Read Delay Research Articles

Institutional care: associations between inattention and early reading performance

Recent government papers have expressed concern about the poor educational attainment of 'looked after' children. Early reading development has been found to be significant in their subsequent academic achievement. The possibility that biosocial factors extraneous to their experiences in public care may underpin their low attainment has not been investigated to date. The reading ability of 19 primary school children, who had been raised in institutional care from an early age, were compared with 19 children, matched for age and sex, who were comparable in biological background and who had experienced uninterrupted family foster care. Both groups were compared with classroom controls using teacher questionnaires, interviews, systematic observations and cognitive testing. Reading delay was more prevalent in the institutional group and as a group they had lower reading scores than the children reared in family foster care. Variation in IQ accounted for the lower reading scores of the family foster care group compared with their matched classroom controls. Inattention, found in a previous study to be much more evident in the institutional group, partially accounted for the group difference in reading scores, and was situationally specific to formal teacher-directed tasks. Differential effects of caregivers' interest in terms of help with homework were also found. Early reading performance was associated with the experience of being raised 'in care' but was not an inevitable outcome. It was concluded that the type of substitute caregiving experienced affected reading performance. Institutional upbringing affected reading performance both directly and indirectly through the heightened levels of inattention associated with institutional care.

Predictors of reading delay in deaf adolescents: the relative contributions of rapid automatized naming speed and phonological awareness and decoding.

Deaf readers often fail to achieve age-appropriate reading levels. In hearing children, two cognitive factors correlated with reading delay are phonological awareness and decoding (PAD) and rapid automatized naming (RAN) of visual material. In this study we explored the contribution of these factors to reading and reading delay in a sample of deaf students (N = 49, mean age 13 years) whose reading age (RA) was around 7 years. Although PAD performance was poor in the deaf students compared with RA-matched hearing controls, it nevertheless correlated with their RA. Whether tested in sign or speech, RAN was much faster in the deaf group than in RA-matched hearing controls but showed no direct relationship with reading level or reading delay. We conclude that in contrast to PAD, which is a factor in both deaf and hearing reading achievement, RAN may be only indirectly related to reading in deaf students.

Analysis of digital images acquired using different phosphor storage plates (PSPs) subjected to varying reading times and storage conditions.

To assess, both objectively and subjectively, the effects of different combinations of storage conditions and varying delays in reading on digital images captured using phosphor storage plates (PSPs). Standardized images were obtained of an aluminium step wedge and a dry mandible in acrylic using GE 1000 and PSPs from the Digora (Soredex) and DenOptix (Gendex) digital systems. Twelve plates from each system were exposed and immediately scanned to produce the baseline gold standard. The plates were re-exposed and stored using three different storage combinations, (A) ambient temperature, (R) refrigeration and (S) low humidity, and then scanned after 6 h, 12 h, 18 h, 24 h, 48 h or 72 h. Objective analysis was carried out by pixel density measurements and the data were analysed statistically using analysis of variance. Subjective analysis was carried by three oral radiologists and the results were analysed using Mann-Whitney U-test. For the DenOptix system there were no differences either objectively or subjectively in the images obtained from all the plates using different storage conditions and after varying time intervals. For Digora, objective analysis showed loss of pixel density after 6 h using all storage conditions. This loss of density was also evident subjectively after 6 h on plates stored under certain storage conditions. Storage of DenOptix PSPs for up to 72 h in different conditions does not affect the quality of the digital images. However, there is a loss of image density within 6 h when using Digora PSPs, which may affect clinical image interpretation.

A 4.5-GHz 130-nm 32-kb L0 cache with a leakage-tolerant self reverse-bias bitline scheme

This paper describes a 32-KB two-read, one-write ported L0 cache for 4.5-GHz operation in 1.2-V 130-nm dual-V/sub TH/ CMOS technology. The local bitline uses a leakage-tolerant self reverse-bias (SRB) scheme with nMOS source-follower pullup access transistors, while preserving robust full-swing operation. Gate-source underdrive of -220 mV on the bitline read-select transistors is established without external bias voltages or gate-oxide overstress. Device-level measurements in the 130-nm technology show 72/spl times/ bitline active leakage reduction, enabling low-V/sub TH/ usage, 40% bitline keeper downsizing, and 16 bitcells/bitline. 11% faster read delay and 2/spl times/ higher dc noise robustness are achieved compared with high-performance dual-V/sub TH/ bitline scheme. Sustained performance and robustness benefits of the SRB technique against conventional dynamic bitline with scaling to 100- and 70-nm technology is also presented.

