Reading Speed Research Articles

MS T.E.A.M.S: A Recovery Approach in Improving English Reading Speed and Accuracy

MS T.E.A.M.S: A Recovery Approach in Improving English Reading Speed and Accuracy

The effect of duration between sessions on microperimetric biofeedback training in patients with maculopathies

Aim of this study was to explore the optimal training interval and times of microperimetric biofeedback training (MBFT) in maculopathies. Twenty-nine patients with maculopathies were divided into two groups: daily training (Group A) or alternate daily training (Group B). Both groups underwent 15 MBFT sessions. We compared the BCVA, reading speed, and fixation stability at baseline, after 5, 10, 15 sessions. After 15 sessions of MBFT, all visual parameters in both groups improved. There was a significant increase in BCVA after 5 sessions in both groups (P=0.016, and P<0.001 respectively), but Group A showed further improvement after 10 sessions (P<0.001). Regarding reading speed, Group A showed significant improvement from baseline after 15 sessions(P=0.020), Group B improved significantly after 5 sessions (P=0.047) and continued to improve after 10 sessions (P=0.030). Additionally, P1 and LgBCEA of Group A significantly improved after 10 sessions (P=0.001, and P=0.001 respectively), while Group B significantly improved after 5 sessions (P=0.002, and P<0.001 respectively). There was no significant difference in visual outcomes between the two groups (P>0.05) except LgBCEA (P=0.046) after 15 sessions. We concluded that the both MBFT frequencies are effective at improving vision and quality of life in patients with maculopathies. The alternate daily training group showed less time-dependent of improvement in all parameters and a greater benefit in fixation stability. Ten sessions are the optimal number of treatment sessions for alternate daily training.

MeSat Mission: Exploring Martian Environment with THz Radiometer Payload and Optimal Trajectory

Space exploration presents vast prospects for scientific, industrial, and economic progress. This paper introduces the MeSat mission as a pioneering approach to Mars exploration. The MeSat aims to deepen our understanding of Martian conditions and resources by employing an optimized Earth-to-Mars trajectory, enabling a comprehensive study of the Martian atmosphere and surface. The mission comprises a cargo microsatellite hosting three 6U CubeSats and two 3U CubeSats, deployed into four separate Mars orbits to form a constellation. Each CubeSat carries distinct payloads: a THz radiometer for Martian water vapor atmospheric observation, a high-resolution surface camera, a high-tech spectrometer, and a Fourier transform spectrometer (FTS) for wind speed readings. This paper includes the majority of the key parameters; however, we focus our discussion more on two aspects of this pioneering mission: the first aspect contains the proposal of four distinct payloads for the study of Mars’ atmosphere and the second aspect proposes an optimal mission design algorithm that analyzes a fuel-efficient low-thrust trajectory from Earth to Mars. Regarding the payloads, the THz radiometer requires a specific design; hence, we explain this payload in more depth; the rest of the payloads, we suggest utilizing commercially available elements for the cost-effective manufacture of a whole system. For mission trajectory optimization, the study employs a dual-step hybrid optimization algorithm (PSO-homotopy) to analyze fuel-efficient low-thrust trajectories from Earth to Mars, incorporating the ephemeris dynamics model to account for gravitational perturbations in the entire Solar System. In practical mission design, crucial factors like hyperbolic excess velocity, diverse opportunities for Earth launch and Mars rendezvous, varied propulsion systems, and time of flight (TOF) play vital roles in trajectory optimization. In summary, for the MeSat mission, we propose a comprehensive Mars environmental mission design. We consider all aspects of the mission from trajectory design to engineering detail design, since we would like to inspire future Mars missions with a complete report.

The Application of Schema Theory in the Teaching of Reading in Senior High School

Reading is an important part of English teaching. Traditional English teaching has always on the basis of teaching new words, grammar and long and difficult sentences, however, it is necessary for us to carry out the reform and innovation of English teaching in order to change the ineffective way of English teaching. In this paper, three schema forms of schema theory are introduced into high school English reading teaching activities. It is hoped that schema theory can help students overcome difficulties in learning, improve the quality and speed of reading, stimulate their interest in learning, change the way from passive learning to active learning, and find a way in using schema to better help senior high school students improve their reading abilities.

