Improve Reading Speed Research Articles

Preliminary Assessment of an Optical Flow Method (OFM) for Nonrigid Registration and Temporal Subtraction (TS) of Serial CT Examinations to Facilitate Evaluation of Interval Change in Metastatic Lung Nodules

Rationale and ObjectivesAccurate assessment of size change of lung nodules on chest computed tomography (CT) is important for diagnosis and response assessment. However, manual methods are time-consuming and error-prone. We therefore assessed whether an optical flow method (OFM) with temporal subtraction (TS) can facilitate detection and quantification of lung nodule change on serial CT datasets. Materials and MethodsSerial chest CT examinations were selected from 12 patients with multiple pulmonary metastases. Lung nodules were evaluated for change in size using: (1) OFM with TS and (2) reference standard visual and manual assessment. Average time required to assess interval change using both methods was recorded and compared. Concordance of agreement between OFM with TS and reference standard assessment for nodule change was examined. Results285 solid pulmonary nodules were evaluated. The average time per nodule to assess interval change in nodule size by OFM with TS (mean 1.15 + 0.5 minutes) was significantly less (P = 0.02) than that the reference standard approach (mean 1.56 + 0.5 minutes). Agreement between OFM with TS and reference standard occurred for 63.2% of nodules overall (kappa = 0.50, standard error 0.35, P< 0.00001), and significantly increased with larger nodule size (kappa = 0.48 for nodules <5 mm; kappa = 0.94 for nodules >20 mm, P < 0.0001). ConclusionsThis preliminary study demonstrates the feasibility of an OFM with TS to assess for interval change in metastatic lung nodules on serial CT examinations with significantly improved reading speed and moderate agreement relative to reference standard assessment. Agreement improved with larger nodule size.

Reading in the presence of macular disease: a mini-review.

PurposeReading is vital to full participation in modern society. To millions of people suffering from macular disease that results in a central scotoma, reading is difficult and inefficient, rendering reading as the primary goal for most patients seeking low vision rehabilitation. The goals of this review paper are to summarize the dependence of reading speed on several key visual and typographical factors and the current methods or technologies for improving reading performance for people with macular disease.Important findingsIn general, reading speed for people with macular disease depends on print size, text contrast, size of the visual span, temporal processing of letters and oculomotor control. Attempts at improving reading speed by reducing the crowding effect between letters, words or lines; or optimizing properties of typeface such as the presence of serifs or stroke‐width thickness proved to be futile, with any improvement being modest at best. Currently, the most promising method to improve reading speed for people with macular disease is training, including perceptual learning or oculomotor training.SummaryThe limitation on reading speed for people with macular disease is likely to be multi‐factorial. Future studies should try to understand how different factors interact to limit reading speed, and whether different methods could be combined to produce a much greater benefit.

Effects of supratentorial and infratentorial tumor location on cognitive functioning of children with brain tumor.

Effects of tumor location on cognitive performance of patients with brain tumor are controversial: some studies reported higher risks related to supratentorial locations, some to infratentorial locations, and still others did not find any differences. We aimed to address this issue by comparing school-aged children with supratentorial or infratentorial tumor with respect not only to cognitive outcomes but also to the associations between core cognitive domains and academic abilities. 32 children with infratentorial tumor and 22 with supratentorial tumor participated in the study. To detect relationships among cognitive domains, we tested which neuropsychological variable(s) predicted academic skills, controlling for the effects of radiotherapy and time since diagnosis. Radiotherapy and time since diagnosis, but not tumor location, predicted cognitive outcomes. Radiotherapy negatively influenced attention and executive functioning, as well as reading speed and arithmetic operations accuracy. Unexpectedly, longer time since diagnosis was associated with improvement in attention and reading speed. Tumor location showed an effect on the relationships between core cognitive domains and academic skills: verbal and visual-spatial memory influenced reading and mathematical performance in supratentorial patients; in infratentorial patients, an only effect of visual-spatial memory on mathematical performance was detected. Tumor location seems not to influence cognitive performance, while radiotherapy constitutes a key risk factor for cognitive impairment. Attentional and reading abilities may improve over time, possibly due to the weakening of cancer care effects. Different patterns of cognitive associations seem to characterize supratentorial and infratentorial patients, probably associated with different neuroplastic reorganization processes after tumor occurrence.

