Mammography screening: an incremental cost effectiveness analysis of double versus single reading of mammograms.

OBJECTIVE--To compare mammography reading by one radiologist with independent reading by two radiologists. DESIGN--An observational non-randomised trial at St Margaret''s Hospital, Epping. SUBJECTS-- 33 734 consecutive attenders for breast screening in the main trial and a sample of 132 attenders for assessment who provided data on private costs. INTERVENTIONS--Three reporting policies were compared: single reading, consensus double reading, and non-consensus double reading. MAIN OUTCOME MEASURES--Numbers of cancers detected, recall rates, screening and assessment costs, and cost effectiveness ratios. RESULTS--A policy of double reading followed by consensus detected an additional nine cancers per 10 000 women screened (95% confidence interval 5 to 13) compared with single reading. A non-consensus double reading policy detected an additional 10 cancers per 10 000 women screened (95% confidence interval 6 to 14). The difference in numbers of cancers detected between the consensus and non-consensus double reading policies was not significant (95% confidence interval -0.2 to 2.2). The proportion of women recalled for assessment after consensus double reading was significantly lower than after single reading (difference 2.7%; 95% confidence interval 2.4% to 3.0%). The recall rate with the non-consensus policy was significantly higher than with single reading (difference 3.0%; 2.5% to 3.5%). Consensus double reading cost less than single reading (saving 4853 pounds per 10 000 women screened). Non-consensus double reading cost more than single reading (difference 19 259 pounds per 10 000 women screened). CONCLUSIONS--In the screening unit studied a consensus double reading policy was more effective and less costly than a single reading policy.     

Effects of Metalinguistic Awareness on Reading Comprehension and the Mediator Role of Reading Fluency from Grades 2 to 4

Purpose

This study examined the contribution of metalinguistic awareness including morphological awareness, phonological awareness and orthographical awareness to reading comprehension, and the role of reading fluency as a mediator of the effects of metalinguistic awareness on reading comprehension from grades 2 to 4.

Methods

Four hundred and fifteen elementary students in China mainland were administered a test battery that included measures of morphological awareness, phonological awareness, orthographical awareness, reading fluency, reading comprehension and IQ. Hierarchical regression and structural equation models (SEM) were used to analyze the data.

Results

Morphological awareness uniquely explained 9%, 10% and 13% variance of reading comprehension respectively from grade 2 to grade 4, however, phonological awareness and orthographical awareness did not contribute to reading comprehension; Reading fluency partially mediated the effect of morphological awareness on reading comprehension in grades 2-4.

Conclusions

These findings indicated that reading fluency and morphological awareness should be facilitated in the Chinese instruction. Morphological awareness played an important role in Chinese reading and affected reading comprehension in grades 2 to 4; Reading fluency was a significant link between morphological awareness and reading comprehension in grades 2-4.     

The Role of Visual Processing Speed in Reading Speed Development

A steady increase in reading speed is the hallmark of normal reading acquisition. However, little is known of the influence of visual attention capacity on children''s reading speed. The number of distinct visual elements that can be simultaneously processed at a glance (dubbed the visual attention span), predicts single-word reading speed in both normal reading and dyslexic children. However, the exact processes that account for the relationship between the visual attention span and reading speed remain to be specified. We used the Theory of Visual Attention to estimate visual processing speed and visual short-term memory capacity from a multiple letter report task in eight and nine year old children. The visual attention span and text reading speed were also assessed. Results showed that visual processing speed and visual short term memory capacity predicted the visual attention span. Furthermore, visual processing speed predicted reading speed, but visual short term memory capacity did not. Finally, the visual attention span mediated the effect of visual processing speed on reading speed. These results suggest that visual attention capacity could constrain reading speed in elementary school children.     

Turning the Page for Spot: The Potential of Therapy Dogs to Support Reading Motivation Among Young Children

ABSTRACT

This study investigated whether dogs might facilitate a context conducive to reading for children when they are faced with a challenging reading passage. A within-subjects design was used to assess children’s motivation to read in two conditions: with a therapy dog and without a therapy dog. Seventeen children (8 girls; 9 boys) in Grades 1 to 3 (aged 6–8 years) and their parents participated in this study. Results of a multivariate repeated-measures ANOVA with two levels suggested that the presence of a therapy dog positively impacted children’s reading motivation and persistence when they were faced with the task of reading a challenging passage. Specifically, children confirmed feeling significantly more interested and more competent when reading in the presence (versus absence) of a therapy dog. Additionally, participants spent significantly more time reading in the presence of the therapy dog than when they read without the therapy dog present. To the best of our knowledge, this study is the first to use a within-subjects design to explore children’s reading motivation and reading persistence during a canine-assisted reading task. Moreover, as canine-assisted reading interventions assume that the reading context is one that may present a challenge, this research is unique because the reading passages were carefully selected and assigned to each participant to ensure that each child was provided with a challenging reading task. This research holds implications for the development of a gold-standard canine-assisted intervention for young struggling readers.     

