Text-level Reading Research Articles

Schizotypal traits and their relationship to reading abilities in healthy adults

Schizotypal traits (i.e., personality characteristics that range from mild eccentricities to more pronounced schizophrenia-like perceptions, thought patterns, and behaviours) have been associated with a variety of cognitive impairments, including difficulties in language processing. Although these difficulties span several aspects of language (e.g., semantic processing, verbal fluency, visual word recognition), it is unclear whether reading abilities are also affected. Thus, the current study employed the Schizotypal Personality Questionnaire (SPQ) – Brief (Raine and Benishay, 1995) to examine how schizotypal traits impact both word-level and text-level reading skills (using a battery of standardized assessments) in a sample of healthy young adults. We found some evidence that higher schizotypal traits, specifically, increased Disorganized factor scores (reflecting aberrant thinking, communication patterns, and behaviour), were associated with reduced word-level reading abilities. However, this finding did not remain significant after correcting for multiple comparisons. Overall, our study suggests that reading may be another aspect of language affected by schizotypal traits, although additional research (with greater power) is needed to further explore and confirm this finding.

Education runs quickly violence runs slowly: An analysis of closed captioning speed and reading level in children’s television franchises

Closed captioning is a great example of how efforts in technological equity can benefit all, as closed captioning has become a common tool in childhood literacy and new language learning for adults. In comparison to traditional print reading forms closed captioning is in its infancy. Popular methodologies for assessing reading level of text were invented before closed captioning existed. This study is an investigates an aspect of closed captioning that has historically received less attention, the content and reading level of the closed captions. While considerable research attention has been given to the role of speed in relation to reading comprehension of closed captioning, less attention has been given to specific analysis of closed captioning content. This study analyzed closed captioning text extracted from 337 episodes of popular children’s television shows through the lens of content and reading level analysis using both traditional literacy tools and tools for analysis of closed captions. The goal was to provide insight for language teachers, parents of deaf children, and other relevant practitioners to make more informed and equitable decisions about children’s programming. The 21 shows sampled displayed clear patterns based on genres and age. The data also provided insight into methodological assessment differences between closed captioning and traditional print forms.

Quality and accessibility of liquid biopsy information: An analysis of online content.

11010 Background: Circulating tumor DNA assays, also known as liquid biopsies, are increasingly used by oncologists to evaluate residual disease, cancer genomic composition, resistance mechanisms, and guide therapy selection. Since patients often use the internet as a source of medical information, we evaluated the quality, accessibility, and understandability of publicly available online information on liquid biopsies. Methods: We performed a cross-sectional study of 100 videos and 100 webpages that resulted from the search of “liquid biopsy” on a commonly used search engine (Google) and social network (YouTube). Videos over 5 min, scientific articles, and non-English content were excluded. Videos were evaluated for content, intended audience, and perceived sex and race/ethnicity of speakers. Two independent reviewers evaluated understandability and quality of health information using two validated tools for consumer health information (PEMAT, DISCERN). Any disagreements were resolved by a 3rd independent reviewer. Webpages were evaluated for accessibility (use of visual aids, other languages), quality of information (authors, citations, indications, limitations, cost), reading level, and presence of commercial bias. Reading level was evaluated using the validated Flesch-Kincaid (FK), Gunning Fog (GF), and SMOG indices. Data was summarized with descriptive statistics. Results: We reviewed 100 videos, with 190 median views per video (IQR: 75-719). Most videos were intended for a scientific audience (72%) and lacked diversity of speakers. The majority of featured speakers were perceived as male (65%) and non-Hispanic white (72%). Overall, liquid biopsy videos were complex and low quality. Only 9% of videos were understandable and 8% presented moderate to high quality health information. Furthermore, we reviewed 100 webpages about liquid biopsies; key characteristics are summarized in the table. About a third of webpages included indications (36%) and limitations (35%) of liquid biopsies. Webpages had a median text reading level of 14.1 (IQR: 12.1-15.8), 16.4 (IQR: 14.4-18.6), and 15.9 (IQR: 13.9-16.9) based on FK, GF, and SMOG indices, respectively. Only 2 websites had one index reading level of 8th grade or lower as recommended by the NIH and CDC. Conclusions: Online content about liquid biopsies is complex and requires education levels exceeding the reading level of the general US population. Extensive shortcomings in sources of unbiased and understandable information for patients with cancer exist. As novel diagnostic technologies and treatments emerge, efforts should be made to develop understandable, unbiased, and high-quality information resources for patients with cancer. Characteristics of liquid biopsy webpages. [Table: see text]

