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PubMed1996

Reading unspaced text is not easy: comments on the implications of Epelboim et al.'s (1994) study for models of eye movement control in reading.

Epelboim, Booth, and Steinman [1994 Vision Research, 34, 1735-1766] recently published an article in this journal in which they argued that "unspaced text is relatively easy to read" (p. 1760). From this they concluded that the spaces between words "are relatively unimportant for guiding reading eye movements" (p. 1760). We have serious reservations concerning these conclusions. In this letter we argue that (1) reading unspaced text is not easy for most readers and (2) there are more diagnostic ways to examine the role of spacing. We also comment on the implications for models of eye movements in reading.

Eye Movements↗

PubMed2005

Reading and reading disturbance.

Recent functional neuroimaging studies are generating novel insights into our knowledge of skilled and disturbed reading. In neurologically normal subjects, a double dissociation in neural activation in response to reading words and pseudowords has been revealed that corresponds to that observed in the comparison of semantic and phonological tasks. In patients with acquired dyslexia, functional imaging is demonstrating re-organisation within the reading system; in developmental dyslexia, functional imaging is being used to identify the impact of rehabilitation. Together, these findings have implications for cognitive models of reading that have previously relied on input from behavioural data.

Dyslexia↗

PubMed2004

Eye movements when reading disappearing text: is there a gap effect in reading?

Readers' eye movements were monitored when they read either normal sentences or sentences with masked or disappearing text (in which the fixated word disappeared or was masked after 60 ms). The goals of the research were to investigate (1) whether a gap effect occurred in reading and (2) the influence of linguistic and visual factors on oculomotor control. The results of a number of global analyses of eye movements under disappearing text conditions clearly demonstrated that there is no gap effect in reading. However, comparative analyses across a number of local measures in the experiments indicated that cognitive/lexical processes, as well as the continual uptake of visual information, influence eye movement control during reading. A persistent visual object throughout fixation caused refixations and even when a fixated word had disappeared (or been masked), there were significant effects of word frequency and word length.

Cognition↗

PubMed2003

Motor sequence learning and reading ability: is poor reading associated with sequencing deficits?

Although it is widely assumed that children with learning disabilities have "sequencing problems," these have not been well specified. A non-verbal serial reaction time (SRT) paradigm was used to evaluate motor sequence learning in 422 children between ages 7 and 11 in relation to reading, cognitive ability level, and attention problems. The children demonstrated the response profile typically associated with motor sequence learning, but the component of the profile indicative of implicit sequence learning was not reliably associated with any of the predictors. Cognitive ability predicted overall response time; cognitive ability, reading, and attention problems each predicted overall accuracy. Explicit learning was predicted by cognitive ability, but not by reading or attention problems. Thus, we found no evidence that poor reading is preferentially associated with a domain general deficit in sequential learning.

Aptitude↗

PubMed1997

Characterization of two age-induced intracisternal A-particle-related transcripts in the mouse liver. Transcriptional read-through into an open reading frame with similarities to the yeast ccr4 transcription factor.

Intracisternal A-particle (IAP) sequences are endogenous retrovirus-like elements present at 1,000 copies in the mouse genome. We had previously identified IAP-related transcripts of unusual size (6 and 10 kilobases (kb)), which are observed exclusively in the liver of the aging mouse. In this report, using cDNA libraries that we have constructed from the liver mRNAs of an aged DBA/2 mouse, we have cloned and entirely sequenced the corresponding cDNAs. Both are initiated within the 5' long terminal repeat of a type IDelta1 IAP sequence, and correspond to a read-through into a unique flanking cellular sequence containing a 966-nucleotide open reading frame, located 3' to the IAP sequence. The 6-kb IAP-related transcript corresponds to a post-transcriptional modification of the 10-kb mRNA, and is generated by a splicing event with the donor site in the IAP sequence, and the acceptor site 5' to the open reading frame. This open reading frame is located on chromosome 3, is evolutionarily conserved, and discloses significant similarity to the yeast CCR4 transcription factor at the amino acid level. The specific expression of these age-induced transcripts, which account for more than 50% of the IAP-related transcripts in the liver of old mice, is therefore entirely consistent with the induction of a single genomic locus, thus strengthening the importance of position effects for the expression of transposable elements. Characterization of this locus should now allow studies on its chromatin and methylation status, and on the "molecular factors of senescence" possibly involved in its induction.