Clinical Use of the Kannada and English Rate of Reading Tests.

The rate of reading test in which randomly ordered common words are read aloud has found use in optometric and educational practice as a means of assessing visual aspects of reading largely independently of comprehension. English and Kannada versions of the rate of reading test were administered to 761 children aged between 9 and 15 years. These children were recruited from four private and five state schools in Udupi Taluk that had English and Kannada, respectively, as the principal medium of instruction. The results showed that the reading rate increased with age, as expected, but depended on the language of the test and the medium of instruction. The study emphasizes the importance of using normative data based on age and the language of instruction used in school. It also suggests age-specific criteria to measure the efficacy of any visual intervention aimed at improving reading speed. The test can be used to assess (1) educational under-performance in reading and (2) the effects of optometric and educational intervention, and separate norms appropriate for each use are presented.

Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia.

Music and rhythm-based training programs to improve reading are a novel approach to treatment of developmental dyslexia and have attracted the attention of trainers and researchers. Experimental studies demonstrating poor basic auditory processing abilities in individuals with dyslexia suggest they should be effective. On this basis, the efficacy of a novel rhythm-based intervention, Rhythmic Reading Training (RRT), was recently investigated and found to improve reading skills in Italian children with dyslexia, but its mode of action remains somewhat unclear. In this study, 19 children and preadolescents with dyslexia received 20 sessions of RRT over 10 weeks. Gains in a set of reading-related cognitive abilities—verbal working memory, auditory, and visual attention, and rhythm processing—were measured, along with reading outcomes. Analysis of the specific contribution of cognitive subprocesses to the primary effect of RRT highlighted that reading speed improvement during the intervention was related to rhythm and auditory discrimination abilities as well as verbal working memory. The relationships among specific reading parameters and the neuropsychological profile of participants are discussed.

Effects of home reading training on reading and quality of life in AMD\u2014a randomized and controlled study

BackgroundAge-related macular degeneration (AMD) causes reading impairment, reduced quality of life (QoL), and secondary depression. We have shown that support with magnifying aids improved reading speed (RS), emotional and cognitive status, and QoL. The present study investigates whether additional reading training (RT) (after adapting to appropriate visual aids) can further improve vision rehabilitation.MethodsPatients with dry AMD were randomly assigned to 2 groups. The primary RT group (P-RTG, n = 25) trained with sequentially presented text (RSVP), and the control group (CG, n = 12) performed placebo training (crossword puzzles) and later crossed over to RT, so that altogether 37 participants performed reading training. Patients trained at home on a PC for 6 weeks. RS was assessed during reading printed paragraphs of text aloud. Using a scanning laser ophthalmoscope, we examined fixation stability and preferred retinal locus (PRL) for fixating a cross, as well as PRL and eye movements during reading single words. We assessed emotional status by Montgomery–Åsberg Depression Rating Scale (MADRS), cognitive status by dementia detection test (DemTect) and QoL by Impact of Vision Impairment (IVI) profile. Visual acuity and magnification requirement were examined by standard procedures. All variables were measured before and after placebo training, before and after RT, and after 6 weeks without training (follow-up).ResultsRS improved significantly in the P-RTG during RT, but not in the CG during placebo training. The effect remained stable at follow-up. Fixation performance and eye movement variables did not change. Emotional status (MADRS) improved in P-RTG during RT and showed a significant difference of the change of scores between the 2 groups.Complete IVI scores improved significantly during RT and remained stable.ConclusionThe results indicate that patients with AMD, who already use magnifying aids, benefit from additional RT and that it can contribute in preventing depression and improve QoL.Trial registrationThe study was registered at the German Clinical Trials Register (DRKS00015609).