Comprehensive Assessment of Reading in Aphasia (CARA) reading questionnaire-German version.

Reading comprehension is frequently impaired in persons with aphasia (PWA). For goal-setting and outcome measurement, speech and language therapists (SLTs) need to determine an individual's perspective of their reading difficulties and everyday reading activities. The Comprehensive Assessment of Reading in Aphasia (CARA) reading questionnaire provides a person-centred tool to find out the individual perception of reading functions, reading-related emotions and reading activities in PWA. It was developed and evaluated in English. So far, there is no equivalent instrument in German. To translate and adapt the CARA reading questionnaire into German language and culture, to evaluate its practicability and acceptance, and to provide the first psychometric properties of the German version. Based on translation and adaptation guidelines, we conducted two forward translations that were merged and then adapted. A back translation was prepared and compared with the original version. It was found to be semantically equivalent by one of the authors of the original version. We performed pilot testing with 12 PWA, and the pilot version was adapted according to the comments of these participants. We then collected data on self-reported perception of reading and on psychometric properties of the translated and adapted German version. A total of 22 German-speaking PWA completed the questionnaire at least five times during an intervention study. We analysed retest reliability with Spearman correlation, internal consistency with Cronbach's alpha, internal responsiveness with the standardized response mean, as well as the relationship between outcomes of the questionnaire and text comprehension measures using repeated measures correlations. Our data suggest good practicability and acceptance of the German version of the CARA reading questionnaire as well as appropriate validity, reliability and sensitivity to measure therapy-induced change. We found moderate correlations between outcomes of the questionnaire and text-level reading speed. The German version of the CARA reading questionnaire could be helpful in intervention planning and goal-setting with German-speaking PWA. By using the questionnaire, SLTs can find out about a person's individual perception of reading difficulties as well as individually relevant reading activities. The questionnaire provides a tool to measure change and is therefore valuable to demonstrate self-reported individual progress. As reading speed seems to be an indicator of personal perception of reading difficulty, it is important to consider reading speed in reading interventions and in reading comprehension assessments. What is already known on the subject Reading comprehension is frequently impaired in PWA. Reading preferences, the perception of difficulties and the impact on everyday life reading activities are specific to the individual and thus need to be known for goal-setting, intervention planning and monitoring of change. As part of a comprehensive assessment of reading, Morris etal. developed a person-centred English language questionnaire for this purpose. So far, there is no equivalent tool in German. What this paper adds to the existing knowledge In this study, we translated and adapted the questionnaire to German language and culture, and analysed its validity and reliability with German-speaking PWA. We demonstrated that the German version is accessible for German-speaking PWA, and that it has appropriate validity, reliability and sensitivity to measure self-reported change. Outcomes of the questionnaire correlate with text level reading speed. What are the potential or actual clinical implications of this work? The German version of the questionnaire could be a valuable self-reported outcome measure to assess individual perceptions of reading and to measure progress (as perceived by an individual) as a consequence of recovery or intervention in either clinical or research settings. As reading speed might be an indicator of everyday life reading as perceived by an individual, it should be considered in reading assessments and interventions.

Evaluation of quality and readability of over-the-counter medication package inserts.