Aging↗

PubMed2005

Cognitive and neural mechanisms underlying reading and naming: evidence from letter-by-letter reading and optic aphasia.

We report detailed analysis of language performance in a patient, RMI, a 55-year-old man who presented with a homonymous hemianopsia, optic aphasia, and alexia without agraphia (with letter-by-letter reading) acutely after stroke. MRI showed infarct in the left occipital and medial temporal lobe and hypoperfusion of the entire posterior cerebral artery territory, including the splenium. Extensive language testing revealed severely impaired picture naming and oral reading, with relatively spared tactile naming and recognition of orally spelled words, consistent with impaired access to lexical and semantic representations from vision. In addition, he had a milder deficit in accessing lexical representations for output from all input modalities. RMI's execution of various language tasks provided considerable insight into the mechanisms that underlie oral reading. His performance indicated that both semantic access and orthographic to phonologic conversion mechanisms were partially intact. When information from these two impoverished systems was coupled (the picture of an object presented with its written name), his ability to read/name improved significantly, consistent with the hypothesis that partially accessed semantic information from vision can combine with partially accessed sublexical orthographic to phonologic conversion mechanisms to access phonological representations for output. Furthermore, his written word and picture recognition improved to normal at a time when magnetic resonance perfusion imaging demonstrated reperfusion of the splenium. We interpret these results, as well as results from previous studies in the literature, within a model of the neural regions critical for various cognitive processes underlying reading.

Aphasia↗

PubMed1983

Children with reading disorders--II. Effects of methylphenidate in combination with reading remediation.

Sixty-six children received individual reading instruction for 18 weeks, in combination with methylphenidate (mean daily dose 44.2 mg/day) or a placebo. Assignment to medication was random and double blind. Children were re-evaluated at the end of treatment, and two and eight months later. Only occasional and weak methylphenidate effects were obtained on measures of reading performance. Highly significant improvement in some tests of mathematics was found. No treatment differences occurred at follow-up. The results do not support the hypothesis that the enhancement of attention with stimulant treatment facilitates the acquisition of reading skills in children with pure reading disorders.

Achievement↗

PubMed1989

Beginnings of reading. The effects of the preschool reading center.

This study examined the effects of the daily Reading Center in a preschool classroom on 16 children over a school year. Objective variables, related to the Center and derived from the interface between the concepts of developmentally appropriate practice and emergent literacy, were measured. The Center was found to be developmentally appropriate since it was child-centered in terms of the interaction with children, adults and materials, voluntary participation, child-selected words and individualized instruction based on a pretest for 20 beginning reading skills (i.e., emergent literacy). Concurrently, the Center had features of a teacher-centered activity with the implementation of a rather specific instructional procedure. The experimental children showed marked gains in their acquisition of the 20 beginning reading skills while their matched controls, in other classrooms, who did not have the Reading Center experience, showed a slight increase. The advantages are discussed of a detailed behavior analysis on related independent, dependent, and accompanying measures for a thorough understanding of the results.

Child, Preschool↗

PubMed2004

Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability?

BACKGROUND: The Neale Analysis of Reading Ability (NARA) (Neale, 1997) is widely used in education and research. It provides measures of reading accuracy (decoding) and comprehension, which are frequently interpreted separately. AIMS: Three studies were conducted to investigate the degree to which the NARA measures could be separated. SAMPLES: British 7- and 8-year-olds participated in Study 1 (N=114) and Study 2 (N=212). In Study 3, 16 skilled and less-skilled comprehenders were identified from the Study 2 sample. METHODS: Study 1: By investigating their contribution to silent reading comprehension, the independence of NARA decoding and comprehension scores was determined. Study 2: Decoding groups matched for listening comprehension were compared on the NARA comprehension measure, and population performance was compared across listening comprehension and NARA reading comprehension. Study 3: Comprehension groups were compared on ability to answer open-ended and forced-choice questions. RESULTS: Firstly, NARA comprehension performance depended on decoding, to the extent that children with high listening comprehension ability but low decoding ability attained low NARA comprehension scores. Secondly, 32% of children who attained low NARA comprehension scores exhibited high listening comprehension. Thirdly, comprehension groups differed when assessed with open-ended questions but not when assessed with forced-choice questions. CONCLUSIONS: The NARA can underestimate the comprehension ability of children with weak decoding skills and children who have some difficulty with open-ended questions. The decoding and comprehension measures of the NARA cannot be separated. These findings have important implications for the interpretation of the measures provided by the NARA, in education and research.