Non-compliance of Hospital X Employee in Implementing Standard Operational Procedures of Instrument Decontamination and Chest X-Ray Services

Good hospital management is important to maintain the safety of patients, staff and hospital visitors. Each hospital employee responsible for patient safety by carrying out work according Standard Operating Procedure (SOP) guidelines agreed by organization. This study aims to identify the casues factors and the solution for hospital employees to not comply with the SOP. This study uses a qualitative descriptive approach. Methods of data collection by conducting direct observation and interviews. Subjects in the study were determined based on purposive sampling, as many as 8 respondents consisting of the inpatient room's head, nurses and radiology officers. It is important to apply a system approach in the management of an organization. The elements included in the systems approach are planning, organizing, actuating and controlling. From those elements, there are things that not properly carried in the hospital. The existing procedures were not followed by the employees, for example, procedures regarding instrument decontamination in the inpatient room and photo reading at the radiology service. Non-compliance with this procedure is influenced by several factors, namely the staff lack of discipline and responsibility, inappropriate procedures, facilities that are not available, and there is no socialization of the procedure to hospital employees. The non-compliance of employees at X hospital was caused by procedural factors, decontamination and radiology officer's performance factors and hospital's facilities. For this reason, it is necessary to conduct periodic outreach, monitoring and evaluation of the SOP and hospital employees to improve the quality of hospital services and customer satisfaction.

Developmental surface dyslexia and dysgraphia in a child with corpus callosum agenesis: an approach to diagnosis and treatment

ABSTRACT We present a case study detailing cognitive performance, functional neuroimaging, and effects of a hypothesis-driven treatment in a 10-year-old girl diagnosed with complete, isolated corpus callosum agenesis. Despite having average overall intellectual abilities, the girl exhibited profound surface dyslexia and dysgraphia. Spelling treatment significantly and persistently improved her spelling of trained irregular words, and this improvement generalized to reading accuracy and speed of trained words. Diffusion weighted imaging revealed strengthened intrahemispheric white matter connectivity of the left temporal cortex after treatment and identified interhemispheric connectivity between the occipital lobes, likely facilitated by a pathway crossing the midline via the posterior commissure. This case underlines the corpus callosum’s critical role in lexical reading and writing. It demonstrates that spelling treatment may enhance interhemispheric connectivity in corpus callosum agenesis through alternative pathways, boosting the development of a more efficient functional organization of the visual word form area within the left temporo-occipital cortex.

The Benefits of Playing Action-Like Video Games on Salience Processing

Play is essential for sensorimotor, cognitive and social development, because it enhances the experience-based long-term plasticity, stimulating the optimal interplay between the stimulus-driven and goal-directed attentional control. However, the emotional, psychophysiological and neurocognitive mechanisms associated with a single game session are not fully understood. In a single-blind randomized-crossover experiment, we investigated the short-term effects upon emotional, psychophysiological and neurocognitive functioning after a short play session with Mario Kart and with a puzzle board game, in a sample of 60 young adult typical (n = 44) and poor readers (n = 16). By enhancing positive and reducing negative emotions, playing an action-like video game increased heart rate and salience processing in both typical and poor readers, whereas an improvement in reading speed was reported only in poor readers. The stimulation of the salience network by play-driven emotional, multisensory and sensorimotor activation, can transiently enhance the feed-forward functioning of the perception and action pathways.

Performance on clinical outcomes, activities of daily living anduser experience on head-mounted displays for people withvision impairment.