The Genetic and Environmental Foundation of the Simple View of Reading in Chinese

The Simple View of Reading (SVR) in Chinese was examined in a genetically sensitive design. A total of 270 pairs of Chinese twins (190 pairs of monozygotic twins and 80 pairs of same-sex dizygotic twins) were tested on Chinese vocabulary and word reading at the mean age 7.8 years and reading comprehension of sentences and passages one year later. Results of behavior-genetic analyses showed that both vocabulary and word reading had significant independent genetic influences on reading comprehension, and the two factors together accounted for most but not all of the genetic influences on reading comprehension. In addition, sentence comprehension had a stronger genetic correlation with word reading while passage comprehension showed a trend of stronger genetic overlap with vocabulary. These findings suggest that the genetic foundation of the SVR in Chinese is largely supported in that language comprehension and decoding are two core skills for reading comprehension in nonalphabetic as well as alphabetic written languages.     

Self-reported reading problems in parents of twins with reading difficulties.

Parents of 323 twin pairs with reading disability (RD) reported significantly more problems learning to read (16% of mothers and 33% of fathers) than parents of 309 twin pairs without reading difficulties (6% of mothers and 9% of fathers). These rates of self-reported reading problems in parents of twins are highly similar to those previously obtained in parents of non-twin children with RD and controls, suggesting that the etiology of reading deficits in twin and non-twin children may also be highly similar. Moreover, within both the RD and control samples, twins whose parents self-reported a positive history of reading problems had lower reading performance test scores, on average, than those whose parents reported no reading problems. Therefore, results of the present twin study support those of previous studies with non-twin children in which parental self-reports have been found to provide a valid index of family history status for reading difficulties.     

Autonomic Regulation of Heart Rate and Distinctive Features of Oculomotor Activity in Eight- to Nine-Year-Old Boys and Girls during the Reading of Texts of Different Complexities

Distinctive features of autonomic regulation of the heart rate and spatiotemporal parameters of eye movements during the reading of texts of different complexities levels from a computer screen have been analyzed in girls and boys eight to nine years of age. Sex-related differences in heart rate variability (HRV) pattern were already observed in the resting state, since parasympathetic effects were stronger in boys than in girls. Parasympathetic activity decreased in boys who were reading texts of different complexities. The most pronounced decrease was observed during the reading of the first (simple) text. The changes in girls were mostly due to an increase in sympathetic activity and were less pronounced than in boys. Oculomotor activity analysis revealed differences in reading process strategy: reading was more fragmented (discrete) in the girls and more integrated in the boys. However, reading skills were not fully developed in children of eight to nine years of age, since “syllabized” reading was observed in girls and boys alike.     

The neural basis of hyperlexic reading: an FMRI case study

Children with autism spectrum disorders in very rare cases display surprisingly advanced "hyperlexic" reading skills. Using functional magnetic resonance imaging (fMRI), we studied the neural basis of this precocious reading ability in a 9-year-old hyperlexic boy who reads 6 years in advance of his age. During covert reading, he demonstrated greater activity in the left inferior frontal and superior temporal cortices than both chronological age- and reading age-matched controls. Activity in the right inferior temporal sulcus was greater when compared to reading age-matched controls. These findings suggest that precocious reading is brought about by simultaneously drawing on both left hemisphere phonological and right hemisphere visual systems, reconciling the two prevailing, but seemingly contradictory, single hemisphere theories of hyperlexia. Hyperlexic reading is therefore associated with hyperactivation of the left superior temporal cortex, much in the same way as developmental dyslexia is associated with hypoactivation of this area.     

