scholarly journals Reading Strategy for Japanese Kana in a Case of Alexia with Agraphia after a Left Posterior Inferior Temporal Lesion

2017 ◽  
Vol 37 (4) ◽  
pp. 386-394
Author(s):  
Hiroaki Takano ◽  
Tomoko Sekino ◽  
Katsuya Yamazaki
Keyword(s):  
Reading Strategy ◽  
Left Posterior ◽  
Japanese Kana ◽  
Temporal Lesion

Foreign accent syndrome caused by a left temporal–parietal ischaemic stroke

2011 ◽  
Vol 23 (5) ◽  
pp. 249-251 ◽  
Author(s):  
Panagiotis Karanasios ◽  
Paraskevi Loukopoulou ◽  
Petros Zampakis ◽  
Thomas Tiligadas ◽  
Alexandra Makridou ◽  
...  
Keyword(s):  
Ischaemic Stroke ◽  
Brain Magnetic Resonance Imaging ◽  
Angular Gyrus ◽  
Foreign Accent ◽  
Magnetic Resonance Imaging Scan ◽  
Middle Temporal ◽  
Left Posterior ◽  
Foreign Accent Syndrome ◽  
Posterior Insula ◽  
Temporal Lesion

Karanasios P, Loukopoulou P, Zampakis P, Tiligadas T, Makridou A, Doukas V, Argyriou AA. Foreign accent syndrome caused by a left temporal–parietal ischaemic stroke.Aim: We present the first reported case of a Greek patient with foreign accent syndrome (FAS) secondary to a left temporal-parietal ischemic stroke.Case report: A 76 year-old right-handed, Greek in origin, male was referred because he had suddenly manifested changes in speech expression. The neurological examination revealed that his prior typical English-Australian accent resembled a mixture of Greek and English-Britain accent consistent with FAS, though he had visited only once Greece the last 15 years and never had been to United Kingdom.Results: A brain Magnetic Resonance Imaging scan depicted an ischemic temporal lesion in the language-dominant left hemisphere, affecting the left posterior superior and middle temporal gyri, as well as the ipsilateral inferior supramarginal angular gyrus and posterior insula.Conclusion: We might suggest that FAS in our patient was induced because of interrupted cortical-subcortical feedback pathways. The phenomenon of subcortical-cortical diaschisis might also have contributed to its clinical manifestation.

scholarly journals Cognitive deficits associated with optic aphasia: Neuropsychological contribution to a differential diagnosis

2008 ◽  
Vol 2 (2) ◽  
pp. 151-154 ◽  
Author(s):  
Melissa de Almeida Rodrigues ◽  
Carla Cristina Adda ◽  
Mara Cristina de Souza Lucia ◽  
Milberto Scaff ◽  
Eliane Correa Miotto
Keyword(s):  
Differential Diagnosis ◽  
Cognitive Deficits ◽  
Posterior Cerebral Artery ◽  
Neuropsychological Evaluation ◽  
Occipital Region ◽  
Diagnostic Investigation ◽  
Neuropsychological Disorders ◽  
Acute Infarction ◽  
Left Posterior ◽  
Temporal Lesion

Abstract Optic aphasia is characterized by a deficit in naming objects presented visually, as a result of left occipito-temporal lesion. It differs from other neuropsychological disorders due to the nature of the deficits and impairment of cognitive function. A 52 year-old patient, admitted after an episode of sub-acute infarction in the territory of the left posterior cerebral artery involving the temporo-occipital region, was submitted to neuropsychological evaluation as part of a diagnostic investigation and presented specific characteristics of this disorder, as well as impairment to episodic memory. The relevance of the present case is justified not only due to the rarity of the disorder, but also because it highlights the importance of differential diagnosis in the treatment of patients.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Diagnosis and Ablation of Fascicular Tachycardia

2011 ◽  
Vol 3 (1) ◽  
pp. 67
Author(s):  
Akihiko Nogami ◽  
Keyword(s):  
Ventricular Tachycardia ◽  
Right Bundle Branch Block ◽  
Axis Deviation ◽  
Exit Site ◽  
Rare Form ◽  
Bundle Branch Block ◽  
Diagnosis And Therapy ◽  
Narrow Qrs ◽  
Left Posterior ◽  
Qrs Morphology

Verapamil-sensitive fascicular ventricular tachycardia (VT) is the most common form of idiopathic left VT. According to the QRS morphology and the successful ablation site, left fascicular VT can be classified into three subgroups: left posterior fascicular VT, whose QRS morphology shows right bundle branch block (RBBB) configuration and superior axis (common form); left anterior fascicular VT, whose QRS morphology shows RBBB configuration and right-axis deviation (uncommon form), and upper septal fascicular VT, whose QRS morphology shows narrow QRS configuration and normal or right-axis deviation (rare form). Posterior and anterior fascicular VT can be successfully ablated at the posterior or anterior mid-septum with a diastolic Purkinje potential during VT or at the VT exit site with a fused pre-systolic Purkinje potential. Upper septal fascicular VT can also be ablated at the site with diastolic Purkinje potential at the upper septum. Recognition of the heterogeneity of this VT and its unique characteristics should facilitate appropriate diagnosis and therapy.

Promoting students’ critical thinking through reading strategy instruction in a reading class

2016 ◽  
Vol 11 (2) ◽  
pp. 133-151
Author(s):  
K.R. Vinitha Rani
Keyword(s):  
Critical Thinking ◽  
Language Learners ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Thinking Skills ◽  
Reading Strategy ◽  
Critical Thinking Skills ◽  
Reading Strategy Instruction ◽  
Two Stages ◽  
Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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