To compare the objective performance, acceptance and usability of head-mounted displays (HMDs) to provide evidence-based data that could be used to increase the efficiency of device referrals based upon a person's vision loss and functional needs. A cross-sectional, counterbalanced, individually controlled crossover study was performed on 15 adults with various eye conditions. Performance was measured when using four HMDs: eSight4, Eyedaptic EYE3, Eyedaptic EYE4 and IrisVision Inspire. Performance on clinical visual acuity tests and contrast were assessed, as well as vision-related activities of daily living (ADL) which were divided into three categories: Reading, Searching & Identifying and Eye-hand Coordination. User-experience was also assessed. Logistic regression analyses, Friedman one-way repeated measure analyses of variance by ranks and multivariate permutation testing were used for analysis. There was a significant improvement in visual acuity when using all devices. For contrast tasks, only the eSight4 and Eyedaptic EYE3 improved performance relative to baseline. For most Reading and Searching & Identifying tasks, the odds of being able to perform the tasks were significantly higher while using the devices. However, the actual performance with most devices (e.g., number of words read or reading speed) did not improve significantly over baseline for most tasks. For the Eye-hand Coordination tasks, participants performed equivalent to or significantly poorer than baseline when using the devices. No demographic or clinical predictors of outcomes were identified. Participants expressed dissatisfaction with the devices' effectiveness, acceptability and usability. While performance on clinical tests was better when using the devices, performance on most real-world ADLs was equal to or worse than baseline. No single device improved performance on all tasks, and performance on any one task was not improved with all the devices. The overall dissatisfaction with the devices paralleled the lack of objective improvement in the performance of real-world tasks.

Semantic and Syntactic Predictions in Reading Aloud: Are Good Predictors Good Statistical Learners?

Recent research suggests that becoming a fluent reader may partially rely on a domain-general statistical learning (SL) mechanism that allows a person to automatically extract predictable patterns from the sensory input. The goal of the present study was to investigate a potential link between SL and the ability to make linguistic predictions. All previous studies investigated quite general levels of reading ability rather than the dynamic process of making linguistic predictions. We thus used a recently developed predictive reading task, which consisted of having participants read aloud words that were preceded by either semantically or syntactically predictive contexts. To measure the componential nature of SL, we used a visual and an auditory SL task (VSL, ASL) and the classic serial reaction time task (SRT). General reading ability was assessed with a reading speed/comprehension test. The study was conducted online on a sample of 120 participants to make it possible to explore interindividual differences. The results showed only weak and sometimes even negative correlations between the various SL measures. ASL correlated positively and predicted general reading ability but neither semantic nor syntactic prediction effects. Similarly, one of the SRT measures was significantly associated with reading level and reading speed but not with linguistic prediction effects. In sum, there is little evidence that domain-general SL is a good predictor of people's ability to make domain-specific linguistic predictions. In contrast, SL shows a weak but significant association with general reading ability.

No, Bionic Reading does not work

It has recently been claimed that presenting text with the first half of each word printed in bold (as is done in this example), so-called Bionic Reading, facilitates reading. However, empirical tests of this claim are lacking, and theoretically one might expect a cost rather than a benefit. Here I tested participants' reading speed of 100 paragraphs that were presented either in ‘Bionic’ or in normal font. Statistical analyses revealed no significant difference in reading times between Bionic and normal reading. I conclude that Bionic Reading does not facilitate reading.

Flicker and reading speed: Effects on individuals with visual sensitivity.

Flicker and patterns of stripes in the modern environment can evoke visual illusions, discomfort migraine, and seizures. We measured reading speed while striped and less striped texts were illuminated with LED lights. In Experiment 1, the lights flickered at 60 Hz and 120 Hz compared to 60 kHz (perceived as steady light). In Experiment 2, the lights flickered at 60 Hz or 600 Hz (at which frequency the phantom array is most visible), and were compared to continuous light. Two types of text were used: one containing words with high horizontal autocorrelation (striped) and another containing words with low autocorrelation (less striped). We measured the number of illusions participants saw in the Pattern Glare (PG) Test. Overall, reading speed was slowest during the 60 Hz and 600 Hz flicker and was slower when reading the high autocorrelation text. Interestingly, the low PG group showed greater effects of flicker on reading speed than the high PG group, which tended to be slower overall. In addition, reading speed in the high PG group was reduced when the autocorrelation of the text was high. These findings suggest that uncomfortable visual environments reduce reading efficiency, the more so in individuals who are visually sensitive.

Examining the Impact of Reading Fluency on Lexical Decision Results in French 6th Graders.

