Read Delay Research Articles

AN INTELLIGENT CAMERA FOR ACTIVE VISION

Much research is currently going on about the processing of one or two-camera imagery, possibly combined with other sensors and actuators, in view of achieving attentive vision, i.e. processing selectively some parts of a scene possibly with another resolution. Attentive vision in turn is an element of active vision where the outcome of the image processing triggers changes in the image acquisition geometry and/or of the environment. Almost all this research is assuming classical imaging, scanning and conversion geometries, such as raster based scanning and processing of several digitized outputs on separate image processing units. A consortium of industrial companies comprising Digital Equipment Europe, Thomson CSF, and a few others, have taken a more radical view of this. To meet active vision requirements in industry, an intelligent camera is being designed and built, comprised of three basic elements: – a unique Thomson CSF CCD sensor architecture with random addressing – the DEC Alpha 21064 275MHz processor chip, sharing the same internal data bus as the digital sensor output – a generic library of basic image manipulation, control and image processing functions, executed right in the sensor-internal bus-processor unit, so that only higher level results or commands get exchanged with the processing environment. Extensions to color imaging (with lower spatial resolution), and to stereo imaging, are relatively straightforward. The basic sensor is 1024*1024 pixels with 2*10 bits addresses, and a 2.5 ms (400 frames/second) image data rate compatible with the Alpha bus and 64 bits addressing. For attentive vision, several connex fields of max 40 000 pixels, min 5*3 pixels, can be read and addressed within each 2.5 ms image frame. There is nondestructive readout, and the image processing addressing over 64 bits shall allow for 8 full pixel readouts in one single word. The main difficulties have been identified as the access and reading delays, the signal levels, and dimensioning of some buffer arrays in the processor. The commercial applications targeted initially will be in industrial inspection, traffic control and document imaging. In all of these fields, selective position dependent processing shall take place, followed by feature dependent processing. Very large savings are expected both in terms of solutions costs to the end users, development time, as well as major performance gains for the ultimate processes. The reader will appreciate that at this stage no further implementation details can be given.

A 14-port 3.8-ns 116-word 64-b read-renaming register file

A 116-word by 64-b register file for a 154 MHz four-issue superscalar processor renames read addresses and reads data in a single operation. A 10-port, 116-word tag comparison unit and a rename logic unit use static-bit-line techniques in the comparison logic. Pulsed-power sense amplifiers achieve a 3.8-ns read delay while dissipating 31% less power than a nonpulsed circuit.

Impaired Emotional Health in Children with Mild Reading Disability

Children with reading disabilities are at risk for emotional difficulties. There is some evidence that reading-disabled children with high socioeconomic status may be at risk of having low self-esteem. We conducted a preliminary study of the impact of reading disability on children's self-esteem and emotional health in a select group of mildly impaired reading disabled children with well-educated parents who were well informed about reading disabilities. We interviewed 28 healthy, preadolescent boys and girls with mean reading delay of 9.0 months and 39 comparable nonreading disabled children who formed the control group. Children and parents completed the Harter's Self-Perception Profile. Parents completed the Achenbach Child Behavior Checklist and Rand Mental Health Survey. We found that these mildly impaired reading-disabled children were more anxious and less happy than were nondisabled students despite having well-informed, well-educated parents (mean level of education = 17.0 years). Reading-disabled children considered themselves to be less competent scholastically, and their parents rated them as less competent than nondisabled children on all measures of self-esteem. These well-educated mothers tended to underrate their child's perceived scholastic competence. Controlling for behavior problems, Achenbach Child Behavior Checklist scores for social competence were lower for reading-disabled children. These findings suggest that the mildly impaired reading-disabled children with high socioeconomic status are at risk for low self-esteem and poor emotional health.