An open reading frame upstream from the nifH gene of Klebsiella pneumoniae

An open reading frame upstream from nifHDK operon of Klebsiella pneumoniae had been described. The orientation of this open reading frame is opposite to that of nifHDK and sequence homology was found between the open reading frame promoter and the promoter of nifHDK operon. A recombinant plasmid carrying the promoter region of the open reading frame fused to the beta-galactosidase gene was constructed. Strains of E.coli were transformed with the plasmid containing this open reading frame promoter-lacZ fusion or co-transformed with it and a plasmid carrying the nifA gene. An appreciable activity of beta-galactosidase was found in strains which received both plasmids, indicating that the promoter of the open reading frame can be activated by the product of nifA gene. Thus, the open reading frame found between nifHDK operon and nifJ behaves just like other nif genes of K.pneumoniae in requiring the product of nifA as the positive effector for expression.     

Connected Text Reading and Differences in Text Reading Fluency in Adult Readers

The process of connected text reading has received very little attention in contemporary cognitive psychology. This lack of attention is in parts due to a research tradition that emphasizes the role of basic lexical constituents, which can be studied in isolated words or sentences. However, this lack of attention is in parts also due to the lack of statistical analysis techniques, which accommodate interdependent time series. In this study, we investigate text reading performance with traditional and nonlinear analysis techniques and show how outcomes from multiple analyses can used to create a more detailed picture of the process of text reading. Specifically, we investigate reading performance of groups of literate adult readers that differ in reading fluency during a self-paced text reading task. Our results indicate that classical metrics of reading (such as word frequency) do not capture text reading very well, and that classical measures of reading fluency (such as average reading time) distinguish relatively poorly between participant groups. Nonlinear analyses of distribution tails and reading time fluctuations provide more fine-grained information about the reading process and reading fluency.     

Role of e-reader adoption in life cycle greenhouse gas emissions of book reading activities

Purpose

The purpose of this research is to identify at what extent e-book reading reduces global warming potential (GWP) of book reading activities relative to that of reading only paper books. Past studies assume e-books and paper books are interchangeable during consumption, but adopting e-book reading can alter reading patterns in reality. This research comparatively assessed the GWP of reading only paper books and that of reading pattern of after e-reader adoption of consumer segments.

Methods

We computed GWP of book reading activities of consumer segments that include a life cycle of paper book, e-book, and e-book reading device. Two e-book devices were considered: a designated e-book device (e-reader) and a tablet. The functional units are book reading activities per person and per person-book, which account the number of books purchased or acquired and the reading hours per person. We collected data through a web survey in the USA. Consumer segmentation was performed by analyzing the level of importance in the aspects of book reading activities as a measurement variable. To observe the changes in reading patterns upon e-reader adoption within the same population, we conducted a 3-month social experiment involving e-readers in the USA.

Results and discussion

Adopting e-readers was discovered to reduce both the GWP per person and the GWP per person-book of book reading activities. The GWP of e-books read with an e-reader and the GWP of paper books were found to break even at 4.7 books per year, provided consumers read less than 11 h a day. According to the web survey, e-reader users purchase more than seven e-books annually on average, which resulted in a smaller GWP per person-book relative to that of one paper book. Furthermore, the GWP per person in the social experiment was smaller for e-reader adopters than those who only read paper books because they substituted e-books for paper books. The overall book reading volume remains unchanged upon e-reader adoption.

Conclusions

Adoption of e-readers reduces the GWP from book reading activities with only paper books, provided more than 4.7 paper books are substituted by e-books annually, and provided consumers’ total consumption volume remain unchanged. E-reader adopters read sufficient number of e-books to break even with paper books. However, most e-reader adopters are yet to fully abandon paper books for e-books. Analyzing the differences in the reading experience between e-books and paper books is a future task.

     

Testing for the Dual-Route Cascade Reading Model in the Brain: An fMRI Effective Connectivity Account of an Efficient Reading Style

Neuropsychological data about the forms of acquired reading impairment provide a strong basis for the theoretical framework of the dual-route cascade (DRC) model which is predictive of reading performance. However, lesions are often extensive and heterogeneous, thus making it difficult to establish precise functional anatomical correlates. Here, we provide a connective neural account in the aim of accommodating the main principles of the DRC framework and to make predictions on reading skill. We located prominent reading areas using fMRI and applied structural equation modeling to pinpoint distinct neural pathways. Functionality of regions together with neural network dissociations between words and pseudowords corroborate the existing neuroanatomical view on the DRC and provide a novel outlook on the sub-regions involved. In a similar vein, congruent (or incongruent) reliance of pathways, that is reliance on the word (or pseudoword) pathway during word reading and on the pseudoword (or word) pathway during pseudoword reading predicted good (or poor) reading performance as assessed by out-of-magnet reading tests. Finally, inter-individual analysis unraveled an efficient reading style mirroring pathway reliance as a function of the fingerprint of the stimulus to be read, suggesting an optimal pattern of cerebral information trafficking which leads to high reading performance.     