Over-the-counter (OTC) medication package inserts are vital references for healthcare professionals to make drug recommendations and influential education materials that patients commonly refer to when self-caring. However, little is known about the quality and readability of the OTC medication package inserts in China. This study aimed at evaluating the quality and readability of OTC medication package inserts. Package inserts of OTC medication were selected based on the market share and pharmacological category. The quality of the package inserts was evaluated based on standards adapted separately from the Chinese National Medical Products Administration (NMPA) and European Medicines Agency's (EMA) Working Group. The readability was assessed using the Patient Education Materials Assessment Tool (PEMAT) in conjunction with the Chinese Readability Index Explorer (CRIE). A total of 29 OTC medication package inserts consisting of 12 Western Medicine (WM) and 17 Chinese Tradition Patent Medicine (CTPM) package inserts were included. Overall, the OTC package inserts met 92% of the NMPA standards and 54% of the EMA standards. In terms of readability assessment using PEMAT, the overall median (interquartile range) understandability score was 38% (38-45%) and for actionability score was 40% (40-55%). The overall text reading level of package inserts measured by the CRIE, after removing some medical jargon, is equivalent to the median reading level for the 12th (9.5-12th) grade reading level. The quality of OTC medication package inserts was satisfactory under internal standards but poor under international standards. Some OTC pharmacological information is not provided due to lack of research, especially for CTPM. A more informative and comprehensive package insert may be needed to guide drug use decisions. OTC medication package inserts are not appropriate patient education materials in terms of readability. Additional materials may be developed to supplement package inserts for patient education for OTC medications.

The Role Reading Fluency Plays in Reading Abilities of Advanced Korean EFL Readers

The current study aimed to explore the effects of reading fluency on reading comprehension abilities. In doing so, different levels of reading fluency (i.e., word and text level) and different measures of reading fluency (i.e., oral and silent reading fluency) were considered. A total of 31 advanced Korean EFL readers in high schools were opted for, and the data were analyzed with hierarchical and multiple regression analyses. The results showed that oral reading fluency, which includes word and text level reading fluency, did not take up unique variance when silent reading fluency and vocabulary knowledge were taken into consideration. However, these results were mainly attributed to word reading fluency, revealing that text level reading fluency was a significant contributor to reading abilities. To be specific, while both oral and silent text level reading fluency took up additional predictive power when controlling for each other, the predictability of the latter was larger than that of the former. These results imply that for advanced readers, rapid reading of a passage silently as well as orally will positively affect their reading comprehension abilities, while silent text reading fluency has a more crucial role in boosting their reading abilities.

Word- and Text-Level Reading Difficulties in Students With Dyslexia

The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive processing skills (phonological awareness, rapid automatized naming [RAN], and verbal short-term memory), word reading skills (decoding and word identification), oral text reading (fluency and comprehension), and silent text reading (fluency and comprehension). Word- and text-level reading skills were used to place students into the following groups: text fluency deficit, globally impaired, and partially remediated. Results replicated the existence of a text fluency deficit group. Reader group differences in terms of cognitive processing skills were less pronounced than expected, with only phonological awareness differentiating among them. Phonological awareness and RAN emerged as the important contributors to reading skill, though their relative contributions varied across word- and text-level measures. Together, these results point to importance of considering text-level reading processes across modality in both research and clinical contexts.

Controlling speed in component skills of reading improves the explanation of reading comprehension.

Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be misleading because there is a within-person dependency between both variables (speed–ability tradeoff [SAT]). Therefore, the present study measures efficiency as ability conditional on speed by controlling speed experimentally with item-level time limits. The proposed timed ability measures of reading component skills are expected to have a clearer interpretation in terms of efficiency and to be better predictors for reading comprehension. To support this claim, this study investigates two component skills, visual word recognition and sentence-level semantic integration (sentence reading), to understand how differences in ability in a timed condition are related to differences in ability and speed in a traditional untimed condition. Moreover, untimed and timed reading component skill measures were used to explain reading comprehension. A German subsample from Programme for International Student Assessment (PISA) 2012 completed the reading component skills tasks with and without item-level time limits and PISA reading tasks. The results showed that timed ability is only moderately related to untimed ability. Furthermore, timed ability measures proved to be stronger predictors of sentence-level and text-level reading comprehension than the corresponding untimed ability and speed measures, although using untimed ability and speed jointly as predictors increased the amount of explained variance. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