Bolder print does not increase reading speed in people with central vision loss

Patients with central vision loss are often advised by low vision rehabilitation professionals to read bolder print to ameliorate their reading difficulties. Is boldface print really effective in improving reading performance for people with central vision loss? In this study, we evaluated how reading speed depends on the stroke-width of text in people with central vision loss. Ten participants with long-standing central vision loss read aloud single, short sentences presented on a computer monitor, one word at a time, using rapid serial visual presentation (RSVP). Reading speed was calculated based on the RSVP word exposure duration that yielded 80% of words read correctly. Text was rendered in Courier and at six boldness levels, defined as the width of the letter-strokes normalized to that of the standard Courier font: 0.27, 0.72, 1, 1.48, 1.89 and 3.04× the standard. Reading speed was measured for two print sizes — 0.8× and 1.4× the critical print size (the smallest print size that can be read at the maximum reading speed). For all participants and both print sizes, reading speeds were essentially the same for text with stroke-width boldness ranging from 0.72 to 1.89× the standard, and were significantly lower for the thinnest and the boldest print. Most importantly, reading speed was not higher for bolder print than for the standard one. Despite the clinical wisdom that patients with central vision loss might benefit from bolder print, print with stroke-widths larger than the standard does not significantly improve reading speed for participants with central vision loss.

Effects of Spectral Overlays on Reading Performance of Brazilian Elementary School Children

Objective: To investigate the effects of spectral overlays on reading performance of Brazilian elementary school children. Methods: Sixty-eight children (aged 9–12 years) enrolled in the 5th and 6th grade were included in the study. The Rate of Reading Test (RRT – Brazilian Portuguese version) was used to evaluate reading speed and the Irlen Reading Perceptual Scale was used to allocate the sample according to reading difficulty/discomfort symptoms and to define the optimal spectral overlays. Results: A total of 13% of the children presented an improvement of at least 15% in reading speed with the use of spectral overlays. Pupils with severe reading difficulties tended to have more improvement in RRT with spectral overlays. Children with severe reading discomfort obtained the highest gains in RRT, with an average of 9.6% improvement with intervention, compared to a decrease of –8.2% in the control group. Participants with severe discomfort had an odds ratio of 3.36 to improve reading speed with intervention compared to the control group. Conclusion: The use of spectral overlays can improve reading performance, particularly in those children with severe visual discomfort.

AB103. Comparative study on the actual lighting assessment method and the use of a standardized tool (LuxIQTM)

Background: With the arrival of a new standardized tool and considering the multiple disadvantages of the actual method used for assesses lighting needs, the goal of the study was to compare the actual lighting assessment method used by the clinicians working in a rehabilitation center with the use of the LuxIQTM. As reading is found to be the main difficulty mentioned by the majority of the clients at the rehabilitation centre and that past studies have shown the impact of lighting on improving reading speed and deceasing print size, the hypothesis stated that the use of the standardized tool would be statistically significantly superior than the use of the standard method on the variables on reading speed, print size, ocular fatigue, application of the recommendations and satisfaction of the length of time read.

Linking crowding, visual span, and reading.

The visual span is hypothesized to be a sensory bottleneck on reading speed with crowding thought to be the major sensory factor limiting the size of the visual span. This proposed linkage between crowding, visual span, and reading speed is challenged by the finding that training to read crowded letters reduced crowding but did not improve reading speed (Chung, 2007). Here, we examined two properties of letter-recognition training that may influence the transfer to improved reading: the spatial arrangement of training stimuli and the presence of flankers. Three groups of nine young adults were trained with different configurations of letter stimuli at 10° in the lower visual field: a flanked-local group (flanked letters localized at one position), a flanked-distributed group (flanked letters distributed across different horizontal locations), and an isolated-distributed group (isolated and distributed letters). We found that distributed training, but not the presence of flankers, appears to be necessary for the training benefit to transfer to increased reading speed. Localized training may have biased attention to one specific, small area in the visual field, thereby failing to improve reading. We conclude that the visual span represents a sensory bottleneck on reading, but there may also be an attentional bottleneck. Reducing the impact of crowding can enlarge the visual span and can potentially facilitate reading, but not when adverse attentional bias is present. Our results clarify the association between crowding, visual span, and reading.

