Measures Of Reading Performance Research Articles

Age-related changes in reading performance in normally sighted Arabic-speaking adults

ABSTRACT Clinical relevance Reading performance is important for evaluating near vision and predicting and prescribing near-vision correction. There is a significant gap in the literature on Arabic reading performance and its associated effects. Background Normative data from control participants serve as the baseline for future studies involving groups with specific characteristics. This study aimed to assess baseline measures of Arabic reading performance. Methods In total, 428 normally sighted adults aged 19–83 years read the Balsam Alabdulkader – Leat chart to measure their reading performance. The participants were divided into five age groups. The outcome measures were the maximum reading speed in standard-length words per minute, critical print size, reading acuity, and reading accessibility index. Results The average reading performance measures were as follows: 171 ± 27 standard-length words per minute for maximum reading speed, 0.01 logarithm of the minimum angle of resolution for critical print size, −0.17 logarithm of the minimum angle of resolution for reading acuity, and 1.02 for the accessibility index. There were significant differences among the age groups, indicating a dependency on age and showing a plateau for the young adult group and a decline with age. The accessibility index had an almost perfect correlation with maximum reading speed and a weak but significant relationship with reading acuity and critical print size. Conclusion Arabic exhibits an age-dependent trend in reading speed. However, owing to differences in orthography, visual demands, and reading strategies, the magnitude of the decrease and increase differs, potentially accounting for the variations between languages, especially when compared to English. This study serves as a foundation for future studies on Arabic reading performance. Future studies should examine the reading performance in patients with low vision, study the effects of common diseases on reading ability, evaluate the effectiveness of reading devices, and assess improvements in vision rehabilitation.

INTERSESSION REPEATABILITY OF READING PERFORMANCE MEASURES IN PATIENTS WITH NEOVASCULAR AGE-RELATED MACULAR DEGENERATION.

To assess the intersession repeatability of reading performance measures in patients with previously treated neovascular age-related macular degeneration and good best-corrected visual acuity (≥20/40 Snellen). Ninety-one patients (91 eyes) with a diagnosis of previously treated neovascular age-related macular degeneration and good best-corrected visual acuity (≥20/40 Snellen) were prospectively enrolled. Reading performance metrics were assessed using Radner charts, and these measurements were repeated after 7 days to obtain the intersession repeatability. To test repeatability, we calculated the intraclass correlation coefficient, the 95% coefficient of repeatability, and the coefficient of variation for each reading parameter: 1) reading acuity (RA-LogRAD); 2) maximal reading speed-words per minute; 3) RA score (RA score-LogRAD); and 4) critical print size-LogRAD. Mean ± standard deviation best-corrected visual acuity was 0.13 ± 0.01 logMAR [range: 0.00-0.30 logMAR]. The intraclass correlation coefficient values indicated a good reliability for all the analyzed metrics (0.901 for RA; 0.859 for max reading speed; 0.906 for RA score; and 0.868 for critical print size). The coefficient of repeatability was 0.2 LogRAD for RA, 63.2 words per minute for max reading speed, 0.2 LogRAD for RA score, and 0.2 LogRAD for critical print size. Coefficient of variation was 5.5% for RA, 8.9% for max reading speed, 5.8% for RA score, and 6.9% for critical print size. Reading performance metrics are characterized by good values of intersession repeatability in patients with neovascular age-related macular degeneration with good best-corrected visual acuity. Our findings may grant the employment of such measures in trials assessing the visual outcome in these patients.

Effects of brief mindfulness practice on reading performance among racially minoritized adolescents.

