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https://www.readbyqxmd.com/read/28425742/comparing-and-validating-methods-of-reading-instruction-using-behavioural-and-neural-findings-in-an-artificial-orthography
#1
J S H Taylor, Matthew H Davis, Kathleen Rastle
There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these differences in relative emphasis. We taught 24 English-speaking adults to read 2 sets of 24 novel words (e.g., /buv/, /sig/), written in 2 different unfamiliar orthographies...
April 20, 2017: Journal of Experimental Psychology. General
https://www.readbyqxmd.com/read/28424650/the-role-of-the-left-anterior-temporal-lobe-for-unpredictable-and-complex-mappings-in-word-reading
#2
Marilyne Joyal, Simona M Brambati, Robert J Laforce, Maxime Montembeault, Mariem Boukadi, Isabelle Rouleau, Joël Macoir, Sven Joubert, Shirley Fecteau, Maximiliano A Wilson
The anterior temporal lobes (ATLs) have been consistently associated with semantic processing which, in turn, has a key role in reading aloud single words. This study aimed to investigate (1) the reading abilities in patients with the semantic variant of primary progressive aphasia (svPPA), and (2) the relationship between gray matter (GM) volume of the left ATL and word reading performance using voxel-based morphometry (VBM). Three groups of participants (svPPA, Alzheimer's Disease, AD and healthy elderly adults) performed a reading task with exception words, regular words and pseudowords, along with a structural magnetic resonance imaging scan...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28412877/retrospective-time-perception-in-korsakoff-s-syndrome
#3
Mohamad El Haj, Jean-Louis Nandrino, Roy P C Kessels, Christian Matton, Jean-Eudes Bacquet, Laurent Urso, Pascal Antoine
The authors investigated retrospective timing in participants with Korsakoff's syndrome. Patients were assessed on four retrospective tasks on which they were instructed to read three-digit numbers aloud (15 seconds), fill connected squares (30 seconds), decide whether words were abstract or concrete (45 seconds), or read aloud a text about mushroom picking (60 seconds). Participants were not aware of the task's timing until the end of the tasks, when they were asked to estimate the elapsed time. Results revealed an underestimation of the elapsed time in Korsakoff participants, suggesting that time is perceived to pass quickly for these participants...
April 17, 2017: Journal of Neuropsychiatry and Clinical Neurosciences
https://www.readbyqxmd.com/read/28389676/longitudinal-impacts-of-print-focused-read-alouds-for-children-with-language-impairment
#4
Laura M Justice, Jessica Logan, Joan N Kaderavek
Purpose: Preschoolers with language impairment (LI) are prime candidates for early-literacy interventions, given their susceptibility for future reading difficulties. To date, most studies of early-literacy interventions for this population has assessed short-term impacts, with limited attention to whether initial effects are sustained over time. This study was designed to evaluate longitudinal impacts of print-focused read-alouds implemented by early childhood special education teachers for a clinic sample of children with LI...
April 7, 2017: American Journal of Speech-language Pathology
https://www.readbyqxmd.com/read/28380004/evaluation-of-a-gaze-controlled-vision-enhancement-system-for-reading-in-visually-impaired-people
#5
Carlos Aguilar, Eric Castet
People with low vision, especially those with Central Field Loss (CFL), need magnification to read. The flexibility of Electronic Vision Enhancement Systems (EVES) offers several ways of magnifying text. Due to the restricted field of view of EVES, the need for magnification is conflicting with the need to navigate through text (panning). We have developed and implemented a real-time gaze-controlled system whose goal is to optimize the possibility of magnifying a portion of text while maintaining global viewing of the other portions of the text (condition 1)...
2017: PloS One
https://www.readbyqxmd.com/read/28373926/early-head-tremor-in-essential-tremor-a-case-series-and-commentary
#6
Elan D Louis, Funmi M Badejo, Ashley D Cristal, James Meyers, Nora Hernandez, Karen P Chen, Kelly V Naranjo, Jemin Park, Lorraine N Clark
BACKGROUND: Classically, the onset of head tremor in essential tremor (ET) patients follows that of hand tremor, such that there is a somatotopic spread of involved areas. Here we present a series of seven self-reportedly "unaffected" relatives of ET cases. These seven were clinically asymptomatic and had normal levels of arm tremor on examination, yet each evidenced a transient head wobble on examination. We estimate the prevalence of this phenotype within the two studies from which cases were ascertained...
2017: Tremor and Other Hyperkinetic Movements
https://www.readbyqxmd.com/read/28355383/the-relevance-of-syllable-per-minute-measuring-at-the-assessment-of-reading-rate
#7
Aparecido José Couto Soares, Maria Silvia Cárnio, Haydée Fiszbein Wertzner
Purpose To verify whether there are differences in the assessment of reading rate of children at 3rd and 4th grade from elementary school using the measures of words read per minute and syllables read per minute. Methods This research counted on 29 children from 3rd grade and 28 from the 4th grade of elementary school without reading and writing disorders. All children were asked to read aloud a text according to their schooling level. The procedure was recorded and the reading rate was calculated both in words and syllables read per minute...