Museum Visits

18 museum visits are a popular field trip for elementary school children, special education children those with reading, language, or cognitive delays may not visit museums as frequently as their typically developing peers. Teachers of special education classes indicate that the museum setting is often too anxiety-provoking for their students. In addition, teachers doubt that special education students will benefit from the educational aspects of museum visits.1 While many museums have made accommodations for persons with physical disabilities (motor, sight, and hearing), children with cognitive disabilities have not received the same attention. This is especially true for natural history and art museums where exhibits are not necessarily designed for children. Such museums rarely have hands-on exhibits. Poor language or reading skills make most exhibit labels inaccessible to children with such disabilities. Museums are also complex settings. There are numerous exhibits, other people, new spaces, various sounds, and variations in lighting. For some children this can be exciting. For those with cognitive delays who may have trouble processing a lot of information, these settings can be anxiety-provoking because there is too much to pay attention to and all of it is unfamiliar. Under these circumstances special education students may not retain much information about the content of the visit.

The association of abnormal cerebellar function in children with developmental coordination disorder and reading difficulties

Children with developmental coordination disorder/dyspraxia (DCD) are at high risk of reading and writing delay. The difficulties with motor skills are heterogeneous and many children have features of poor cerebellar function, reflected in problems with posture, balance and fast accurate control of movement. This study confirmed a high level of parental reporting of reading and writing delay in a clinical group of 23 children with DCD, defined on the basis of both clinical examination and standardized testing of motor function. Direct measurement of reading delay, identified still further children in the group. Those children with reading delay had associated findings typical of phonological awareness difficulties. The children also underwent a standardized test of neurological function and although they all had difficulties with cerebellar function, no distinctive pattern emerged for those whose presentation was complicated by delayed reading and writing. Both the children with DCD and 136 typically developing children, completed the pilot parental questionnaire on gross motor skills. The three skills of catching a ball, jumping on a moving playground roundabout and handwriting, distinguished the children with DCD. This study therefore confirms that children with DCD should be assessed for difficulties in phonological awareness. Additionally, children aged between 7 and 12 years are on the whole, highly competent in a range of gross motor skills and further study might determine whether a simple parental questionnaire might detect children who would benefit from further assessment. The study also suggests that all the children with DCD have cerebellar dysfunction and further work with a larger group might determine particular patterns associated with reading delay.

Use of Homogeneous Time-Resolved Fluorescence Energy Transfer in the Measurement of Nuclear Receptor Activation

Nuclear receptors (NRs) are a superfamily of ligand-dependent transcription factors that mediate the effects of hormones and other endogenous ligands to regulate the expression of specific genes. NRs are clearly important targets for drug discovery. Ligand-dependent protein-protein interactions between NRs and NR coactivators (NRCoAs) are a critical step in regulation of transcription. Homogeneous time-resolved fluorescence (HTRF) energy transfer technology is sensitive, homogeneous, and nonradioactive. These characteristics make this approach attractive for developing high-throughput screening assays. The long-lived nature of the fluorescence of europium cryptate combined with a time delay in reading facilitates the homogeneous nature of the assay. Importantly, the introduction of lanthanides (with R0 values as great as 90 Å in HTRF) make HTRF amenable to be used for protein-protein interactions. In this article we review, using peroxisome proliferator-activated receptor (PPAR)γ as a model system, a novel approach for characterizing the ligand-dependent interaction between NR and NRCoA using HTRF technology and its potential uses in small-molecule screening, profiling selectivity of NR-NRCoA paired interactions, and profiling NR ligands as agonists versus partial agonists or antagonists.

AN ANALYSIS OF PHONOLOGICAL AWARENESS INSTRUCTION IN FOUR KINDERGARTEN BASAL READING PROGRAMS

In this study, we examined the kindergarten level of four commercial basal reading programs published in 1991 and 1993 to determine the adequacy of phonological awareness instruction for learners at risk for reading disabilities and delays. Criteria for the instructional analysis were derived from the research on instructional design and phonological awareness. Phonological awareness activities in each program were coded for (a) the presence of phonologic activities, (b) dimensions of phonological awareness (i.e ., metalinguistic skills), (c) the conspicuousness of instruction, (d) the presence of scaffolds to support student learning, and (e) instructional and practice examples. Findings indicated considerable similarity among basal programs regarding the type of phonological awareness activities and implicitness of instructional procedures. Specifically, all basal programs included phonological awareness activities. However, the activities did not address dimensions of phonological awareness most highly correlated with early reading acquisition (i.e., blending and segmenting) and did not provide sufficient tasks, materials, and teacher scaffolding. Findings further revealed considerable variability among programs in the number and range of phonological awareness examples. Analyses revealed that the phonological awareness instructional procedures in the four basal reading programs failed to integrate critical findings from empirical research. Instructional design implications relative to addressing the needs of students with diverse learning needs are presented.

Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology

We investigated the relationship between dyslexia and three aspects of language: speech perception, phonology, and morphology. Reading and language tasks were administered to dyslexics aged 8–9 years and to two normal reader groups (age-matched and reading-level matched). Three dyslexic groups were identified: phonological dyslexics (PD), developmentally language impaired (LI), and globally delayed (delay-type dyslexics). The LI and PD groups exhibited similar patterns of reading impairment, attributed to low phonological skills. However, only the LI group showed clear speech perception deficits, suggesting that such deficits affect only a subset of dyslexics. Results also indicated phonological impairments in children whose speech perception was normal. Both the LI and the PD groups showed inflectional morphology difficulties, with the impairment being more severe in the LI group. The delay group's reading and language skills closely matched those of younger normal readers, suggesting these children had a general delay in reading and language skills, rather than a specific phonological impairment. The results are discussed in terms of models of word recognition and dyslexia.

Relationship between scholastic and health behaviors and reading level in adolescent females.

This was a study of 102 adolescent females, 12-20 years of age, presenting to a central city clinic for medical care. Participants completed an oral questionnaire that included demographics, and questions regarding scholastic history, sexual behavior, and substance use. Each subject completed the Accuracy Level Test (ALT), a reading test. The subject's reading test grade level was subtracted from her appropriate grade in school to give a reading delay level (RDL). The mean reading grade level for all subjects was 6.7 +/- 2.6 and the average reading delay was 4.5 +/- 2.5 grades. Poor school attenders had greater reading delays (5.8 +/- 3.4 grades behind vs. 4.3 +/- 2.2 for good attenders p < 0.04), and those who repeated grades were also significantly delayed (5.5 +/- 2.4 grades behind vs. 3.7 +/- 2.3, p < 0.0007). Previously pregnant students had a greater delay in reading level than their nonpregnant peers (5.2 +/- 2.3 vs. 3.9 +/- 2.5 respectively p < 0.01). Delayed reading levels appear to correlate with some risk behaviors. The ALT may serve as a tool to identify high-risk patients who need more intensive clinical intervention.

The Association of Rapid Temporal Perception With Orthographic and Phonological Processing in Children and Adults With Reading Impairment

Adults and children with reading impairment (N = 67) were administered a rapid auditory task, a rapid visual task, and a battery of orthographic and phonological tasks. Our results support a differential development model of reading disability that argues that deficits in rapid auditory ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primarily associated with problems in orthographic processing (Farmer & Klein, 1995). In contrast to the children, the adults showed a strong relation between rapid auditory ability and both orthographic and phonological processing. These results suggest that continued deficits in auditory ability may have a pervasive and negative impact on word processing in general. In addition, adults did not exhibit a relation between rapid visual ability and orthographic-processing problems. Orthographic-processing deficits may result from a reading delay condition that can be overcome with increased reading exposure (Harm & Seidenberg, 1999).

The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment.

This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development. The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period. Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation. The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.

Behavior Problems, Academic Skill Delays and School Failure Among School-Aged Children in Foster Care: Their Relationship to Placement Characteristics

We describe the level of behavior problems, academic skill delays, and school failure among school-aged children in foster care. We also examine how behavior problems are associated with academic problems, and explore how these outcomes are related to children's placement characteristics. Foster parent and child home interviews, as well as teacher telephone interviews were conducted from a randomly selected sample of 302 children aged 6 through 12 years living in out-of-home placement. Interviews included standardized screening measures. Results showed that 27% of the children scored in the clinical range for a behavior problem, and 34% were rated as having at least one behavior problem in the classroom. Twenty-three percent of the children had severe delays in reading or math, 13% had repeated a grade, and 14% had a history of school suspension and/or expulsion. Behavior problems by foster parent report were related to child suspension and/or expulsion from school, but were not associated with severe academic delays or grade retention. Placement characteristics were only sometimes related to these outcomes. Future studies examining the mental health and educational needs of this population should take into account the child's sociodemographic and placement characteristics.

A pilot study of the Australasian Readwell program

The “Readwell” program is an Australian‐designed approach to remediation of children's reading difficulties. Although used in most Australian states, the program has not been evaluated. This quasi‐experimental pilot study reports on a first phase of an evaluation of the program. It involves a preliminary examination of the program with a group of 18 grade six and seven students with significant reading delays. It was conducted over a ten‐week period during which students received 45‐minute group instruction with the Readwell program each day. In addition, interviews with the students and their teachers were conducted to examine perceived outcomes of the program. Surveys with selected parents of students who had completed the program 12 months previously were also conducted to gauge the endurance of students’ gains in reading competence. Some comparisons with the literature reporting on Reading Recovery programs are also included and some initial conclusions are draw in relation to the place of the Readwell program in remediation practices for students with a reading difficulty.