This research evaluated the effects of a year-long mindfulness intervention in a predominately Black student sample in an urban high-poverty middle school. Five English Language Arts classrooms (n = 56) were randomly assigned to brief daily 5-min mindfulness practice or an active control. Students were measured at three time points throughout the school year on standardized curriculum-based measures of reading performance. Results indicate that students in the mindfulness condition had significantly higher reading scores (sentence-level comprehension and fluency) than students assigned to control condition at the end of the school year. Our findings indicate that brief mindfulness practice may indirectly affect performance in specific academic skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Comparing silent reading performance for single sentences and paragraphs: an eye movement-based analysis

ABSTRACT Clinical relevance Reading performance in clinical practice is commonly evaluated by reading ‘aloud’ and ‘as fast as possible’ single sentences. Assessing comprehensive silent reading performance using passages, composed of multiple sentences, is the preferred reading mode in real-life reading conditions. Background The purpose of this study was to compare eye movement-based silent reading performance for standardised short sentences and paragraphs. Methods A group of 15 young volunteers (age range: 22–36 years) read silently and comprehensively in two sessions: (a) a paragraph with continuous text and (b) standardised short sentences. Text print size was 0.4 logMAR (1.0 M at 40 cm distance). Eye movements during reading were recorded using video oculography (EyeLink II, SR Research Ltd). Data analysis included computation of reading speed, fixation duration, the number of fixations, saccadic amplitude and percentage of regressions. Moreover, frequency distributions of fixation durations were analysed with ex-Gaussian fittings. Results Repeatability coefficient in silent reading speed was found better for the paragraph (66 wpm) than for short sentences (88 wpm). The superiority in repeatability coefficient for the corresponding eye movement parameters, i.e. fixation duration (35 vs 73 ms), regressions (10.1 vs. 22.3%) and fixations per word (0.21 vs. 0.37 fpw), was even more pronounced. In addition, a statistically significant improvement with the paragraph was found in average fixation duration (19 ± 26 ms, p = 0.02), regressions (4.2 ± 7.0%, p = 0.04) and ex-Gaussian fixation parameter, τ (82 vs. 111 ms). No statistically significant difference was found between average reading speed with the paragraph (220 ± 59 wpm) and the short sentences (206 ± 57 wpm) (p = 0.11). Discussion Due to their superior repeatability, paragraphs are preferable to short sentences when evaluating silent comprehensive reading. The concurrent recording of eye movement parameters in silent reading further improves variability and could offer an efficient measure of reading performance and a reliable biomarker of visuo-motor function.

Comparison of Logarithmic Reading Charts for Visual Assessment in Normally Sighted Participants.

Logarithmic reading charts provide standardized measures of reading performance. Here we show that existing charts provide equivalent assessments of visual aspects of reading that are in good agreement with traditional measures of visual acuity and seem uninfluenced by cognitive (linguistic) factors. The aims of this study were to (1) determine the equivalence of logarithmic charts of sentence and word reading, (2) evaluate the relationship between reading chart performance and more traditional measures of visual assessment, and (3) establish the influence of linguistic factors on reading chart performance. In a sample of 82 normally sighted participants, we determined performance on the reading measures (e.g., reading acuity, reading speed, critical print size) of the following logarithmic charts of sentence and word reading: The Colenbrander English Continuous Text Near Vision Card, Radner Reading Chart, Minnesota Reading Acuity Chart, and Smith-Kettlewell Reading Chart. In doing so, we compared performance on reading measures between charts and with performance on more traditional measures of visual assessment (uncrowded and crowded letter acuity, stereoacuity, accommodation) and cognitive measures of word knowledge and ability (Wechsler Adult Intelligence Scale Vocabulary Subtest, National Adult Reading Test). Factor analysis confirmed that performance on the reading measures (reading acuity, reading speed, critical print size) was equivalent across charts. Reading test performance was also related to more traditional measures of vision, the most consistent of which were significant associations between reading acuity and acuity for single-letter optotypes. There were no significant associations between reading chart performance and cognitive measures of word knowledge and ability. The findings presented here suggest that logarithmic charts composed of sentences and words represent an alternative to traditional letter acuity testing. This is particularly the case for measures of reading acuity.

Challenges in Reading Arabic among Children with Dyslexia.