2017: CoDAS
https://www.readbyqxmd.com/read/28337947/memory-demands-in-linguistic-compensation
#8
Srdan Medimorec, Chandeep Mander, Evan F Risko
Individuals often modify speech characteristics to accommodate their listeners. In the present study we investigate how speakers modify their speech in a dictation task and what this says about their beliefs with respect to the listener's information processing limitations. To do so, we asked participants to either read a set of numbers aloud, or dictate numbers so that another person could write them down. Our results suggest that speech modification in this task was not related to the speakers' differences in working memory capacity, and could represent speakers' attempt to minimize working memory demands of the listener...
March 24, 2017: Quarterly Journal of Experimental Psychology: QJEP
https://www.readbyqxmd.com/read/28289395/reading-aloud-discrete-stage-s-redux
#9
Serje Robidoux, Derek Besner
Interactive activation accounts of processing have had a broad and deep influence on cognitive psychology, particularly so in the context of computational accounts of reading aloud at the single word level. Here we address the issue of whether such a framework can simulate the joint effects of stimulus quality and word frequency (which have been shown to produce both additive and interactive effects depending on the context). We extend previous work on this question by considering an alternative implementation of a stimulus quality manipulation, and the role of interactive activation...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28277213/the-effect-of-learning-modality-and-auditory-feedback-on-word-memory-cochlear-implanted-versus-normal-hearing-adults
#10
Riki Taitelbaum-Swead, Michal Icht, Yaniv Mama
BACKGROUND: In recent years, the effect of cognitive abilities on the achievements of cochlear implant (CI) users has been evaluated. Some studies have suggested that gaps between CI users and normal-hearing (NH) peers in cognitive tasks are modality specific, and occur only in auditory tasks. PURPOSE: The present study focused on the effect of learning modality (auditory, visual) and auditory feedback on word memory in young adults who were prelingually deafened and received CIs before the age of 5 yr, and their NH peers...
March 2017: Journal of the American Academy of Audiology
https://www.readbyqxmd.com/read/28238974/why-american-sign-language-gloss-must-matter
#11
Samuel J Supalla, Jody H Cripps, Andrew P Byrne
Responding to an article by Grushkin on how deaf children best learn to read, published, along with the present article, in an American Annals of the Deaf special issue, the authors review American Sign Language gloss. Topics include how ASL gloss enables deaf children to learn to read in their own language and simultaneously experience a transition to written English, and what gloss looks like and how it underlines deaf children's learning and mastery of English literacy through ASL. Rebuttal of Grushkin's argument includes data describing a deaf child's engagement in reading aloud (entirely in ASL) with a gloss text, which occurred without the breakdown implied by Grushkin...
2017: American Annals of the Deaf
https://www.readbyqxmd.com/read/28211025/participants-shift-response-deadlines-based-on-list-difficulty-during-reading-aloud-megastudies
#12
Michael J Cortese, Maya M Khanna, Robert Kopp, Jonathan B Santo, Kailey S Preston, Tyler Van Zuiden
We tested the list homogeneity effect in reading aloud (e.g., Lupker, Brown, & Colombo, 1997) using a megastudy paradigm. In each of two conditions, we used 25 blocks of 100 trials. In the random condition, words were selected randomly for each block, whereas in the experimental condition, words were blocked by difficulty (e.g., easy words together, etc.), but the order of the blocks was randomized. We predicted that standard factors (e.g., frequency) would be more predictive of reaction times (RTs) in the blocked than in the random condition, because the range of RTs across the experiment would increase in the blocked condition...
February 16, 2017: Memory & Cognition
https://www.readbyqxmd.com/read/28177182/morpheme-based-reading-and-spelling-in-italian-children-with-developmental-dyslexia-and-dysorthography
#13
Paola Angelelli, Chiara Valeria Marinelli, Marinella De Salvatore, Cristina Burani
Italian sixth graders, with and without dyslexia, read pseudowords and low-frequency words that include high-frequency morphemes better than stimuli not including any morpheme. The present study assessed whether morphemes affect (1) younger children, with and without dyslexia; (2) spelling as well as reading; and (3) words with low-frequency morphemes. Two groups of third graders (16 children with dyslexia and dysorthography and 16 age-matched typically developing children) read aloud and spelt to dictation pseudowords and words...