Precursors of Reading Delay: Neurodevelopmental Milestones

The relationship between current reading ability and the achievement of early language and motor developmental milestones was evaluated in 240 children, aged 7 1/2 years, whose language and motor achievement had been charted at each well baby visit during the first 2 years of life. Those children whose composite reading score was 6 months behind their chronologic age on the Woodcock-Johnson Psychoeducational Battery were classified as having reading delay. Relationships to reading outcome were assessed for individual infant milestones, for critical screening values, and by statistical techniques that characterized the developmental process rather than single milestones. Significant differences (P less than .05) were noted between children with and without reading delays for the following milestones: 4 to 6 words, 7 to 20 words, 50 words, 2-word sentences, and 5 and 8 body parts. The positive predictive value of slower milestone achievement ranged from 0% to 50%. Techniques that focused on the developmental process during the first 2 years (either rate of achievement of neurodevelopmental milestones or order of milestone acquisition) were better able to classify children with reading delay (sensitivity = .73, specificity = .78). Although the language milestone measures did not classify children sufficiently well to be diagnostic, the data served to determine whether a child would be at high risk based on performance rather than historical factors.

Reading Delay and WISC-R Subtest Patterns in Irish Children whose IQ Is (a) Average or Above and (b) Dull Normal or Below

The WISC-R profiles of 304 Irish children of higher and lower ability defined as having a significant reading delay were investigated in an attempt to identify distinct profiles which would characterise these children and could be used for diagnostic purposes. Also, by identifying subskills that were the major strengths and weaknesses of these reading-delayed children, insight was sought into the reasons why children of average or above average ability fail to learn to read. The WISC-R subtest profiles of the two groups were remarkably similar. The subtest scores on the performance scale. with the exception of Coding, were all higher than any of the verbal scores. Coding — a subtest which measures the cognitive abilities that help in the process of reading — showed as being a weakness for one-third of the combined sample.

The Impact of Maternal Depression on Young Children

ABSTRACTDepression in mothers of young children is a common condition, and is highly associated with disturbance in the children and with later reading delay. A group of depressed and control women with children aged two and three was interviewed and observed at home and the children assessed. The depressed women had more difficult backgrounds and more current adversity than the controls. They played and talked as much with their children, but the quality of interaction was less satisfactory, with poorer‘meshing’, more distress and more unresolved conflict. Social policy and service implications are discussed.

Targeted Early Childhood Programming

A group of 169 children was followed up from birth to second grade in a community-based early identification and early intervention project. Periodic assessments of health and function yielded profiles of concerns. Over the first five years of life, 39% of the children had health concerns, 20% had cognitive concerns, 25% had motor concerns, 15% had social adjustment problems, and 12% had early attentional problems. Children at the highest risk of having reading and behavioral problems in second grade were those with early attentional disability. At the second-grade level, 31% of the children with early attention concerns were one full grade behind in reading and 38% had behavioral problems; among the youngsters without early attentional concerns, 6% demonstrated a reading delay and 8% had behavioral problems. In addition, children of highly educated mothers were more likely to benefit from the multidisciplinary program than were children of less educated mothers, for whom the intervention effected only a modest improvement when contrasted with randomly selected comparison children. For instance, among children with early cognitive problems and whose mothers had little education, 31% of these children had reading problems in second grade as opposed to 10% of those whose mothers had high educational attainment. Similarly, 39% of children with the combined risks of low maternal education and early attentional problems had reading problems in second grade compared with none of the attention-problem children of highly educated mothers. This study shows that while early identification of health and developmental problems can be carried out in a community-based project, strategies for the early intervention of developmental concerns among children of low socioeconomic status remain less than completely effective.

Parental Participation in Paired Reading: a controlled study

Abstract A double‐blind controlled study of the effects of Paired Reading was carried out with 33 failing readers and their parents. The children were aged 8 to 11 and had reading delays of at least 18 months. After a mean time of 7.6 hours of Paired Reading at home, spread over six weeks, the children made gains of 2.43 months for reading accuracy and 4.36 months for reading comprehension compared with a control group which experienced respective gains of 0.81 months and 1.69 months. The differences were statistically significant for accuracy but not for comprehension. The conclusions of previous Paired Reading studies are discussed in the light of these results and suggestions are made for the evaluation of future, similar projects.