How does lexical decision behavior vary in students with the same grade level (all students were in their first year of middle-school), but different levels of reading fluency? Here, we tested a prediction of the dual-route model: as fluency increases, variations in the results may reflect a decreasing reliance on decoding and an increasing reliance on the lexical route. 1,501 French 6th graders passed a one-minute speeded reading-aloud task evaluating fluency, and a ten-minute computerized lexical decision task evaluating the impact of lexicality, length, word frequency and pseudoword type. As predicted, the word length effect varied dramatically with reading fluency, with the least fluent students showing a length effect even for frequent words. The frequency effect also varied, but solely in proportion to overall reading speed, suggesting that frequency affects the decision stage similarly in all readers, while length disproportionately impacts poor readers. Response times and errors were also affected by pseudoword type (e.g., letter substitutions or transpositions), but these effects showed minimal variation with fluency. Overall, lexical decision variables were excellent predictors of reading fluency (r = 0.62). Our results highlight the variability in middle-school reading ability and describe how a simple lexical decision task can be used to assess students' mental lexicon (vocabulary) and the automatization of reading skills.

Evaluating Text Reading Speed in VR Scenes and 3D Particle Visualizations.

This work reports how text size and other rendering conditions affect reading speeds in a virtual reality environment and a scientific data analysis application. Displaying text legibly yet space-efficiently is a challenging problem in immersive displays. Effective text displays that enable users to read at their maximum speed must consider the variety of virtual reality (VR) display hardware and possible visual exploration tasks. We investigate how text size and display parameters affect reading speed and legibility in three state-of-the-art VR displays: two head-mounted displays and one CAVE. In our perception experiments, we establish limits where reading speed declines as the text size approaches the so-called critical print sizes (CPS) of individual displays, which can inform the design of uniform reading experiences across different VR systems. We observe an inverse correlation between display resolution and CPS. Yet, even in high-fidelity VR systems, the measured CPS was larger than in comparable physical text displays, highlighting the value of increased VR display resolutions in certain visualization scenarios. Our findings indicate that CPS can be an effective metric for evaluating VR display usability. Additionally, we evaluate the effects of text panel placement, orientation, and occlusion-reducing rendering methods on reading speeds in generic volumetric particle visualizations. Our study provides insights into the trade-off between text representation and legibility in cluttered immersive environments with specific suggestions for visualization designers and highlight areas for further research.

The Impact of Font Design Based on Cognitive Psychology on Reading Experience

From the perspective of cognitive psychology, this paper examines and analyses how Font design affects the reading experience through four dimensions: visual perception, attention allocation, cognitive load and emotional response. It explores the effects of font attributes such as readability, glyph characteristics and word spacing on reading speed, comprehension and memory retention. It also proposes principles of font design based on cognitive psychology, aiming to provide guidance for designers and content creators to enhance users' reading efficiency and satisfaction.

How Does the PIRLS Framework Assess Reading Literacy Among Elementary School Students in East Lombok?

This study aims to measure the reading literacy level of grade IV elementary school students (abbreviated as SD) in East Lombok with reading literacy parameters PIRLS 2011. The study aims at three aspects of reading: reading content comprehension, reading speed, and reading effectiveness. This study is expected to provide information about the position of literacy competence of grade IV elementary school students in East Lombok based upon PIRLS parameters and the formulation of recommendations for improving the reading literacy competence of elementary school students in East Lombok. Data was collected through reading tests, observations, and interviews. The study results show that the ability to understand the reading content of the study subjects of grade IV elementary school students in East Lombok was included in the low category, 0.51%, when compared to IEA countries between 15%, 19% and 24%. Reading speed is moderate, 151.1 words/minute compared to 130-180 words/minute on the national average. Reading effectiveness was low, at 34.9%, compared to 60-80 subjects in IEA member countries based on PIRLS standards. The ability to read in aspects of reading content comprehension at a low level, reading speed at a moderate level, and reading effectiveness at a low level is caused by external elements; the understanding of teachers, parents, society and government that reading is the ability to string words in a broader grammar. Internally, students are encouraged to read fluently to obtain factual information and the number of words read in a certain period.

Visual cortex anodal transcranial direct current stimulation does not alter reading performance for Chinese presented character-by-character to normal peripheral vision in older adults.