Aptitude↗

PubMed2000

Linguistic difficulties in language and reading development constrain skilled adult reading.

This study investigated whether the quality and specification of phonological representations in early language development would predict later skilled reading. Two perceptual identification experiments were performed with skilled readers. In Experiment 1, spelling difficulties in Grade 1 were used as a proxy measure for poorly specified representations in early language development. In Experiment 2, difficulties in perceiving and representing liquid and nasalized phonemes in final consonant clusters were used for the same purpose. Both experiments showed that words that were more likely to develop underspecified lexical representations in early language development remained more difficult in skilled reading. This finding suggests that early linguistic difficulties in speech perception and structuring of lexical representations may constrain the long-term organization and dynamics of the skilled adult reading system. The present data thus challenge the assumption that skilled reading can be fully understood without taking into account linguistic constraints acting upon the beginning reader.

Adult↗

PubMed1996

Mindless reading revisited: eye movements during reading and scanning are different.

In an extension of a study by Vitu, O'Regan, Inhoff, and Topolski (1995), we compared global and local characteristics of eye movements during (1) reading, (2) the scanning of transformed text (in which each letter was replaced with a z), and (3) visual search. Additionally, we examined eye behavior with respect to specific target words of high or low frequency. Globally, the reading condition led to shorter fixations, longer saccades, and less frequent skipping of target strings than did scanning transformed text. Locally, the manipulation of word frequency affected fixation durations on the target word during reading, but not during visual search or z-string scanning. There were also more refixations on target words in reading than in scanning. Contrary to Vitu et al.'s (1995) findings, our results show that eye movements are not guided by a global strategy and local tactics, but by immediate processing demands.

Adult↗

PubMed1987

The reading process and learning to read.

This paper provides a description of two models of the reading process and the relation of these models to learning to read, reading instruction and the identification and treatment of reading problems.

Child↗

PubMed1994

[What are the differences between average readings with writing difficulties and children with reading and writing difficulties? Follow-up, kind of writing errors and learning prerequisites].

As part of the Viennese longitudinal study on the development of reading and writing skills, children with spelling problems were differentiated from children with combined reading and spelling problems. It could be shown that children with spelling problems only are a rather inhomogeneous group with regard to their further development. At the end of the eighth grade some children still have circumscribed spelling problems, whereas others have overcome their early problems, and still others have also fallen behind in their reading skills. These groups of children can be differentiated early on by the type of spelling errors they make, by their cognitive abilities and by social factors. Children with combined reading and spelling problems are characterized especially by a lack of phonemic awareness.

Adolescent↗

PubMed1987

Effects of lateralized cerebral lesions on oral reading, reading comprehension, and spelling.

This study used the Peabody Individual Achievement Test (PIAT) to assess reading and spelling skills in a normal control group (n = 100) and in patients having cerebral damage in the left hemisphere (LH; n = 86) or right hemisphere (RH; n = 76). Relative to the normals, both brain-damaged groups were impaired on PIAT Reading Comprehension and Spelling. Only the LH group was impaired on PIAT Reading Recognition. PIAT performances were strongly related to extent of brain damage within the left hemisphere, but not within the right. Similarly, whereas reading and spelling deficits were associated with temporal- and occipital-lobe involvement in the LH group, presence or absence of specific lobe involvement was unrelated to PIAT performance in the RH group. Relationships also were assessed between PIAT performances and demographic variables and the Average Impairment Rating from the Halstead-Reitan Battery.

