house of San Nicolò Monastery. One of them is wearing rivet spectacles, the second is using a reading glass, and the third has a reading glass on a stand. These rivet spectacles are often quoted in the literature as the first pictorial representation of spectacles, while the reading glass was found in only one reference in the literature with only one illustration, and the reading glass with stand was not found at all.

Eyeglasses↗
PubMed1999

How many self-measured blood pressure readings are needed to estimate hypertensive patients' "true" blood pressure?

The present research was aimed at determining the number of self-measured blood pressure (BP) readings needed to attain reliable estimates of true BP in hypertensive patients. Correlation coefficients and standard deviation of differences between pairs of measurements as well as generalizability theory were applied to data from a controlled study on stress management training for essential hypertension (García-Vera et al., 1997). Forty-three hypertensive patients self-recorded 48 readings of BP (at home and at work) at both the pretreatment and the posttreatment (separated by a period of 2 months) and 24 readings of BP at follow-up (6 months after the pretreatment). The results showed that it is enough to take two readings, one at work and the other at home, from each of 3 consecutive days to get reliable estimates of SBP and DBP across settings, over 1 week and over 2 months. This same criterion would be valid to get reliable estimates of DBP over 6 months, but two readings, one at work and the other at home, from 8 or more consecutive days may need to be taken to achieve similarly reliable results for SBP.

Analysis of Variance↗
PubMed1997

Comorbidity of mathematics and reading deficits: evidence for a genetic etiology.

In order to assess the genetic etiology of the comorbidity of reading and mathematics difficulties, data were ascertained from two samples: (1) 102 identical and 77 same-sex fraternal twin pairs in which at least one member of each pair is reading disabled and (2) 42 identical and 23 same-sex fraternal twin pairs in which at least one member is math disabled. Composite reading and mathematics performance data from each sample were fitted to the basic multiple regression model for the analysis of selected twin data and its bivariate extension. Resulting estimates of bivariate heritability and the genetic correlation between the reading and the mathematics performance measures suggest that the comorbidity between mathematics and reading difficulties is due in part to genetic influences.

Adolescent↗
PubMed2004

[Trial of time processing training in children with reading and spelling disorders].

OBJECTIVE: It has been suggested that training in temporal processing may significantly improve language processing and reading skills. However, improvement effects of training on language impairment or dyslexia have not been proven so far. In the present study a temporal processing training was evaluated. METHOD: The participants of the present study were 42 children (5th graders) of a special school for children with reading and spelling problems. Children of one class (n = 21) were assigned to a training group (n = 21), the other class to a control group. Children in the training group took part in a training program consisting of auditory and visual order threshold and sound localisation tasks, over a period of eight weeks. We determined the order thresholds, sound localisation ability and reading and spelling performance of all children before and after the training period. Six months later all subjects were re-tested. RESULTS: Auditory and visual order thresholds decreased significantly more in the training group than in the control group. However, these changes were not accompanied by improvements in reading or spelling skills. CONCLUSIONS: In the present study no training effects on reading and writing performance were observed by using a program including temporal processing tasks. It is questionable whether training programs of temporal processing are useful methods in therapy of dyslexic children.

Adolescent↗
PubMedDate not supplied

Evidence for a genetic aetiology in reading disability of twins.

Reading disability (dyslexia) is a major social, educational, and mental health problem. Although estimates of prevalence vary, up to 10-15% of school-age children have severe reading deficits in spite of average intelligence and adequate educational opportunity. That reading disability may have a constitutional basis has long been recognized, and results of twin and family studies suggest that one or more of its forms may be heritable; however, definitive evidence for a genetic aetiology has not been reported. Establishing a heritable basis for reading disability could suggest possible causes, give improved risk estimates, facilitate early diagnosis, and provide validity tests for ostensible subtypes. In this report, we apply a recently developed multiple regression analysis to data collected from a sample of 64 pairs of identical twins and 55 pairs of fraternal twins, in which at least one member of the pairs is reading disabled, and present evidence for a significant genetic aetiology.

Dyslexia↗
PubMed1997

The impact of physician vs automated blood pressure readings on office-induced hypertension.

Blood pressure (BP) readings in the doctor's office are frequently higher than home or ambulatory values. This study examines the role of the physician in the aetiology of the 'white coat' effect, by comparing standard readings taken by the family physician of 27 treated hypertensive patients with readings taken by an automated BP recording device, with the patient alone in the examining room during the same office visit. The physician and automated readings were each compared to the mean awake ambulatory BP. Mean (+/-s.e.m.) routine office BP (mm Hg) recorded by the patient's physician (155+/-4/80+/-2) was similar to the mean value obtained using the automated BP recording device (157+/-3/83+/-2). The mean awake ambulatory BP was 145+/-3/78+/-2 with the systolic value lower (P < 0.05) than either the physician or automated reading. Self-measurement of BP by the patient in the office setting does not reduce the magnitude of the white coat effect.

Aged↗
PubMed1999

Rapid estimation of the accuracy of automatic blood pressure measuring devices (READ).

We propose a rapid method for the evaluation of automatic blood pressure measurement devices (READ) in response to the claim to simplify the validation of those devices. The READ is based on numerous blood pressure (BP) measurements at rest and during a standardised postural challenge in a small number of subjects who exhibit a wide range of BPs. Automatic (AU) and mercury sphygmomanometric (MS) brachial BP were measured simultaneously in a blinded manner. An average of 30 measurements per patient were done in 10-min while in a supine position, followed by 30 min in head-up tilt and again supine for 10 min. Two Collin-8800 automated oscillometric devices were tested with the aid of the READ in 15 adults. The consistency of the MS standard was demonstrated by duplicate MS measurements showing minimal inter-observer differences consistent with class A of the British Hypertension Society (BHS) grading system. AU-to-MS differences of 447 measurements were mean systolic deltaBP = 1.1 +/- 11.4 mm Hg and mean diastolic deltaBP = -13.36 +/- 8.9 mm Hg, classifying into category D of the BHS. Both tested instruments, each subject, each phase of the tilt test (supine I, tilt, supine II) and each mode of measurement (at 5-min intervals or continuously) equally qualified as 'D'. We conclude that the READ permitted us to identify quickly and at low expense a grossly inaccurate automatic BP measuring device. Further studies will show whether the READ can be efficient as a pre-validation test, post-validation test, and for assessment of ambulatory BP measuring devices.

Adult↗