Visual cortex anodal transcranial direct current stimulation (a-tDCS) has been shown to reduce crowding in normal peripheral vision and may improve the reading of English words in patients with macular degeneration. Given the different visual requirements of reading English words and Chinese characters, the effect of a-tDCS on peripheral reading performance in English might differ from Chinese. This study recruited 20 participants (59-73 years of age) with normal vision and tested the hypothesis that a-tDCS would improve the reading of Chinese characters presented at 10° eccentricity compared with sham stimulation. Chinese sentences of different print sizes and exposure durations were presented one character at a time, 10° below or to the left of fixation. The individual critical print size (CPS) - the smallest print size eliciting the maximum reading speed (MRS) - was determined. Reading accuracies for characters presented 0.2 logMAR smaller than the individually fitted CPS were measured at four time points: before, during, 5 min after, and 30 min after receiving active or sham visual cortex a-tDCS. Participants completed both the active and sham sessions in a random order following a double-blind, within-subject design. No effect of active a-tDCS on reading accuracy was observed, implying that a single session of a-tDCS did not improve Chinese character reading in normal peripheral vision. This may suggest that a-tDCS does not significantly reduce the crowding elicited within a single Chinese character. However, the effect of a-tDCS on between-character crowding is yet to be determined.

Long-term neuropsychological trajectories in children with epilepsy: does surgery halt decline?

Neuropsychological impairments are common in children with drug-resistant epilepsy. It has been proposed that epilepsy surgery might alleviate these impairments by providing seizure freedom; however, findings from prior studies have been inconsistent. We mapped long-term neuropsychological trajectories in children before and after undergoing epilepsy surgery, to measure the impact of disease course and surgery on functioning. We performed a retrospective cohort study of 882 children who had undergone epilepsy surgery at Great Ormond Street Hospital (1990-2018). We extracted patient information and neuropsychological functioning [obtained from IQ tests (domains: full-scale IQ, verbal IQ, performance IQ, working memory and processing speed) and tests of academic attainment (reading, spelling and numeracy)] and investigated changes in functioning using regression analyses. We identified 500 children (248 females) who had undergone epilepsy surgery [median age at surgery = 11.9 years, interquartile range = (7.8, 15.0)] and neuropsychological assessment. These children showed declines in all domains of neuropsychological functioning in the time leading up to surgery (all P-values ≤0.001; e.g. βFSIQ = -1.9, SEFSIQ = 0.3, PFSIQ < 0.001). Children lost on average one to four points per year, depending on the domain considered; 27%-43% declined by ≥10 points from their first to their last preoperative assessment. At the time of presurgical evaluation, most children (46%-60%) scored one or more standard deviations below the mean (<85) on the different neuropsychological domains; 37% of these met the threshold for intellectual disability (full-scale IQ < 70). On a group level, there was no change in performance from pre- to postoperative assessment on any of the domains (all P-values ≥0.128). However, children who became seizure free through surgery showed higher postoperative neuropsychological performance (e.g. rrb-FSIQ = 0.37, P < 0.001). These children continued to demonstrate improvements in neuropsychological functioning over the course of their long-term follow-up (e.g. βFSIQ = 0.9, SEFSIQ = 0.3, PFSIQ = 0.004). Children who had discontinued antiseizure medication treatment at 1-year follow-up showed an 8- to 13-point advantage in postoperative working memory, processing speed and numeracy, and greater improvements in verbal IQ, working memory, reading and spelling (all P-values ≤0.034) over the postoperative period compared with children who were seizure free and still receiving antiseizure medication. In conclusion, by providing seizure freedom and the opportunity for antiseizure medication cessation, epilepsy surgery might not only halt but reverse the downward trajectory that children with drug-resistant epilepsy display in neuropsychological functioning. To halt this decline as soon as possible or, potentially, to prevent it from occurring in the first place, children with focal epilepsy should be considered for epilepsy surgery as early as possible after diagnosis.

Retinal OCT biomarkers associated with reading performance in patients with persistent vs. resolved diabetic macular edema.

