The influence of word frequency on word reading speed when individuals with macular diseases read text

The goals of this study are to investigate, at three elementary school grade levels, how word reading speed is related to rapidly naming series of numbers, letters, colors, and pictures, and to general processing speed (measured by nonnaming or visual matching tasks), and also to determine how these relationships vary with the reading task employed. The results indicate that, compared to color- and picture-naming speeds and nonnaming or visual matching speed, letter- and number-naming speeds are superior predictors of word reading speed. Furthermore, throughout the grade levels, associations between alphanumeric naming and monosyllabic word reading speeds are considerably stronger than for a widely used Dutch single-word reading test combining monosyllabic and multisyllabic words. It is suggested that, unlike multisyllabic words but similar to letters and numbers, monosyllabic words act as relatively holistic stimuli, which are recognized as sight words.

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A Study of Word Reading in Persian- speaking Children With Dyslexia and Normal Ones

Journal of Modern Rehabilitation ◽

10.18502/jmr.v14i4.7718 ◽

2021 ◽

Author(s):

Hourieh Ahadi ◽

Reza Nadarkhani ◽

Masood Ghayoomi

Keyword(s):

Phonological Awareness ◽

Word Reading ◽

Reading Speed ◽

Skills Training ◽

Control Group ◽

Human Beings ◽

Normal Children ◽

Reading Methods ◽

Significant Difference ◽

The Mean

Introduction: Reading is undoubtedly one of the most valuable skills of human beings. This complex behavior is composed of several distinct skills. Different theories about reading methods have been proposed and many researchers believe that reading methods varies in languages because of the different transparency in their orthography, so the purpose of this study is to investigate the Persian word reading pattern in children with dyslexia and normal children and compare their abilities. Materials and Methods: For conducting this cross-sectional study, after issuing required permits, the elementary school children with dyslexia were identified by referring to learning disorders schools in Tehran City, Iran. After evaluating and diagnosing by the psychologist and speech therapist, 16 students with dyslexia were found. Then 32 normal age-matched students of Tehran’s public schools were randomly selected from the available population as the control group. The reading and phonological awareness tests were then performed in different sessions. The results of the tests were recorded and the data were analyzed by the Mann-Whitney and Spearman tests in SPSS version 20. Results: There was a significant difference between children with dyslexia and their age- matched normal group in reading skills and phonological awareness (P<0.05). In both groups, the mean percentage in reading irregular words was higher than the mean percentage of non- word reading. There is a significant correlation between reading speed and reading irregular words in both groups, and also between reading accuracy and reading non-words (P<0.05). There was a significant correlation between the reading speed and reading non-words in the group with dyslexia (P<0.05). But in normal children, there is no significant correlation between these tasks. This difference shows the problem of children with dyslexia pertains to reading non-words. Conclusion: Based on the results of the present study, in children with dyslexia, there is a problem with reading non-words, and the dual-route of word reading has changed to only the whole word reading route. So it is important to consider phonological awareness skills training in children with dyslexia.

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Comparison of Reading Speed Using Malay Unrelated Word Reading Chart with Standardized English Reading Charts

International Journal of Medical and Health Sciences Research ◽

10.18488/journal.9/2015.2.3/9.3.55.61 ◽

2015 ◽

Vol 2 (3) ◽

pp. 55-61

Author(s):

Noor Halilah Buari ◽

Mardiah Farhana Azizan ◽

Ai-Hong Chen

Keyword(s):

Word Reading ◽

Reading Speed ◽

Unrelated Word ◽

English Reading ◽

Reading Charts

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Difficulties of Young Adults With Dyslexia in Reading and Writing Numbers

Journal of Learning Disabilities ◽

10.1177/00222194211037061 ◽

2021 ◽

pp. 002221942110370

Author(s):

Cesare Cornoldi ◽

Carlotta Rivella ◽

Lorena Montesano ◽

Enrico Toffalini

Keyword(s):

Young Adults ◽

Approximate Calculation ◽

Word Reading ◽

Reading Speed ◽

Typically Developing ◽

Reading And Writing ◽

Severe Difficulty ◽

Specific Difficulty ◽

Calculation Ability

Letters and numbers are different domains, and their differentiation increases with schooling. It has nonetheless been argued that reading alphabetic and numerical materials partly involves the same processes, even in adults. Whether individuals with dyslexia have difficulty reading and writing numbers remains to be established. This study examined this issue in a group of 30 young adults with a diagnosis of dyslexia, without any concurrent specific difficulty in processing quantities compared with a typically developing group matched for gender, age, university attended and course of studies, and approximate calculation ability. The results showed that adults with dyslexia also have severe difficulty in reading and writing numbers. It emerged that their number reading speed correlated moderately with word reading speed. We concluded that dyslexia is specifically related with difficulties in reading and writing not only alphabetic material, but also numerical material. Our findings suggest that these abilities should be considered more carefully when assessing and supporting individuals with dyslexia.