Efeitos do treino de consciência fonológica em crianças com baixo nível sócio-econômico

Um treino de consciência fonológica e de correspondências grafo-fonêmicas foi aplicado a crianças de nível sócio-econômico (NSE) baixo, alunas de Primeira Série do ensino fundamental de uma escola pública. Foram avaliados os efeitos sobre habilidades metafonológicas, leitura, escrita, conhecimento de letras, memória de trabalho e acesso léxico à memória de longo-prazo. O grupo experimental, com escore inicial em consciência fonológica abaixo da média, foi comparado a dois grupos controle, um com escore abaixo da média, e outro acima. Após 27 sessões de treino de 30 minutos cada, o grupo experimental apresentou ganhos em consciência fonológica, leitura e ditado de palavras e pseudopalavras, e conhecimento de letras. O estudo demonstra que é possível tratar atrasos em consciência fonológica, em leitura e escrita de crianças com NSE baixo, usando o mesmo procedimento de treino que já havia tido sucesso em crianças de NSE médio.

Diagnosis of bovine brucellosis by skin test: conditions for the test and evaluation of its performance

Brucellergene OCB (Rhône-Mérieux) was used as an allergen to define the intrinsic parameters of a skin test and to compare its properties with serology for the diagnosis of bovine brucellosis....

Computer Technology

The role computer technology will play in the provision of intervention services to young children with communication disorders depends on providing information that demonstrates its impact. The ways that computer software are consistent with general guidelines for providing effective and efficient intervention are discussed. In addition, some types of computer software are adaptable to cooperative intervention approaches with parents and early childhood educators. Some of the beneficial characteristics of computer software to consider are developmental appropriateness, features that increase motivation and attention, and consistency with children's approaches to learning. The potential usefulness of computer software in intervention is illustrated with examples from a child with delays in language and reading.

Speech perception in children with specific reading difficulties (dyslexia).

Many experimental studies over the last two decades have suggested that groups of children who suffer significant delay in reading also show a weakness in phoneme discrimination and identification. In order to look further at the relation between type of reading deficit, auditory acuity, and speech discrimination, a group of 13 children with specific reading difficulty (SRD), 12 chronological-age controls, and 12 reading-age controls were tested on a battery of speech-perceptual, psychoacoustic, and reading tests. A sub-group of children with Specific Reading Difficulty (SRD) were poor at speech discrimination tests, whereas the rest of the SRD group performed within norms. For this sub-group, discrimination performance was particularly poor for consonant contrasts differing in a single feature that was not acoustically salient, and problems were encountered with nasal and fricative contrasts as wells with stop contrasts. These children did not differ from controls in their performance on non-speech psychoacoustic tasks. An evaluation is made of the reported phonemic awareness skills of beginning readers with regard to speech-processing issues which may help in understanding what factors are important in reading development.

Psychiatric aspects of hearing impairments.

Hearing impairment is a multifaceted condition with medical, social and cultural aspects. Children with hearing impairments follow many different developmental pathways, some growing up to join the Deaf community. Children with fluctuating hearing impairments are at greater risk of behavioural problems and language and reading delay. Children with permanent hearing impairment experience the same range of mental health problems as hearing children but their presentation, treatment and outcome can differ because of differences in communication and language use.

Connections between reading disability and behavior problems: Testing temporal and causal hypotheses

In this study of children's reading and behavior problem status from Grade 2 to Grade 4 of elementary school, we tested hypotheses concerned with the temporal and causal connections between these two closely associated disorders. Children with both, either, or neither kinds of problems were followed up over 2 years. While reading disability remained stable over time, there was greater variability in behavior problem status. Our data did not support the claim that reading problems lead to the development of behavior problems. Children who were comorbid had the worst outcome at follow-up, suggesting that behavior problems may exacerbate reading delay. Reading-disabled children were lower (albeit in the normal range) on intelligence, but when IQ was controlled, large group differences on reading and spelling were still evident. Attention deficit hyperactivity disorder (ADHD) type behavior problems significantly differentiated children with comorbid problems from children with behavior problems alone. Sex differences were noted in the association, with two-thirds of reading-disabled boys also having behavior problems and two-thirds of reading-disabled girls having no behavior problems, suggesting that pathways to reading disability may be gender specific.