Adult↗

PubMed2006

Correlation of transcutaneous hepatic near-infrared spectroscopy readings with liver surface readings and perfusion parameters in a piglet endotoxemic shock model.

PURPOSE: To determine whether transcutaneous liver near-infrared spectrophotometry (NIRS) measurements correlate with NIRS measurements taken directly from the liver surface, and invasive blood flow measurements. PROCEDURE: Laparotomy was performed in 12 Yorkshire piglets, and ultrasound blood flow probes were placed on the hepatic artery and portal vein. Intravascular catheters were inserted into the hepatic and portal veins for intermittent blood sampling, and a pulmonary artery catheter was inserted via the jugular vein for cardiac output measurements. NIRS optodes were placed on skin overlying the liver and directly across the right hepatic lobe. Endotoxemic shock was induced by continuous infusion of Escherichia coli lipopolysaccharide O55:B5. Pearson's correlations were calculated between the NIRS readings and the perfusion parameters. FINDINGS: After endotoxemic shock induction, liver blood flow, and oxygen delivery decreased significantly. There were statistically significant correlations between the transcutaneous and liver-surface NIRS readings for oxyhemoglobin, deoxyhemoglobin, and cytochrome c oxidase concentrations. There were similar significant correlations of the transcutaneous oxyhemoglobin with both the mixed venous and hepatic vein saturation, and mixed venous and hepatic vein lactate. CONCLUSIONS: Transcutaneous NIRS readings of the liver, in an endotoxemic shock model, correlate with NIRS readings taking directly from the liver surface, as well as with global and specific organ-perfusion parameters.

Animals↗

PubMed1971

American children with reading problems can easily learn to read English represented by Chinese characters.

With 2.5 to 5.5 hours of tutoring, eight second-grade inner-city school children with clear reading disability were taught to read English material written as 30 different Chinese characters. This accomplishment eliminates certain general interpretations of dyslexia, for example, as a visual-auditory memory deficit. The success of this program can be attributed to the novelty of the Chinese orthography and to the fact that Chinese characters map into speech at the level of words rather than of phonemes. It is proposed that much reading disability can be accounted for in terms of the highly abstract nature of the phoneme (the critical unit of speech in alphabetic systems) and that an intermediate unit, such as the syllable, might well be used to introduce reading.

Child↗

PubMed1975

Accuracy of Kirby-Bauer susceptibility tests read at 4, 8, and 12 hours of incubation: comparison with readings at 18 to 20 hours.

Disk diffusion antibiotic susceptibility tests as performed by the hospital diagnostic microbiology laboratory were read at 4, 8, and 12 h of incubation and compared to the traditional 18-h readings. Both the zone size in millimeters and a judgement of susceptible or resistant were recorded by the investigator at each time interval for each drug tested against the various clinical isolates. Considerable variation of zone sizes existed for certain organisms (e.g., staphylococci and Proteus) and certain antibiotics (e.g., trimethoprim-sulfamethoxazole) when zone sizes in millimeters were examined. However, 8 to 60% of isolates demonstrated visible growth at 4 h of incubation and could be placed in susceptible or resistant categories with a fair degree of accuracy (74 to 95% agreement with 18-h readings). By 8 h of incubation, 83 to 100% of the cultures showed visible growth and almost all the organisms had accurate readings (89 to 98% agreement). The ability to determine antimicrobial susceptibility patterns early could influence favorably the prognosis in serious infections.

Bacteria↗

PubMed2004

Evaluation of Sensititre automated reading and incubation system for automated reading of Sensititre broth microdilution susceptibility plates.

The Sensititre Automated Reading and Incubation System (ARIS) performs automated reading of Sensititre identification and susceptibility plates. ARIS susceptibility results were compared to manually read results. A total of 212 isolates (3352 organism-antimicrobial agent combinations) yielded 99.4% essential agreement and categorical error rates of 0.2% minor, 0% major, and 1.0% very major. ARIS yields accurate susceptibility results compared to plates read manually.

Anti-Bacterial Agents↗