The Effects of Vocabulary Depth and Text Reading Fluency on Reading Comprehension

This study investigated the relative predictive power of vocabulary depth and reading fluency on the reading comprehension of advanced Korean EFL learners in college. By doing so, the scope of paradigmatic relations, as part of vocabulary depth, was extended to encompass associative vocabulary as well as synonyms and antonyms, and reading fluency at the discourse level was considered. For this study, 139 college students were tested on a range of vocabulary depth tests, as well as reading comprehension and text-level reading fluency. The findings revealed that although both vocabulary depth and reading fluency are significant contributors to reading comprehension abilities, the predictability of vocabulary depth was larger than that of reading fluency. In addition, associative vocabulary not only revealed additional predictive power for reading comprehension on top of reading fluency, synonyms and antonyms, but also showed stronger predictability compared to synonyms and antonyms. These results highlight that both vocabulary depth, especially the knowledge of how words are related together, and text-level reading fluency play a crucial role in boosting the reading comprehension abilities of even advanced L2 readers.

Group Stability and Reading Profiles of Students With Dyslexia: A Double-Deficit Perspective

This study examined the Double-Deficit Hypothesis (DDH) by classifying students with dyslexia into four distinct groups, comparing group differences on text-level reading tasks, and examining group stability across one school year (fall to spring). Elementary students ( N = 109) were administered measures of reading fluency, reading comprehension, and phonological processing across the school year. DDH group membership was determined by the presence of phonological awareness deficits (PD), naming speed deficits (NSD), double-deficits (DD) in both skills, or no deficits for typically developing (TD) readers. The McNemar test was used to determine the stability of DDH group membership. Analysis of covariance was used to compare DDH groups on text-level reading tasks at each time point after controlling for gender. Overall, reading profiles across the fall DDH groups were congruent with DDH theory, but instability was found in the reading patterns and group membership across time. Nearly half (47.71%) of participants changed DDH groups across the school year, and reading skill differences between the single-deficit groups dissipated in the spring. Results provide partial support for the DDH subgroups. More research is needed to understand the utility of the DDH subtypes for future assessment and intervention practices.

Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia.

Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests-Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests-Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia-Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation were used to examine associations among reading measures. Results Persons with aphasia showed associations between single word reading and connected text reading accuracy; however, single word reading ability was not associated with oral or silent reading comprehension. Conclusions Although preliminary, the findings provide support for word-level reading abilities underlying connected text reading accuracy but suggest additional cognitive mechanisms are involved in text-level reading comprehension that are not explained by single word reading alone. The findings indicate clinicians should use caution when inferring comprehension abilities from single word reading performance as reading comprehension abilities are likely best assessed using text-level comprehension assessments.

Visual-spatial Attention and Reading Achievement in Hong Kong Chinese Children: Evidence from a One-year Longitudinal Study

ABSTRACTThis study examined whether visual-spatial attention could predict Chinese reading achievement longitudinally beyond some well-established reading precursors. A total of 257 second- and third-grade Hong Kong Chinese-speaking children participated in the study. Visual-spatial attention was measured by visual search tasks, which assessed the skills in highly inefficient and efficient searches. Chinese character reading, word reading fluency and reading comprehension skills were measured 1 year later. Latent variable path analysis showed that the skill in inefficient search uniquely predicted later word reading after the model controlled for phonological awareness, vocabulary knowledge, orthographic awareness, age and nonverbal IQ; while its effect on reading comprehension was completely mediated by word reading. Moreover, the skill in highly efficient search was not a unique predictor of both reading skills. The findings indicated the roles of top-down visual-spatial attention for word- and text-level Chinese reading.