Recent advancements in imaging technologies, particularly structural optical coherence tomography (OCT), have improved the understanding of diabetic macular edema (DME) pathophysiology and provided valuable biomarkers for disease progression and visual outcomes. This prospective study aimed to investigate the association between specific retinal biomarkers identified through OCT imaging and reading performance metrics in patients with previously treated persistent versus resolved DME and good visual acuity. Forty-nine eyes from 35 patients with a history of DME were enrolled. Reading performance was assessed using the Radner reading charts, which include standardized sentences with geometrically progressing print sizes. Structural alterations in the inner and outer retina, as well as the retinal pigment epithelium (RPE), were graded based on OCT images. Reading performance, measured as maximum reading speed, was associated with specific retinal biomarkers. The disruption of the ellipsoid zone (EZ) in the parafoveal region and the presence of disorganization of the inner retinal layers (DRIL) in the parafovea were correlated with reduced reading speed. These associations were independent of the presence of intraretinal or subretinal fluid. Understanding the relationship between retinal biomarkers and reading performance could contribute to a comprehensive evaluation of visual function and quality of life in patients with DME, leading to better management strategies and treatment outcomes.

Reading Skill Profiles in School-Aged Italian-Speaking Children: A Latent Profile Analysis Investigation into the Interplay of Decoding, Comprehension and Attentional Control.

Our study examined the complex relationships among reading performance (decoding, comprehension) and language, visuo-spatial, and attentional control abilities in 115 Italian-speaking children. Latent profile analysis was used to identify distinct clusters of participants showcasing quantitative differences in decoding skills, including word, pseudo-word, text reading speed and accuracy. Then, we used this classification to investigate group differences in a variety of linguistic, working memory, and visuo-spatial tasks, as well as in reading comprehension skills, by means of multivariate and univariate tests. Our results reveal significant links between reading proficiency and several key factors: language skills, visuo-spatial abilities, and attentional control. These findings illuminate the nuanced impact of domain-general processes that govern a series of linguistic and visuo-perceptive subcomponents during reading tasks. Additionally, using dominance analysis, predictors of written text comprehension were identified. Our findings suggest that effective reading comprehension relies on a synergistic interplay of adequate reading speed, attentional control, working memory, and verbal fluency, accounting for 23% of the explained variance. This study highlights the multifaceted nature of reading proficiency and suggests that a broader perspective is necessary to fully understand reading development and support its improvement.

The impact of augmented reality glasses on human visual efficiency and digital eye fatigue

Objective: To investigate the differences in reading efficiency and visual fatigue between the use of augmented reality (AR) glasses and laptops. Methods: A prospective self-controlled study was conducted. Healthy students from Capital Medical University who frequently engaged in long-term near work and used laptops and other digital display devices were recruited as subjects at Beijing Tongren Hospital, Capital Medical University between November 1 and November 15, 2023. LogMAR visual acuity, visual functions (accommodation, convergence, and fusion), and visual fatigue scores (Likert visual fatigue scale) of the participants were assessed. The order of using the laptop and AR glasses for each participant was determined by a coin toss. Reading efficiency (reading speed and error rate multiplied by the detection rate of incorrect numbers) with different devices for 10 minutes at the same time on different dates and visual fatigue scores after watching a 20-minute video were measured. Statistical analyses were performed using paired t-tests and Wilcoxon signed-rank tests. Results: A total of 20 eligible subjects were included, comprising 7 males and 13 females, with a mean age of (25.45±2.27) years. There was no significant change in binocular visual acuity before and after using AR glasses and laptops (both P>0.05). The reading speed and reading efficiency of using AR glasses [(34.03±9.25) and (29.19±7.62) digits/min, respectively] were significantly lower than those of using laptops [(39.43±10.36) and (35.67±9.87) digits/min, respectively] (t=4.36, P<0.001), while the difference in error detection rate was not statistically significant (t=1.29, P=0.213). There was no statistically significant difference in visual fatigue scores before watching videos with the two devices (Z=-0.71, P=0.480). However, the visual fatigue score after watching videos with AR glasses [(20.55±5.04) points] was significantly higher than that with laptops [16.50 (13.00, 19.75) points] (Z=-2.85, P=0.004). The visual fatigue scores after watching videos with both devices were significantly higher than before (P<0.05), with a more significant increase observed with AR glasses [(6.05±3.50) points] (Z=-3.41, P<0.001). Conclusion: Compared with using laptops, the reading speed and efficiency were lower, and the visual fatigue was more pronounced with the use of AR glasses at the current technical level. Further optimization and improvement of AR glasses are warranted.