Reading Error Rate Research Articles

FIXATION STABILITY MEASUREMENT USING THE MP1 MICROPERIMETER

The Nidek microperimeter (MP1, Nidek Instruments, Italy) is a microperimetry device that also assesses fixation stability. The MP1 does not use the method of quantifying fixation stability by calculating a bivariate contour ellipse area (BCEA). Here we compare the MP1 fixation quantification with the BCEA technique by correlating these values to various parameters of reading known to be related to fixation stability. Twenty-five people with age-related macular disease were assessed. Eye position was recorded using the MP1 during a fixation task. Fixation score and central 2 degrees and central 4 degrees values were obtained from the MP1. Bivariate contour ellipse area values were calculated from raw fixation data. Reading was assessed using MNREAD, Rapid Serial Visual Presentation, and European reading tests. Fixation data could not be collected for two observers. For the other 23 participants, the MP1 fixation scores were very poorly related to reading parameters. In contrast, there was a significant relationship between fixation stability assessed using the BCEA technique and Rapid Serial Visual Presentation reading speed (r = -0.59, P < 0.01), European reading test reading error rate (r = 0.66, P < 0.01), and MNREAD peak reading speed (r = 0.55, P < 0.05). Using the software supplied with the MP1 does not adequately quantify fixation stability in people with age-related macular disease. We recommend that the BCEA technique is used to quantify fixation stability when using the MP1 microperimeter.

SpeedHap: An Accurate Heuristic for the Single Individual SNP Haplotyping Problem with Many Gaps, High Reading Error Rate and Low Coverage

Single nucleotide polymorphism (SNP) is the most frequent form of DNA variation. The set of SNP's present in a chromosome (called the haplotype) is of interest in a wide area of applications in molecular biology and biomedicine, including diagnostic and medical therapy. In this paper we propose a new heuristic method for the problem of haplotype reconstruction for (portions of) a pair of homologous human chromosomes from a single individual (SIH). The problem is well known in literature and exact algorithms have been proposed for the case when no (or few) gaps are allowed in the input fragments. These algorithms, though exact and of polynomial complexity, are slow in practice. When gaps are considered no exact method of polynomial complexity is known. The problem is also hard to approximate with guarantees. Therefore fast heuristics have been proposed. In this paper we describe SpeedHap, a new heuristic method that is able to tackle the case of many gapped fragments and retains its effectiveness even when the input fragments have high rate of reading errors (up to 20%) and low coverage (as low as 3). We test SpeedHap on real data from the HapMap Project.

Coherence-driven resolution of referential ambiguity: A computational model

We present a computational model that provides a unified account of inference, coherence, and disambiguation. It simulates how the build-up of coherence in text leads to the knowledge-based resolution of referential ambiguity. Possible interpretations of an ambiguity are represented by centers of gravity in a high-dimensional space. The unresolved ambiguity forms a vector in the same space. This vector is attracted by the centers of gravity, while also being affected by context information and world knowledge. When the vector reaches one of the centers of gravity, the ambiguity is resolved to the corresponding interpretation. The model accounts for reading time and error rate data from experiments on ambiguous pronoun resolution and explains the effects of context informativeness, anaphor type, and processing depth. It shows how implicit causality can have an early effect during reading. A novel prediction is that ambiguities can remain unresolved if there is insufficient disambiguating information.

Driver detection and recognition of lineside signals and signs at different approach speeds

A study was carried out using simulation to investigate driver responses to lineside signals and signs at various approach speeds. The objectives of the study were: (1) to find out whether train speed would significantly affect signal/sign reading; (2) to examine at which point certain types of signs or signals could be detected or recognised, and (3) to determine a speed cut-off level above which certain types of signs or signals are no longer recognisable or detectable. Fifty-seven train drivers from 12 Train Operating Companies in the UK participated in the trials. Twenty different types of lineside signs and ten types of signals were tested under six different approach speeds ranging from 100 to 350 km/h (62–218 mph). Driver performance measures were ‘time remaining to the signal/sign’ at the point of detection or recognition, and reading error rate. The results showed a significant influence of train speed on driver responses to lineside signals/signs and demonstrated a non-linear relationship between driver responses to signals/signs and approach speed. This has been used to estimate a maximum approach speed limit within which a specific signal or sign can be correctly detected or recognised. The findings and implications of the study are discussed in the paper.