The Effects of Reading Aloud Strategies on Text Level Difficulties, Reading Proficiency and Reading Comprehension Skill

Reading aloud is an essential learning strategy that can increase the quality of students’ reading comprehension abilities, which significant role may help them to overcome text level difficulties of the learning materials. This pilot study focused on reading aloud as an appropriate reading strategy for efficient outcomes for low-proficiency Saudi students. Mixed method design was employed with the administration of three research instruments; a reading test, a questionnaire and an interview protocol for teachers and students. Participants were 30 postgraduate students who attended a foundation English course at a public university in Saudi Arabia. The students were put into an experimental group where the reading aloud strategies were applied. The findings showed significant results. The results of the reading test and questionnaire showed that the students did better in the posttest than the pretest. In general, most of the students indicated that reading aloud strategies have helped them to improve their reading proficiency, better understand higher level texts, and hence improve their reading comprehension skill.

Randomized trial of iReadMore word reading training and brain stimulation in central alexia

Central alexia is an acquired reading disorder co-occurring with a generalized language deficit (aphasia). We tested the impact of a novel training app, 'iReadMore', and anodal transcranial direct current stimulation of the left inferior frontal gyrus, on word reading ability in central alexia. The trial was registered at www.clinicaltrials.gov (NCT02062619). Twenty-one chronic stroke patients with central alexia participated. A baseline-controlled, repeated-measures, crossover design was used. Participants completed two 4-week blocks of iReadMore training, one with anodal stimulation and one with sham stimulation (order counterbalanced between participants). Each block comprised 34 h of iReadMore training and 11 stimulation sessions. Outcome measures were assessed before, between and after the two blocks. The primary outcome measures were reading ability for trained and untrained words. Secondary outcome measures included semantic word matching, sentence reading, text reading and a self-report measure. iReadMore training resulted in an 8.7% improvement in reading accuracy for trained words (95% confidence interval 6.0 to 11.4; Cohen's d = 1.38) but did not generalize to untrained words. Reaction times also improved. Reading accuracy gains were still significant (but reduced) 3 months after training cessation. Anodal transcranial direct current stimulation (compared to sham), delivered concurrently with iReadMore, resulted in a 2.6% (95% confidence interval -0.1 to 5.3; d = 0.41) facilitation for reading accuracy, both for trained and untrained words. iReadMore also improved performance on the semantic word-matching test. There was a non-significant trend towards improved self-reported reading ability. However, no significant changes were seen at the sentence or text reading level. In summary, iReadMore training in post-stroke central alexia improved reading ability for trained words, with good maintenance of the therapy effect. Anodal stimulation resulted in a small facilitation (d = 0.41) of learning and also generalized to untrained items.10.1093/brain/awy138_video1awy138media15796149281001.

Effects of a Syllable-Based Reading Intervention in Poor-Reading Fourth Graders.

In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school.

An Examination of Reading Skills and Reading Outcomes for Youth Involved in a Crime Prevention Program

ABSTRACTThis study examined the incidence of reading impairments, the reading profiles, and the outcomes of a reading intervention for youth involved in a comprehensive crime prevention program. Rates of reading impairments were between 55% and 61%. Reading profiles for participants with reading comprehension impairments showed deficits in phonological decoding and word reading similar to a comparison group without behavioral risks. A subset of the prevention program participants and an age- and reading level–matched comparison group received a phonology- and word-focused reading intervention. Following the intervention, both groups showed reliable and academically meaningful improvements on word- and text-level reading outcomes. The comparison group tended to have higher scores on reading comprehension; however, both groups made significant gains in this area. The reading profiles and positive outcomes in this study suggest that word-focused reading remediation will be effective for youth at imminent risk for antisocial conduct and involvement with the criminal justice system.

Reading comprehension and immersion schooling: evidence from component skills.