February 8, 2017: Dyslexia: the Journal of the British Dyslexia Association
https://www.readbyqxmd.com/read/28167328/attentional-biases-in-body-dysmorphic-disorder-bdd-eye-tracking-using-the-emotional-stroop-task
#14
Wei Lin Toh, David J Castle, Susan L Rossell
OBJECTIVE: Body dysmorphic disorder (BDD) is characterised by repetitive behaviours and/or mental acts occurring in response to preoccupations with perceived defects or flaws in physical appearance. This study aimed to examine attentional biases in BDD via the emotional Stroop task with two modifications: i) incorporating an eye-tracking paradigm, and ii) employing an obsessive-compulsive disorder (OCD) control group. METHOD: Twenty-one BDD, 19 OCD and 21 HC participants, who were age-, sex-, and IQ-matched, were included...
January 23, 2017: Comprehensive Psychiatry
https://www.readbyqxmd.com/read/28118633/the-effect-of-loud-voice-and-clear-speech-on-the-use-of-vocal-fry-in-women
#15
Alison Behrman, Ali Akhund
OBJECTIVE: This study investigated the effects of clear speech and loud voice on the use of vocal fry in women. METHODS: Twenty healthy-voiced young women who used a moderate amount of vocal fry when reading aloud in conversational-style speech (defined as a minimum of three occurrences per sentence) also read the same stimuli in loud voice and clear speech. The occurrence of vocal fry was assessed in the three speaking styles. Intensity and fundamental frequency levels in each condition were obtained to help interpret the findings...
2016: Folia Phoniatrica et Logopaedica
https://www.readbyqxmd.com/read/28112580/does-use-of-text-to-speech-and-related-read-aloud-tools-improve-reading-comprehension-for-students-with-reading-disabilities-a-meta-analysis
#16
Sarah G Wood, Jerad H Moxley, Elizabeth L Tighe, Richard K Wagner
Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how effective text-to-speech is at improving reading comprehension. This study addresses this gap in the research by conducting a meta-analysis on the effects of text-to-speech technology and related read-aloud tools on reading comprehension for students with reading difficulties...
January 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28073100/investigating-the-use-of-appropriation-in-the-writing-of-a-child-with-autism-a-case-study
#17
Jamie Maxwell, Christine Weill, Jack Damico
This case study investigated how a 10year old child with ASD (Autism Spectrum Disorder), Kameron (pseudonym), utilized appropriation as a writing strategy in the context of group therapy. Using the same questions as Lensmire and Beals (1994) in their study of a typically developing third-grader, written products were collected over the course of one semester and analyzed, along with video, audio, and participant observation data, to consider the following questions: 1) Where did the material come from? 2) What was taken? and 3) How was it used? Analysis of the process of Kameron's writing revealed utilization of appropriation as a strategy for 2 of the 4 written products...
January 2017: Journal of Communication Disorders
https://www.readbyqxmd.com/read/28033738/the-production-effect-in-adults-with-dysarthria-improving-long-term-verbal-memory-by-vocal-production
#18
Michal Icht, Orly Bergerzon-Biton, Yaniv Mama
People show better memory for words read aloud relative to words read silently, the Production Effect (PE). Vocalisation at study makes the produced (aloud) words more distinct than the non-produced (silent) words, hence more memorable. Such encoding distinctiveness is related to the additional processing of aloud words that is later used during retrieval. This study investigated the PE in dysarthric adults, characterised by speech production difficulties. Their memory performance (recognition) was compared to a group of healthy adults...
December 29, 2016: Neuropsychological Rehabilitation
https://www.readbyqxmd.com/read/28030516/scotoma-visibility-and-reading-rate-with-bilateral-central-scotomas
#19
Joshua D Pratt, Scott B Stevenson, Harold E Bedell
PURPOSE: In this experiment, we tested whether perceptually delineating the scotoma location and border with a gaze contingent polygon overlay improves reading speed and reading eye movements in patients with bilateral central scotomas. METHODS: Eight patients with age-related macular degeneration and bilateral central scotomas read aloud MNRead style sentences with their preferred eye. Eye movement signals from an EyeLink II eyetracker were used to create a gaze contingent display in which a polygon overlay delineating the area of the patient's scotoma was superimposed on the text during 18 of the 42 trials...
March 2017: Optometry and Vision Science: Official Publication of the American Academy of Optometry
https://www.readbyqxmd.com/read/27965604/the-n400-effect-during-speaker-switch-towards-a-conversational-approach-of-measuring-neural-correlates-of-language
#20
Tatiana Goregliad Fjaellingsdal, Esther Ruigendijk, Stefan Scherbaum, Martin G Bleichner
Language occurs naturally in conversations. However, the study of the neural underpinnings of language has mainly taken place in single individuals using controlled language material. The interactive elements of a conversation (e.g., turn-taking) are often not part of neurolinguistic setups. The prime reason is the difficulty to combine open unrestricted conversations with the requirements of neuroimaging. It is necessary to find a trade-off between the naturalness of a conversation and the restrictions imposed by neuroscientific methods to allow for ecologically more valid studies...
2016: Frontiers in Psychology
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