A NOVEL β0-THALASSEMIA MUTATION AT CODON 55 (−A) AND A RARE 17 bp DELETION AT CODONS 126–131 IN THE INDIAN POPULATION

A new mutation at codon 55 (−A) and a rare mutation, a 17 bp deletion at codons 126–131, that gives rise to β0-thalassemia, were found in the Indian population by means of direct sequencing of two polymerase chain reaction products generated from a 2.3 kb DNA fragment containing the whole β-globin gene. Each polymerase chain reaction product was sequenced on both strands in a mutation-loading format, showing all nucleotide substitutions or deletions/insertions, including mutations and polymorphisms, in the product. The entire protocol requires four sequencing reactions/gel loadings after two successive polymerase chain reactions, which simplifies the mutation search process and reduces the reading error rate.

Increasing Reading Fluency in Elementary Students with Low Vision through Repeated Readings

The purpose of this study was to explore a user-friendly method to increase the reading fluency of four elementary students with low vision. An analysis of the effects of repeated readings on the students’ reading rates, error rates, and comprehension found that the intervention was successful in improving all four students’ reading fluency and did not adversely affect their error rates or comprehension. The results from generalized readings indicated that the students’ improved reading rates were generalized to classroom reading.

Readability of prescription drug labels by older and younger adults

This experiment investigated the readability of medication labels using various combinations of fonts, sizes, and weights of print. Older and younger adult reading speeds and error rates for different print types were compared for both bottle and flat labels. Findings of the study indicated significant differences in reading speed, error rates, and subjective evaluations for print characteristics investigated. Furthermore, the effects of these print characteristics varied for different age groups. Implications of these findings for the design of medication labels for older adults are discussed.

The influence of orthographic consistency on reading development: word recognition in English and German children

Groups of 7, 8, and 9-year-old children who were learning to read in English and German were given three different continuous reading tasks: a numeral reading task, a number word reading task, and a nonsense word reading task. The nonsense words could be read by analogy to the number words. Whereas reading time and error rates in numeral and number word reading were very similar across the two orthographies, the German children showed a big advantage in reading the nonsense words. This pattern of results is interpreted as evidence for the initial adoption of different strategies for word recognition in the two orthographies. German children appear to rely on assembling pronunciations via grapheme— phoneme conversion, and English children appear to rely more on some kind of direct recognition strategy. A model of reading development that takes account of orthographic consistency is proposed.

Effects of Repeated Readings and Nonrepetitive Strategies on Students' Fluency and Comprehension

Abstract This study examines the effects of repeated reading and assisted nonrepetitive strategies such as echo reading, cloze reading, and unison reading on reading rate, error rate, and comprehension. There are many repeated-reading studies with results demonstrating unproved fluency; however, the current study investigated the transfer effects of the previously mentioned procedures on both comprehension and fluency with sixth-grade Chapter I students. Results indicated equivalent benefits for repetitive and nonrepetitive methods, with significant comprehension improvement in a 7-week period.

The fallacy of the cross-modal Stroop effect: A rejoinder to Cowan (1989)

An Attempt at Further Replication of Cowan and Barron (1987) Cowan (1989) pointed to a number of methodological differences between Cowan and Barron's (1987) study and the attempted replications reported by Miles et al. (1989). In particular, the studies differed in (1) the rate of presentation of auditory stimuli (1.66 words/sec and 1 word/sec, respectively), and (2) the size of the potential response set (five items and four items, respectively). It is acknowledged that these methodological differences may plausibly account for the observed discrepancy in the data. Because of this possibility, the experiment reported here adopted a procedure identical in all respects to that of Cowan and Barron (1987), with the exception that the 30 subjects (19 women and 11 men) completed the task in only two auditory conditions: silence and spoken color words. Auditory material (a male voice) was presented in digitized form over headphones at a rate of 1.6 words/sec and at an intensity of 75 dBA. This intensity level is some 10 dBA below Cowan and Barron's reported intensity of 85 dBA (see Cowan, 1989, Note 2). However, as Cowan argued, if the comparison is with silence, then intensity is unimportant. For details of the visual materials, see Cowan and Barron (1987). Both reading times and error rates were recorded. A 2 x 2 analysis of variance (ANDVA) was performed on the reading times with visual condition (color words and Xs) and auditory condition (spoken color words and silence) as within-subjects factors. The main effect of visual materials [F(I,29) = 496.07,p .89, sign test). With respect to reading errors, a 2 x 2 ANDVA revealed a main effect of visual materials [F(I,29) = 37.33, p < .001]. Again, neither the main effect of auditory condition [F(1,29) = 0.22] nor the interaction effect approached significance [F(1,29) = 0.09; see Table IJ. Clearly, these data unequivocally failed to confirm the results presented by Cowan and Barron (1987). Reading times in this study for the spoken color-word condition are comparable across visual materials to those reported by Cowan and Barron; however, the error rate reported here is below that reported by Cowan and Barron (1987; see Figure 2). In the present study, the subjects encountered spoken color-word interference on two out offour trials (50%), compared with 2 out of 10 trials (20%) in Cowan and Barron. However, in absolute terms, subjects in both studies received the same number of spoken color-word trials. Therefore, Cowan's (1989) suggestion that the crossmodal Stroop interference effect might attenuate with increased experience cannot account for our failure to replicate Cowan and Barron's original findings. In sum, the present study, with only minor procedural differences from Cowan and Barron's study, produced data completely consistent with our earlier findings, and in direct contradiction to the data of those authors.