Some characteristics of 9-year-old boys with general reading backwardness or specific reading retardation.

In 1975 Rutter and Yule distinguished between 'specific reading retardation' and 'general reading backwardness'. In a sample of 952 9-year-olds from Dunedin, New Zealand, 4.2% were identified as specific reading retarded and 4.1% as having general reading backwardness. Boys from each problem group were compared with boys without reading delay. General reading backwardness was associated with a history of long-term cognitive and motor delay. Specific reading retardation was only associated with lower verbal IQ and poor speech articulation. A number of differences between the findings of Rutter and Yule and the present results were noted.

Manipulation of stimulus onset delay in reading: Evidence for parallel programming of saccades.

Manipulation of stimulus onset delay in reading: Evidence for parallel programming of saccades.

Manipulation of stimulus onset delay in reading: evidence for parallel programming of saccades.

On-line eye movement recording of 12 subjects who read short stories on a cathode ray tube enabled a test of direct control and preprogramming models of eye movements in reading. Contingent upon eye position, a mask was displayed in place of the letters in central vision after each saccade, delaying the onset of the stimulus in each eye fixation. The duration of the delay was manipulated in fixed or randomized blocks. Although the length of the delay strongly affected the duration of the fixations, there was no difference due to the conditions of delay manipulation, indicating that fixation duration is under direct control. However, not all fixations were lengthened by the period of the delay. Some ended while the mask was still present, suggesting they had been preprogrammed. But these "anticipation" eye movements could not have been completely determined before the fixation was processed because their fixation durations and saccade lengths were affected by the spatial extent of the mask, which varied randomly. Neither preprogramming nor existing serial direct control models of eye guidance can adequately account for these data. Instead, a model with direct control and parallel programming of saccades is proposed to explain the data and eye movements in reading in general.

Assessment and Instruction of Reading Skills: Results with Mexican-American Students

Mexican-American students often demonstrate a reading delay. This apparent delay may be the result of several factors including inappropriate assessment, irrelevant instructional programs, second-language instruction before students have fully mastered their native language, and an absence of special assistance. Reading ability is critical to academic success, which, in turn, plays an important role in social mobility. This paper includes an examination of the tenets of nonbiased assessment, an evaluation of tests for assessing Mexican-American students' reading skills, and a discussion of research relevant to reading instruction programs for limited-English proficient students. For educational equity to be attained, practitioners and researchers must continue efforts to develop new assessment instruments, standardize informal reading inventories and cloze tests, and explore the use of new instructional strategies for teaching reading to limited-English proficient students.

Reply to the Three Comments on "Woodrow Wilson Re-Examined: The Mind-Body Controversy Redux and Other Disputations"

My intent in preparing this article was neither to calm troubled waters nor to fish in them, but rather to build a bridge over them. However, the parties to the dispute deal only lightly with the bridging comments, and for the most part use the occasion of my article as an opportunity once again to take issue with each other. Weinstein addresses at considerable length his basis for diagnosing dyslexia, a hypothesis with which I do not disagree. The Georges have provided trenchant criticism of some of the evidence in adulthood which Weinstein presents; nevertheless, I am not persuaded by the notion that the profound delay in reading which Wilson experienced was entirely of a psychogenic basis. However, I believe whether or not Wilson suffered from