Aplicación de un programa para mejorar la velocidad y comprensión de lectura en estudiantes universitarios

The effect of a program to improve reading speed and comprehension was assessed in students from a private peruvian university, for which a quasi-experimental design of longitudinal pretest-postest type was developed and using a protocol based on a methodology of reading program fast, study and memory, was selected for a total sample of 1181 college freshmen from Universidad Privada del Norte (UPN) who were studying on the 2014-II academic semester. Results show a statistically significant increase on reading speed, but not in reading comprehension; furthermore, the practical effect of the program is moderate. It is concluded that the program had a positive moderate effect on reading speed; however, it was not an effective proposal to improve reading comprehension.

Aplicación de un programa para mejorar la velocidad y comprensión de lectura en estudiantes universitarios

The effect of a program to improve reading speed and comprehension was assessed in students from a private peruvian university, for which a quasi-experimental design of longitudinal pretest-postest type was developed and using a protocol based on a methodology of reading program fast, study and memory, was selected for a total sample of 1181 college freshmen from Universidad Privada del Norte (UPN) who were studying on the 2014-II academic semester. Results show a statistically significant increase on reading speed, but not in reading comprehension; furthermore, the practical effect of the program is moderate. It is concluded that the program had a positive moderate effect on reading speed; however, it was not an effective proposal to improve reading comprehension.

Attitudes towards Smart Phones and Tablets

This paper examines the perceptions of advantages of smart phones and tablets on basic and general English students' language learning, self-sufficiency, and interest using smart phones and tablets at an Iranian university college during one university term. Through a survey administered to 333 basic and general English students and through selective observations and interviews, the following questions were examined: 1) Students' perceived impact of smart phones and tablets on increasing their confidence throughout the course,2) Students’ perceived comfort/enjoyment with smart phones and tablets for the students at the beginning and end of the semester,3) Students' perceived impact of devices through a comparison between pre and post survey measures on improvement of reading comprehension, reading speed, vocabulary and spelling, motivation, and preparing them for class tests and quizzes. Tablets were evaluated more positively than smart phones by the students as a means to increase confidence. Both tablets and smart phones were evaluated positively, both as a means of improving students’ motivation to learn, and as a means to develop reading comprehension, spelling, and vocabulary. However, students’ expectations regarding the impact of such devices on their reading speed, preparation for tests and quizzes, as well as comfort and enjoyment were not met.

The Experience of a Randomized Clinical Trial of Closed-Circuit Television versus Eccentric Viewing Training for People with Age-Related Macular Degeneration

IntroductionIn addition to optical devices, closed-circuit televisions (CCTVs) and eccentric viewing training are both recognized interventions to improve reading performance in individuals with vision loss secondary to age-related macular degeneration. Both are relatively expensive, however, either in the cost of the device or in the amount of time personnel need to provide training. In this randomized trial, we compared the effectiveness of these two interventions.MethodsParticipants with age-related macular degeneration and visual acuity between 6/48 (20/160) and 6/120 (20/400) first received basic low vision care, including optical devices. At the subsequent baseline visit, they undertook a battery of measures including logMAR visual acuity; reading speed and accuracy for text in 1.3M and 1M fonts; reading information on medicine bottles, utility bills, and food packages; the NEI-VFQ; the Geriatric Depression Scale; and a reading inventory questionnaire. They were then randomized to either obtaining a CCTV for home use or eccentric viewing training over the following six weeks.ResultsRecruitment was more difficult than expected for this population. Of 145 patients referred, 29 met the inclusion-exclusion criteria, 14 were willing to enroll, and 10 completed the trial. For the primary outcome (reading speed for 1.3M print), there was a significant improvement between baseline and outcome for the CCTV group (p = 0.005), but not for the eccentric viewing training group (p = 0.28), and the CCTV group showed significantly greater change (p = 0.04). There was a nonsignificant improvement in reading speed for 1M text and a decrease in the amount of time taken to read utility bill information in the CCTV group. There was a significant improvement in near visual acuity with current glasses with eccentric viewing training. The other measures did not reach statistical significance.DiscussionRandomized clinical trials for low vision rehabilitation, particularly in the elderly population with vision loss, are challenging, but such trials are important for the allocation of resources. This trial showed early indications of more impact on reading performance from CCTV than eccentric viewing training.