There are limited studies assessing reading performance and children's difficulties with dyslexia especially when reading Arabic, a language that has a substantially different script from English and other Latin-based languages. This study aimed to (1) measure reading performance in children with dyslexia by acuity level and (2) conduct an indirect comparison between the effects of dyslexia on Arabic versus English readers. Twenty children aged 9 to 12 years with dyslexia and 30 controls aged 9 to 11 years were included in the study. Reading performance was evaluated using maximum reading speed, reading acuity, and critical print size (CPS). Two Arabic charts, the Balsam Alabdulkader-Leat chart and the International Reading Speed Texts chart, were used to evaluate reading performance. The number of errors was calculated and plotted against print size. ANOVA revealed a significant difference between the two groups in all reading performance measures (P < .05). Reading speed for children with dyslexia was significantly lower than that for the control group (33 vs. 90 standard-length words per minute). Critical print sizes were 0.25 and 0.10 logMAR for children with dyslexia and the control group, respectively. Reading acuity was worse for children with dyslexia in comparison with the control group. Error number above the CPS was significantly higher in children with dyslexia than in the control group. Reading speed measures were lower for children with dyslexia compared with controls. Children with dyslexia required larger CPS to read at their maximum speed, indicating that larger print sizes may improve reading with greater speed. The difference in reading performance measures between controls and children with dyslexia is higher when reading Arabic than when reading English. This suggests that the intricate Arabic script and crowding may more strongly affect children with dyslexia reading Arabic.

Establishing a computer-assisted interactive reading model

Drawing on the nonlinearity and dynamicity of second language (L2) motivation and individual differences, the present study introduced and examined the computer-assisted interactive reading model (CAIRM) incorporating computer-assisted language learning (CALL) tools and affordances to assist reading comprehension in blended and distance learning contexts. The CAIRM aims at incorporating CALL tools and affordances to move L2 readers from strategic (conscious, deliberate, intentional) to automatized (reading without employing conscious strategies) processing to develop L2 reading proficiency. The model arranges emerging digital reading features to facilitate restructuring and checking content comprehension as a way to alter between bottom-up and top-down processing. To investigate CAIRM effectiveness at three levels of implementation, a between-subject design was used in a sample of 278 Iranian learners. Results indicated significant improvement on the measure of reading performance, favoring all three experimental groups (d = 2.34, d = 2.49, and d = 3.82 for bottom-up, top-down, and both processing approaches conditions, respectively). The combination of bottom-up and top-down processing strategies emerged as the most effective level of CAIRM implementation. Results also documented positive perceptions of the proposed model efficacy among participants. This suggests that offering a variety of strategies under the CAIRM—or similar models—teachers can move away from static traditional approaches based on just one particular data processing mode towards more flexible uses of the CALL tools and strategies that fit their unique teaching and their students’ unique learning styles best while supporting positive attitudes towards learning among L2 students in blended and distance learning contexts.

Reading Performance in Blue Cone Monochromacy: Defining an Outcome Measure for a Clinical Trial.

PurposeBlue cone monochromacy (BCM), a congenital X-linked retinal disease caused by mutations in the OPN1LW/OPN1MW gene cluster, is under consideration for intravitreal gene therapy. Difficulties with near vision tasks experienced by these patients prompted this study of reading performance as a potential outcome measure for a future clinical trial.MethodsClinically and molecularly diagnosed patients with BCM (n = 17; ages 15–63 years) and subjects with normal vision (n = 22; ages 18–72 years) were examined with the MNREAD acuity chart for both uniocular and binocular conditions. Parameters derived from the measurements in patients were compared with normal data and also within the group of patients. Intersession, interocular and between-subject variabilities were determined. The frequent complaint of light sensitivity in BCM was examined by comparing results from black text on a white background (regular polarity) versus white on black (reverse polarity) conditions.ResultsMNREAD curves of print size versus reading speed were right-shifted compared with normal in all patients with BCM. All parameters in patients with BCM indicated abnormal reading performance. Intersession variability was slightly higher in BCM than in normal, but comparable with results previously reported for other patients with maculopathies. There was a high degree of disease symmetry in reading performance in this BCM cohort. Reverse polarity showed better reading parameters than regular polarity in 82% of the patients.ConclusionsMNREAD measures of reading performance in patients with BCM would be a worthy and robust secondary outcome in a clinical trial protocol, given its dual purpose of quantifying macular vision and addressing an important quality of life issue.Translational RelevanceAssessment of an outcome for a clinical trial.