Technical and biologic sources of variability in the mapping of aortic, mitral and tricuspid color flow jets

The quantification of vaivular regurgitation by 2-dimensional Doppler imaging depends on identifying and minimizing variability. Aortic, mitral and tricuspid regurgitant jet areas were measured in 50 patients with sinus rhythm or atrial fibrillation to analyze the variables of reading error, valve site, jet size, rhythm and frame rate. One technician recorded jet velocities at 1 frame/cycle at a triggered interval after the electrocardiographic R wave and at frame rates of 7.5 and 15 frames/s. Jet areas from 5 consecutive beats were measured by planimetry by 1 observer. Coefficients of variation between and among groups were compared by analysis of variance; mean values were 14 to 22%. Jets grouped <2.5, 2.5 to 5 and >5 cm 2 showed the variance of small jets exceeding that of medium and large jets. Aortic regurgitant jets were largest and had smaller variance than mitral tricuspid jets. Variability due to atrial fibrillation and the slower frame rate was marginal. Intraobserver error was 4.3% and interobserver 15.4%. Thus, reproducing jet areas carries a minimum variability of 15% or higher, depending on jet size. Valve site could not be excluded as a separate variable. Comparative quantification is best limited to 1 observer.

Delayed auditory feedback with delayed sounds varying in duration.

Speakers frequently report using strategies to circumvent the disruptive effects of delayed speech feedback. Often the strategies adopted are inconsistent with the traditional account, which main­ tains that the disruption occurs because speakers try to use the delayed speech for feedback con­ trol, even though it is now delayed and therefore is inappropriate for this control purpose. One strategy that subjects report using is to wait for the delayed sound to stop before proceeding with more speech. A prediction that follows is that disruption at a particular delay will depend upon the length of the delayed sound. We tested and confirmed this prediction by truncating the delayed speech and assessing the disruption this caused. The same effect occurred when a nonspeech sound was substituted for the delayed speech. The implications of adopting this strategy for coping with the effects of delayed auditory feedback, and the equivalent results obtained with speech and nonspeech, are discussed with respect to alternative accounts about why such disruption might occur. Speech control suffers if auditory feedback ofthe voice is delayed. The effects of delayed feedback include a reduction in speech rate and an increase in all types of speech errors. The time to read a set passage increases up to a delay ofabout 200 rnsec and then decreases some­ what. Thus, the disturbance function across delays is in the shape of an inverted V. This U-shaped disturbance function also occurs with speech errors: error rate in­ creases to a maximum at a delay of 200 rnsec and then drops off. The pitch and level of the voice are affected, too, but behave somewhat differently: these measures in­ crease up to a delay of 200 rnsec, but then the function levels off rather than decreases. Such disturbances would occur if speakers normally listen to their speech to check that it is being produced correctly and continue to control speech in this manner even when the speech is delayed experimentally. In the latter case, the speech would not provide appropriate feed­ back to the speaker about hislher present articulatory ac­ tions, resulting in the observed disruption of speech control. Black (1951) adopted this account to explain the dis­ turbance noted with reading time and error rate: if a se­ quence of instructions corresponding to syllables is sent to the peripheral articulators, maximum disruption will occur when the delay is equal to the length of the sylla­ ble. At this delay, the speaker would be issuing instruc

Optical Scanning for Large-Scale Studies

Data reporting the experience with an optical mark page reader is presented (IBM 1231Ν1). Information from 52,000 persons was gathered in seven countries, decentrally coded and centrally processed. Reader performance rates (i.e. sheets read per hour, sheet rejection rates, reading error rates) and costs (coding, verification, reading, etc.) are given.

Reading time and error rates for normal and retarded readers.

55 Ss were asked to read aloud a series of words varying in familiarity and length. Retarded readers from the sixth grade and of average intelligence were matched on the basis of WRAT scores to second graders of average intelligence. Another group of less retarded readers, also from the sixth grade, were WRAT-matched to second graders of above-average intelligence. It was shown that the retarded groups read at the same speed as their reading-grade-level peers and that the more retarded group made significantly more errors.