Minor Immediate Effects of a Dog on Children's Reading Performance and Physiology.

Literacy is a key factor in occupational success and social integration. However, an increasing number of children lack appropriate reading skills. There is growing evidence that dogs have positive effects on reading performance. We investigated the short-term effects of dogs on reading performance in 36 third-graders and monitored physiological parameters [heart rate (HR), heart rate variability (HRV), and salivary cortisol] as well as behavioral variables. Each child took part in two test sessions at the presence of a tutor, in one of which a dog and its handler were present. To assess reading performance two reading tests were used: two subtests of the standardized “Ein Leseverständnistest für Erst- bis Sechstklässler”, where the children have to carry out time-limited reading tasks, to assess sentence and text comprehension, and repeated reading (RR), where the children have to read the same text twice, to assess reading speed and short-term improvement. Although the dog had no effect on reading performance scores, within the first test session the children improved from the first to the second run of RR when a dog was present but not without dog. The behavior of the children indicated a calming effect of the dog in the first test session with less nervous movements and the children being less talkative. We found no impact of the dog on HR and HRV. However, the excitement about the dog in combination with the unknown situation in the first test session was reflected in a higher difference in the mean HR difference between the two test sessions for the children, who in the first test session had a dog present, compared to the children, who had the dog in the second test session. In the second test session, the children were more aroused with a dog present than with no dog present, as indicated by the area under the curve increase (AUCi) of salivary cortisol values. We conclude that the presence of a dog had a minor short-term positive effect on the children’s motivation and reading performance. More substantial effects could probably be achieved with repeated sessions.

The effect of magnification and contrast on reading performance in different types of simulated low vision

Low vision therapy, such as magnifiers or contrast enhancement, is widely used. Scientific evidence proving its efficacy is scarce however. The objective of this study was to investigate whether the benefits of magnification and contrast enhancement depended on the origin of low vision. For this purpose we measured reading speed with artificially induced low vision in 12 healthy subjects in conditions of a simulated central scotoma, blurred vision and oscillopsia. Texts were either blurred, set in motion or blanked at the gaze position by using eye tracking and gaze contingent display. The simulated visual impairment was calibrated such that all types of low vision caused equal reading impairment. We then tested the effect of magnification and contrast enhancement among the different types of low vision. We found that reading speed improved with increasing magnification and with higher contrast in all conditions. The effect of magnification was significantly different in the three low vision conditions: The gain from magnification was highest in simulated blur and least in central scotoma. Magnification eventually led to near normal reading speed in all conditions. High contrast was less effective than high magnification and the effect of contrast enhancement was similar in all low vision conditions. From these results we conclude that the type of low vision determines the benefit that can be expected from magnification. Contrast enhancement leads to similar improved reading speed in all low vision types. We provide evidence that supports the use of low vision aids.

Scotoma Visibility and Reading Rate with Bilateral Central Scotomas.

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. 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. Blocks of six trials with the superimposed polygon were alternated with blocks of six trials without the polygon. Reading speed and reading eye movements were assessed before and after the subjects practiced reading with the polygon overlay. All of the subjects but one showed an increase in reading speed. A paired-samples t-test for the group as a whole revealed a statistically significant increase in reading speed of 0.075 ± 0.060 (SD) log wpm after reading with the superimposed polygon. Individual subjects demonstrated significant changes in reading eye movements, with the greatest number of subjects demonstrating a shift in the average vertical fixation locus. Across subjects, there was no significant difference between the initial and final reading eye movements in terms of saccades per second, average fixation duration, average amplitude of saccades, or proportion of non-horizontal saccades. The improvement in reading speed (0.075 log wpm or 19%) over the short experimental session for the majority of subjects indicates that making the scotoma location more visible is potentially beneficial for improving reading speed in patients with bilateral central scotomas. Additional research to examine the efficacy of more extended training with this paradigm is warranted.