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Increasing Word-Reading Speed in Poor Readers: No Additional Benefits of Explicit Letter-Cluster Training

Scientific Studies of Reading ◽

10.1080/10888438.2011.554471 ◽

2012 ◽

Vol 16 (2) ◽

pp. 166-185 ◽

Cited By ~ 9

Author(s):

Eva Marinus ◽

Peter de Jong ◽

Aryan van der Leij

Keyword(s):

Word Reading ◽

Reading Speed ◽

Poor Readers

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Effects of Word Frequency and Transitional Probability on Word Reading Durations of Younger and Older Speakers

Language and Speech ◽

10.1177/0023830916649215 ◽

2016 ◽

Vol 60 (2) ◽

pp. 289-317 ◽

Cited By ~ 4

Author(s):

Cornelia Moers ◽

Antje Meyer ◽

Esther Janse

Keyword(s):

Word Frequency ◽

Language Production ◽

Word Reading ◽

Context Effects ◽

Reading Aloud ◽

Age Groups ◽

Low Frequency ◽

Transitional Probability ◽

Adolescent Readers ◽

Production Frequency

High-frequency units are usually processed faster than low-frequency units in language comprehension and language production. Frequency effects have been shown for words as well as word combinations. Word co-occurrence effects can be operationalized in terms of transitional probability (TP). TPs reflect how probable a word is, conditioned by its right or left neighbouring word. This corpus study investigates whether three different age groups–younger children (8–12 years), adolescents (12–18 years) and older (62–95 years) Dutch speakers–show frequency and TP context effects on spoken word durations in reading aloud, and whether age groups differ in the size of these effects. Results show consistent effects of TP on word durations for all age groups. Thus, TP seems to influence the processing of words in context, beyond the well-established effect of word frequency, across the entire age range. However, the study also indicates that age groups differ in the size of TP effects, with older adults having smaller TP effects than adolescent readers. Our results show that probabilistic reduction effects in reading aloud may at least partly stem from contextual facilitation that leads to faster reading times in skilled readers, as well as in young language learners.

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Cognitive dysfunction during migraine attacks: A study on migraine without aura

Cephalalgia ◽

10.1177/0333102414553823 ◽

2014 ◽

Vol 35 (8) ◽

pp. 662-674 ◽

Cited By ~ 39

Author(s):

Raquel Gil-Gouveia ◽

António G Oliveira ◽

Isabel Pavão Martins

Keyword(s):

Cognitive Performance ◽

Verbal Memory ◽

Migraine Without Aura ◽

Word Reading ◽

Reading Speed ◽

Verbal Learning ◽

Episodic Migraine ◽

Brain Dysfunction ◽

Semantic Cues ◽

Verbal Recall

Background Cognitive difficulties contribute to patients’ disability during migraine attacks and have been overlooked in migraine research. Neuropsychological studies performed during attacks have produced inconsistent findings due to design differences and limitations. Objective Our objective is to document changes in cognitive performance of migraine patients during migraine attacks with a comprehensive battery of cognitive/behavioral tests, while controlling for potential confounders. Method A prospective two-period, randomized, cross-over study compared within-subject neuropsychological evaluation in two conditions—during a naturally occurring untreated migraine attack and a headache-free period. Results Thirty-nine patients with episodic migraine (37 females, average 38 years old) were included and 24 completed the study. Participants performed worse during the attack in the majority of cognitive tests, compared to the headache-free status, and significantly so in word reading speed ( p = 0.013), verbal learning ( p = 0.01), short-term verbal recall with ( p = 0.01) and without ( p = 0.013) semantic cueing and delayed recall with ( p = 0.003) and without ( p = 0.05) semantic cues. Differences found were unrelated to age, gender, literacy, condition order, interval between evaluations, anxiety, pain intensity or duration of the attack. Discussion Cognitive performance decreases during migraine attacks, especially in reading and processing speed, verbal memory and learning, supporting patients’ subjective complaints. These findings suggest the existence of a reversible brain dysfunction during attacks of migraine without aura, which can relate specifically to migraine or be a consequence of acute pain processing by the brain.

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Orthographic depth and developmental dyslexia: a meta-analytic study

Annals of Dyslexia ◽

10.1007/s11881-021-00226-0 ◽

2021 ◽

Author(s):

Desiré Carioti ◽

Marta Franca Masia ◽

Simona Travellini ◽

Manuela Berlingeri

Keyword(s):

Developmental Dyslexia ◽

Word Reading ◽

Reading Speed ◽

Control Groups ◽

Short Term ◽

Reading Accuracy ◽

Orthographic Depth ◽

Wide Range ◽

And Control ◽

Effect Of Age

AbstractCross-cultural studies have suggested that reading deficits in developmental dyslexia (DD) can be moderated by orthographic depth. To further explore this issue and assess the moderating role of orthographic depth in the developmental cognitive trajectories of dyslexic and typical readers, we systematically reviewed 113 studies on DD that were published from 2013 to 2018 and selected 79 in which participants received an official DD diagnosis. Each study was classified according to orthographic depth (deep vs. shallow) and participant age (children vs. adults). We assessed the difference between DD and control groups’ performance in reading tasks and in a wide range of cognitive domains associated with reading (phonological awareness (PA), rapid automatized naming (RAN), short-term working memory (WM), and nonverbal reasoning), including age and orthographies as moderators. We found an age-by-orthography interaction effect in word reading accuracy and a significant effect of age in pseudoword reading accuracy, but we found no effect of age and orthographic depth on the fluency parameters. These results suggest that reading speed is a reliable index for discriminating between DD and control groups across European orthographies from childhood to adulthood. A similar pattern of results emerged for PA, RAN, and short-term/WM. Our findings are discussed in relation to their impact on clinical practice while considering the orthographic depth and developmental level.

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