Learning to read in a shallow orthography: the effect of letter knowledge acquisition

ABSTRACT The present study examined the strategies used by Greek novice readers in the initial phases of reading acquisition. Fifty (50) children were assessed at four successive testing periods throughout 1st grade of Primary School. Thus, 21 boys (42%) and 29 girls (58%) participated in this study. Their mean age at the beginning of the study was 74.43 (s = 3.62) and 74.55 (s = 3.68) respectively. Reading performance measures included reading speed and accuracy scores for letters, words and nonwords. No evidence was found to support the development of a logographic process in learning to read Greek. Yet, the results of the present study indicate that the fast rate of letter knowledge acquisition promotes the development of an alphabetic approach in reading. Correlation analyses suggested that reading progress is depended upon the knowledge of 80% or more of the letters.

Evaluation of pre- and post-surgery reading ability in patients with epiretinal membrane: a prospective observational study

BackgroundThis study aimed to investigate the pre- and post-surgery reading ability in patients with idiopathic epiretinal membrane (ERM) to evaluate whether measurement of reading performance is a helpful test in addition to visual acuity (VA) as an assessment measure.MethodsThis prospective observational study involved 42 eyes of 40 patients with idiopathic ERM. Best-corrected visual acuity (BCVA), reading ability, and metamorphopsia score were evaluated at baseline and at 3, 6, and 12 months post-surgery. As the outcome measure, the reading ability of each patient (i.e., overall performance) was examined with MNREAD-J, the Japanese version of the MNREAD reading acuity (RA) charts, to determine RA, critical print size (CPS), and maximum reading speed (MRS). Generally, a difference of 0.2 logMAR or more is considered a significant change in BCVA. Thus, as a subgroup analysis, we additionally evaluated the BCVA and reading ability of the patients with a BCVA difference of 0.1 logMAR or less between at baseline and at 12 months post-surgery.ResultsRelative to their values at baseline, the subjects exhibited significantly improved BCVA, RA, and CPS throughout the post-surgery examination period (P < 0.001) and significantly improved MRS at 12 months post-surgery (P = 0.04). No significant change in the vertical metamorphopsia score was observed throughout the post-surgery follow-up period. However, and compared to the value at baseline, significant improvements in the horizontal metamorphopsia score were observed at 3, 6 (P < 0.05), and 12 months (P < 0.001) post-surgery. In the subgroup analysis of the 23 eyes that exhibited a BCVA improvement of 0.1 logMAR or less, the median BCVA did not change, but the median RA and CPS improved by 0.2 logMAR.ConclusionsOur findings showed that the surgical removal of ERM improves reading ability, even when the BCVA score does not improve. The measurement of reading performance appears to be a helpful test in addition to VA as a measure for assessing the surgical removal of ERM.

Exploring the use of network meta-analysis in education: examining the correlation between ORF and text complexity measures.