The present research aims to assess literacy acquisition in children becoming bilingual via second language immersion in school. We adopt a cognitive components approach, assessing text-level reading comprehension, a complex literacy skill, as well as underlying cognitive and linguistic components in 144 children aged 7 to 14 (72 immersion bilinguals, 72 controls). Using principal component analysis, a nuanced pattern of results was observed: although emergent bilinguals lag behind their monolingual counterparts on measures of linguistic processing, they showed enhanced performance on a memory and reasoning component. For reading comprehension, no between-group differences were evident, suggesting that selective benefits compensate costs at the level of underlying cognitive components. Overall, the results seem to indicate that literacy skills may be modulated by emerging bilingualism even when no between-group differences are evident at the level of complex skill, and the detection of such differences may depend on the focus and selectivity of the task battery used.

Exploring the Effects of Text Length and Difficulty on RSVP Reading

Recent marketing efforts claim that by removing saccades, well designed Rapid Serial Visual Presentation (RSVP) text displays can increase reading speed without an overall loss of comprehension. Due to the cognitive load when displaying long text it has been suggested that RSVP is better utilized in shorter text or longer text presented in small sections. With the introduction of smart watches as display mediums, opportunities for these types of text display have become more prominent due to their small form-factor. These small screen displays have limited space and often are used to convey short messages, which have motivated a closer look at RSVP. In the current study, we investigate the effects of text length and text reading level on comprehension. We compare RSVP to traditional (left-to-right) text presentations. In line with previous studies our results show that there were no differences between comprehension for RSVP and traditional text displays at normal reading speeds. Future, research may focus on the effects of training and familiarity with RSVP and its performance at the marketed higher readings speeds.

Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings.

Seven children with dyslexia and/or dysgraphia (2 girls, 5 boys, M=11 years) completed fMRI connectivity scans before and after twelve weekly computerized lessons in strategies for reading source material, taking notes, and writing summaries by touch typing or groovy pencils. During brain scanning they completed two reading comprehension tasks-one involving single sentences and one involving multiple sentences. From before to after intervention, fMRI connectivity magnitude changed significantly during sentence level reading comprehension (from right angular gyrus→right Broca's) and during text level reading comprehension (from right angular gyrus→cingulate). Proportions of ideas units in children's writing compared to idea units in source texts did not differ across combinations of reading-writing tasks and modes. Yet, for handwriting/notes, correlations insignificant before the lessons became significant after the strategy instruction between proportion of idea units and brain connectivity at all levels of language in reading comprehension (word-, sentence-, and text) during scanning; but for handwriting/summaries, touch typing/notes, and touch typing/summaries changes in those correlations from insignificant to significant after strategy instruction occurred only at text level reading comprehension during scanning. Thus, handwriting during note-taking may benefit all levels of language during reading comprehension, whereas all other combinations of modes and writing tasks in this exploratory study appear to benefit only the text level of reading comprehension. Neurological and educational significance of the interdisciplinary research findings for integrating reading and writing and future research directions are discussed.

The nature and treatment of phonological text agraphia

ABSTRACTPhonological alexia and agraphia are written language disorders characterised by disproportionate difficulty reading and spelling nonwords in comparison to real words. In phonological alexia, it has been shown that, despite relatively accurate reading of words in isolation, text-level reading deficits are often marked and persistent. Specifically, some individuals demonstrate difficulty reading functors and affixes in sentences, a profile referred to as phonological text alexia. In this paper, we demonstrate an analogous manifestation of the phonological impairment on text-level writing and suggest the term “phonological text agraphia”. We examined four individuals with phonological alexia/agraphia who also showed disproportionate difficulty writing well-formed sentences in comparison to their grammatical competence in spoken utterances. Implementation of a phonological treatment protocol resulted in significantly improved sublexical phonology skills as well as improvements in grammatical accuracy of written narratives. These findings support the notion of a common phonological impairment underlying nonword reading/spelling deficits and sentence-level difficulties.