Learning Disabilities in Children with Sex Chromosome Anomalies

Studies of clinical populations have suggested that genetic factors may be involved in the etiology of learning disabilities. The present study included 44 children (ages 7-16) with sex chromosome anomalies (SCA) who were identified in a 10-year sex chromosome screening of all newborns in 2 large hospitals and thus represents an unbiased sample of children with a genetic etiology. 17 chromosomally normal siblings are included as controls. All subjects were given IQ and achievement tests, and extensive, repeated school histories were taken from parents and school personnel. Results demonstrate that SCA children are at an increased risk for encountering learning problems and receiving special education intervention in school. Furthermore, the nature of the learning disabilities may be karyotype specific, although the results are not invariant within karytypes. 45,X children demonstrate a visuo-spatial deficit as evidenced by lower-performance IQ scores and an increased incidence of handwriting problems, while 47,XXY children experience a verbal language deficit seen in lower verbal IQs and a tendency toward more reading delays. 47,XXX children demonstrate a more global delay crossing most cognitive skill areas, although retardation is rare. Mosaic children are relatively unaffected by their karyotypic variations and hence serve as a second control group which guards against the effects of a negative self-fulfilling prophecy. It is concluded from this evidence that learning disabilities can have a genetic basis, although the specific biological mechanism that affects cognitive development in this population remains elusive.

High-speed split-emitter I/sup 2/L/MTL memory cell

Describes a novel circuit/device approach that overcomes the performance drawback of the injection-sensed I/SUP 2/L/MTL memory cell cited in a 16-kbit static MTL RAM (see IEEE ISSCC Dig. Tech. Papers, p.222-4, 1980). As a result, a compact memory cell with extremely low DC standby power in the nanowatt range and with read/write times below 5 ns is achieved. This has been verified by experimental investigations on small test arrays. They have been fabricated with an advanced process featuring a p-polysilicon-base self-alignment scheme and a double-diffused p-n-p structure. In addition, computer circuit simulations have been performed that show the read delay sensitivities in large arrays. Based on these results, an access time of less than 25 ns is projected for a 16-kbit MTL RAM.

A novel low-power static I/sup 2/L RAM cell using aluminum Schottky clamps

A novel bipolar RAM cell is introduced, which combines low standby power with high-speed read and write capability. In the standby mode, the operation is entirely static at a power level of less than 1 /spl mu/W/cell. Read and write selection are performed by an increase of cell current, while discrimination is based on the fact that a cell is selected during only a certain period of time. Investigations on exploratory chips containing 4/spl times/1 arrays have demonstrated the feasibility of large arrays, and have shown a minimum read delay of 12 ns, when a sense voltage of 200 mV difference between the bit lines is used. Improvements in cell layout have led to a unit cell area of 2750 /spl mu/m/SUP 2/ using 5 /spl mu/m design rules, which would enable the realization of a 4 kbit RAM on a 15 mm/SUP 2/ chip. Read access and cycle time for this RAM are predicted to be 65 ns and 160 ns, respectively, at a peak power dissipation of 50 mW.

Factors in the fermentation-inhibition test for measurement of growth-inhibiting antibody to Mycoplasma pneumoniae.

Factors in the fermentation-inhibition test for the measurement of growth-inhibiting antibody in serum to Mycoplasma pneumoniae were studied. The fermentation-inhibiting antibody titer, as read on the day when the color of the control cup without serum had just changed to yellow, was constant among inoculum dilutions of 10–2 to 10–5 (106 to 103 CFU/ml) of a M. pneumoniae broth culture. The use of 10–3 to 10–5 dilutions (105 to 103 CFU/ml) was adequate for inoculation, inasmuch as one day delay in reading did not result in a significant decrease in the test. Heat inactivation of the serum gave no significant effect on the titer. The test was simple and reliable. The growth-inhibiting antibody was shown to be detectable in the test, when the growth of M. pneumoniae was suppressed at least to 1/100 of the growth of the control without serum. The growth-inhibiting antibody titer rose later than the complement-fixing antibody titer in some cases after M. pneumoniae infection. It is suggested that, when an erythromycin-sensitive strain of M. pneumoniae is used, the titer transiently rises and does not show a real growth-inhibiting antibody titer in sera from patients under erythromycin administration.

Reading Delay

Reading Delay