Calls for empirical investigations of the Common Core standards (CCSSs) for English Language Arts have been widespread, particularly in the area of text complexity in the primary grades (e.g., Hiebert & Mesmer Educational Research, 42(1), 44-51, 2013). The CCSSs mention that qualitative methods (such as Fountas and Pinnell) and quantitative methods (such as Lexiles) can be used to gauge text complexity (CCSS Initiative, 2010). However, researchers have questioned the validity of these tools for several decades (e.g., Hiebert & Pearson, 2010). In an effort to establish criterion validity of these tools, individual studies have compared how well they correlate with actual student reading performance measures, most commonly reading comprehension and/or oral-reading fluency (ORF). ORF is a key aspect of reading success and as such is often used for progress monitoring purposes. However, to date, studies have not been able to evaluate different text complexity tools and relation to reading outcomes across studies. This is challenging because the pair-wise meta-analytic model is not able to synthesize several independent variables that differ both within and across studies. Therefore, it is unable to answer pressing research questions in education, such as, which text complexity tool is most correlated with student ORF (and, thus, a good measure of text difficulty)? This question is timely given that the Common Core State Standards explicitly mention various text complexity tools; yet, the validity of such tools has been repeatedly questioned by researchers. This article provides preliminary evidence to answer that question using an approach borrowed from the field of medicine-Network Meta-Analysis (NMA; Lumley Statistics in Medicine, 21, 2313-2324, 2002). A systematic search yielded 5 studies using 19 different text complexity tools with ORF as the reading outcome measured. Both a frequentist and Bayesian NMA were conducted to pool the correlations of a given text complexity tool with students' ORF. While the results differed slightly across the two approaches, there is preliminary evidence in support of the hypothesis that text complexity tools which incorporate more fine-grained sub-lexical variables were more strongly correlated with student outcomes. While the results of this example cannot be generalized due to the low sample size, this article shows how NMA is a promising new analytic tool for synthesizing educational research.

Low-Ability Secondary School Students Show Emotional, Motivational, and Performance Benefits when Reading to a Dog Versus a Teacher

ABSTRACTSome research shows that reading to a dog can positively impact both reading attainment and attitude to reading in school children; however, most research to date has focused on primary school-aged children (4–11 years). In this study we used a series of comparisons to assess the immediate effects of reading to a dog versus a teacher on reading performance, reading motivation, and mood in low-attainment secondary school-aged students. Twenty participants, aged 11–12 years, were given four reading sessions in which they were asked to read to a dog for 5 minutes and to a teacher for 5 minutes, in a counterbalanced order. The final session was recorded and measures of reading performance were coded. Students were significantly more fluent, had improved pacing, and showed better reading behavior (such as confidence and posture) when reading to the dog compared with when reading to the teacher. Participants also reported experiencing more positive emotions and fewer negative emotions when reading to the dog compared with the teacher. However, an Attitude to Reading questionnaire revealed no significant differences in scores immediately following reading to the dog versus the teacher. Children were also asked to explain how they felt about reading to the dog (the positive and negative aspects). Thematic analysis revealed insights into the experience of participants, including emotional benefits, the impact of the therapy dog herself, and changes in attitude toward reading. This study suggests that when reading to a dog, compared with a teacher, benefits can be direct and immediate, and can include better reading performance, increased motivation, and more positive mood. Importantly, this study also indicates that reading to a dog can have a beneficial effect for this demographic in secondary schools.

The influence of trend estimation method on forecasting curriculum-based measurement of reading performance

Estimating a trend line through words read correct per minute scores collected across successive weeks is a preferred method to evaluate student response to instruction with curriculum-based measurement of reading (CBM-R). This is due in part, because the slope of that line of best fit is used to predict the trajectory of student performance if the current intervention is maintained. In turn, trend lines should predict future scores with a high degree of accuracy when an intervention is maintained. We evaluated the forecasting accuracy of a trend estimation method currently used in practice (i.e., ordinary least squares), and five alternate methods recently evaluated in CBM-R simulation studies, using actual student data. Results suggest that alternate trend estimation methods predicted future performance with a similar level of accuracy as ordinary least squares trend lines across most conditions, with the exception of slopes estimated via Bayesian analysis. Bayesian trend lines estimated using informed prior distributions yielded noticeably less biased and more precise predictions when applied to short data series relative to all other estimation methods across most conditions. Outcomes from the current study highlight the need to further explore the viability of Bayesian analysis to evaluate individual time series data.