Comparison of the Orton-Gillingham and a Web-based Program in Children with Reading Difficulties.

The Orton-Gillingham reading-intervention program (OG) is widely used for children with Reading Difficulties (RD). However, few studies have been performed to evaluate the effectiveness of the OG. Here, we examined the effects of the OG on oral and silent reading in children with RD. Children with RD who participated in the OG showed similar improvements in speed and accuracy of oral reading after training as did children with RD who participated in the control program. Both groups showed improvement in oral reading speed. Children in the OG group did show greater accuracy in oral reading compared to silent reading. These results suggest that the gain from the OG was not different from participation in another intervention program in improving oral and silent reading speed.

文字配置と背景着色の工夫がもたらす日本語電子リーダーの読み速度向上

文字配置と背景着色の工夫がもたらす日本語電子リーダーの読み速度向上

Outcomes of the Veterans Affairs Low Vision Intervention Trial II (LOVIT II)

Randomized clinical trials are needed to compare effectiveness and cost-effectiveness of different low-vision (LV) programs. To determine the value of adding LV rehabilitation with a therapist compared with LV services without intervention. A randomized clinical trial was conducted from September 27, 2010, to July 31, 2014, of 323 veterans with macular diseases and best-corrected distance visual acuity (BCDVAbetter-eye) of 20/50 to 20/200. Masked interviewers administered questionnaires by telephone before and after LV treatment. Using an intention-to-treat design, participants were randomized to receive LV devices with no therapy or LV devices with a rehabilitation therapist providing instruction and homework on the use of LV devices, eccentric viewing, and environmental modification. Visual ability was measured in dimensionless log odds units (logits) (0.14-logit change in visual ability corresponds to ability change expected from a 1-line change in visual acuity). Low-vision devices without therapy and LV devices with therapy. Comparison of changes (baseline to 4 months) in overall visual ability and in 4 functional domains (reading, visual information, visual motor, and mobility) estimated from responses to the Veterans Affairs Low Vision Visual Functioning Questionnaire (higher scores indicates more ability or less difficulty in performing activities), and comparison of MNREAD changes (baseline to end of treatment) in maximum reading speed, critical print size, and reading acuity (higher number indicates lower visual acuity). Of the 323 participants, 314 were male (97.2%); mean (SD) age, 80 (10.5) years. Basic LV was effective in improving visual ability. However, the LV rehabilitation group improved more in all visual function domains except mobility. Differences were 0.34-logit reading (95% CI, 0.0005 to 0.69; P = .05), 0.27-logit visual information (95% CI, 0.01 to 0.53; P = .04), 0.37-logit visual motor (95% CI, 0.08 to 0.66; P = .01), and 0.27-logit overall (95% CI, 0.06 to 0.49; P = .01). For MNREAD measures, there was more improvement in reading acuity (difference, -0.11 logMAR, 95% CI, -0.15 to -0.07; P < .001) and maximum reading speed (mean increase of 21.0 words/min; 95% CI, 6.4 to 35.5; P = .005), but not critical print size for the LV rehabilitation group (-0.06 logMAR; 95% CI, -0.12 to 0.002; P = .06). In stratified analyses, the LV rehabilitation group with BCDVAbetter-eye worse than 20/63 to 20/200 improved more in visual ability (reading, visual motor, and overall). Differences were 0.56-logit reading ability (95% CI, 0.08-1.04; P = .02), 0.40-logit visual motor (95% CI, 0.03-0.78; P = .04), 0.34-logit overall (95% CI, 0.06-0.62; P = .02). There was no significant difference between treatment groups for those with BCDVAbetter-eye of 20/50 to 20/63. Both basic LV alone and combined with LV rehabilitation were effective, but the added LV rehabilitation increased the effect only for patients with BCDVAbetter-eye worse than 20/63 to 20/200. Basic LV services may be sufficient for most LV patients with mild visual impairment. clinicaltrials.gov Identifier: NCT00958360.