Extending the MNREAD sentence corpus: Computer-generated sentences for measuring visual performance in reading

The MNREAD chart consists of standardized sentences printed at 19 sizes in 0.1 logMAR steps. There are 95 sentences distributed across the five English versions of the chart. However, there is a demand for a much larger number of sentences: for clinical research requiring repeated measures, and for new vision tests that use multiple trials at each print size. This paper describes a new sentence generator that has produced over nine million sentences that fit the MNREAD constraints, and demonstrates that reading performance with these new sentences is comparable to that obtained with the original MNREAD sentences. We measured reading performance with the original MNREAD sentences, two sets of our new sentences, and sentences with shuffled word order. Reading-speed versus print-size curves were obtained for each sentence set from 14 readers with normal vision at two levels of blur (intended to simulate acuity loss in low vision) and with unblurred text. We found no significant differences between the new and original sentences in reading acuity and critical print size across all levels of blur. Maximum reading speed was 7% slower with the new sentences than with the original sentences. Shuffled sentences yielded slower maximum reading speeds and larger reading acuities than the other sentences. Overall, measures of reading performance with the new sentences are similar to those obtained with the original MNREAD sentences. Our sentence generator substantially expands the reading materials for clinical research on reading vision using the MNREAD test, and opens up new possibilities for measuring how text parameters affect reading.

Age-related changes in baseline reading acuity and speed as measured using RADNER Reading Charts in healthy eyes with best corrected ETDRS distance acuity

PurposeTo assess age-related differences in baseline measures of reading performance obtained from the RADNER Reading Charts in healthy eyes with best corrected (ETDRS) distance acuity.MethodsCross-sectional study of participants (n=200) aged...

The reading accessibility index and quality of reading grid of patients with central vision loss.

In this study we evaluated the reading accessibility index (ACC) and a quality of reading grid as assessment tools for reading and as outcome measures for reading rehabilitation of patients with central vision loss. Reading performances on the MNRead chart (www.precision-vision.com) were reviewed from our research database. Participants were 24 controls with normal vision [mean age: 34 (SD, 14) years] and 61 patients with bilateral central vision loss [mean age: 81 (SD, 9) years] among which a subgroup of 18 patients [mean age, 76 (SD, 13)years] had undergone perceptual learning training for reading rehabilitation. The outcome measures were maximum reading speed, reading acuity, critical print size, ACC, and the reading quality. A reading quality grid that classified reading speed as spot, slow, functional, or fluent and print size as small, regular, medium, or large was used. All reading speed values were normalised (i.e., divided by 200, the average reading speed in young adults with normal vision measured with the MNRead). The ACC was associated perfectly with the maximum reading speed in the control group (r22 =0.99, P<0.001) and strongly with all parameters of reading in the patient group (smallest r value: r59 =-0.66, P<0.001). For patients with central vision loss, reading was functional for large print, but slow for medium print and spot for regular print. For some patients with the same ACC values, the quality of reading grid revealed important performance differences. For the subgroup (n=18) of patients who were trained, the ACC revealed a greater effect of training than the other three parameters of reading, and although there were statistically significant improvements across all print size categories, a qualitative improvement in reading was noticed only for the medium print sizes. The ACC is a good measure of reading performance in patients with central vision loss. Examining reading quality for different print size categories can provide a more detailed picture of reading impairment and should be considered as an outcome for rehabilitation in addition to the ACC.

Genetic Etiologies of Comorbidity and Stability for Reading Difficulties and ADHD: A Replication Study.

Because of recent concerns about the replication of published results in the behavioral and biomedical sciences (Ioannidis, PLoS Medicine, Vol. 2, 2005, p. e124; Open Science Collaboration, Science, Vol. 349, 2015, p. 943; Pashler & Wagenmakers, Perspectives on Psychological Science, Vol. 7, 2012, pp. 528-530), we have conducted a replication of our recently published analyses of longitudinal reading performance and attention deficit-hyperactivity disorder data from twin pairs selected for reading difficulties (Wadsworth et al., Twin Research and Human Genetics, Vol. 18, 2015, pp. 755-761). Results obtained from univariate and bivariate (DeFries & Fulker, Behavior Genetics, Vol. 15, 1985, pp. 467-473; Acta Geneticae Medicae et Gemellologiae: Twin Research, Vol. 37, 1988, pp. 205-216) analyses of data from a subset of twin pairs tested in the International Longitudinal Twin Study of Early Reading Development at post-4th grade, and its continuation into high school at post-9th grade, were compared to those from our previous report. Similar measures of reading performance, the same measures of inattention and hyperactivity/impulsivity, and similar selection criteria were used in the two studies. In general, the patterns of results obtained from these two independent studies were highly similar. Thus, these results clearly illustrate the principle that findings from studies in quantitative behavioral genetics often replicate (Plomin et al., Perspectives on Psychological Science, Vol. 11, 2016, pp. 3-23).

Assessment of Reading Precursors in Spanish-Speaking Children.

This study's purpose was to analyse basic reading processes in different age groups of Spanish-speaking children using confirmatory factor analysis (CFA) and regression analysis. Two hundred forty-five children (aged 4 years and 9 months, to 9 years and 7 months; 120 boys, 125 girls), native Spanish-speakers, were selected from schools in Madrid. All participants were in either their last year of preschool or the first three years of elementary school, depending on their age. Nine classic reading tasks were created and administered to measure three reading skills: word recognition, phonological awareness, and reading comprehension. The results of the CFA show that data fit to proposed model with a general reading factor based on these three reading skills χ2(27) = 29.03, p = .36, RMSEA = .02, 90% CIs [.0, .05], CFI = 1.0. The word recognition skills were the best at describing reading performance in preschool children (R 2 = .51 for word identification task); phonological awareness, especially rhyme identification task, discriminated well until second grade (R 2 = .60); and finally, reading comprehension, basically phrase completion task, were the best measure of reading performance in third grade (R 2 = .45).

Middle Level Teachers’ Perceptions of Interim Reading Assessments: An Exploratory Study of Data-based Decision Making

This study explored the data-based decision making of 12 teachers in grades 6–8 who were asked about their perceptions and use of three required interim measures of reading performance: oral reading fluency (ORF), retell, and a benchmark comprised of released state test items. Focus group participants reported they did not believe the benchmark or ORF tests accurately reflected students’ comprehension abilities. Teachers held more favorable opinions of retell but admitted improvising their use of the measure rather than following mandated implementation procedures. Participants reported that only summative state assessment scores were used to plan appropriate instruction and only for large groups. Results suggest the need for improved support for data-based decision making and the development of technically adequate interim measures with relevance to the teachers expected to use them.

Reading performance is enhanced by visual texture discrimination training in Chinese-speaking children with developmental dyslexia.

BackgroundHigh order cognitive processing and learning, such as reading, interact with lower-level sensory processing and learning. Previous studies have reported that visual perceptual training enlarges visual span and, consequently, improves reading speed in young and old people with amblyopia. Recently, a visual perceptual training study in Chinese-speaking children with dyslexia found that the visual texture discrimination thresholds of these children in visual perceptual training significantly correlated with their performance in Chinese character recognition, suggesting that deficits in visual perceptual processing/learning might partly underpin the difficulty in reading Chinese.Methodology/Principal FindingsTo further clarify whether visual perceptual training improves the measures of reading performance, eighteen children with dyslexia and eighteen typically developed readers that were age- and IQ-matched completed a series of reading measures before and after visual texture discrimination task (TDT) training. Prior to the TDT training, each group of children was split into two equivalent training and non-training groups in terms of all reading measures, IQ, and TDT. The results revealed that the discrimination threshold SOAs of TDT were significantly higher for the children with dyslexia than for the control children before training. Interestingly, training significantly decreased the discrimination threshold SOAs of TDT for both the typically developed readers and the children with dyslexia. More importantly, the training group with dyslexia exhibited significant enhancement in reading fluency, while the non-training group with dyslexia did not show this improvement. Additional follow-up tests showed that the improvement in reading fluency is a long-lasting effect and could be maintained for up to two months in the training group with dyslexia.Conclusion/SignificanceThese results suggest that basic visual perceptual processing/learning and reading ability in Chinese might at least partially rely on overlapping mechanisms.