Eye Movement Patterns in Natural Reading: A Comparison of Monolingual and Bilingual Reading of a Novel

Introduction and Method

This paper presents a corpus of sentence level eye movement parameters for unbalanced bilingual first language (L1) and second-language (L2) reading and monolingual reading of a complete novel (56 000 words). We present important sentence-level basic eye movement parameters of both bilingual and monolingual natural reading extracted from this large data corpus.

Results and Conclusion

Bilingual L2 reading patterns show longer sentence reading times (20%), more fixations (21%), shorter saccades (12%) and less word skipping (4.6%), than L1 reading patterns. Regression rates are the same for L1 and L2 reading. These results could indicate, analogous to a previous simulation with the E-Z reader model in the literature, that it is primarily the speeding up of lexical access that drives both L1 and L2 reading development. Bilingual L1 reading does not differ in any major way from monolingual reading. This contrasts with predictions made by the weaker links account, which predicts a bilingual disadvantage in language processing caused by divided exposure between languages.     

The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography

Over the past decades, the relation between reading skills and eye movement behavior has been well documented in English-speaking cohorts. As English and German differ substantially with regard to orthographic complexity (i.e. grapheme-phoneme correspondence), we aimed to delineate specific characteristics of how reading speed and reading comprehension interact with eye movements in typically developing German-speaking (Austrian) adolescents. Eye movements of 22 participants (14 females; mean age = 13;6 years;months) were tracked while they were performing three tasks, namely silently reading words, texts, and pseudowords. Their reading skills were determined by means of a standardized German reading speed and reading comprehension assessment (Lesegeschwindigkeits- und -verständnistest für Klassen 6−12). We found that (a) reading skills were associated with various eye movement parameters in each of the three reading tasks; (b) better reading skills were associated with an increased efficiency of eye movements, but were primarily linked to spatial reading parameters, such as the number of fixations per word, the total number of saccades and saccadic amplitudes; (c) reading speed was a more reliable predictor for eye movement parameters than reading comprehension; (d) eye movements were highly correlated across reading tasks, which indicates consistent reading performances. Contrary to findings in English-speaking cohorts, the reading skills neither consistently correlated with temporal eye movement parameters nor with the number or percentage of regressions made while performing any of the three reading tasks. These results indicate that, although reading skills are associated with eye movement patterns irrespective of language, the temporal and spatial characteristics of this association may vary with orthographic consistency.     

Association of DCDC2 Polymorphisms with Normal Variations in Reading Abilities in a Chinese Population

The doublecortin domain-containing 2 (DCDC2) gene, which is located on chromosome 6p22.1, has been widely suggested to be a candidate gene for dyslexia, but its role in typical reading development over time remains to be clarified. In the present study, we explored the role of DCDC2 in contributing to the individual differences in reading development from ages 6 to 11 years by analysing data from 284 unrelated children who were participating in the Chinese Longitudinal Study of Reading Development (CLSRD). The associations of eight single nucleotide polymorphisms (SNPs) in DCDC2 with the latent intercept and slope of children’s reading scores were examined in the first step. There was significant support for an association of rs807724 with the intercept for the reading comprehension measure of reading fluency, and the minor “G” allele was associated with poor reading performance. Next, we further tested the rs807724 SNP in association with the reading ability at each tested time and revealed that, in addition to significant associations with the two main reading measures (reading fluency and Chinese character reading) over multiple testing occasions, this SNP also showed associations with reading-related cognitive skills, including morphological production, orthographic judgment and phonological processing skills (rapid number naming, phoneme deletion, and tone detection). This study provides support for DCDC2 as a risk gene for reading disability and suggests that this gene is also operative for typical reading development in the Han population.     

What We Can Learn about Reading Development from the Analysis of Eye Movements

The paper presents the results of the study on reading mechanisms in children of primary school age performed using eye tracking. The participants were 36 second-grade pupils. Eye movements were registered when reading a specially developed set of sentences containing words with controlled length and frequency. Neuropsychological assessment and reading of words with regular and irregular spelling were also performed. The results confirm the data of reading analysis obtained in other languages and show that characteristics of eye movements during reading depend on the length and frequency of the word. The results indicate a close relationship between the characteristics of the oculomotor activity and the level of the development of reading skills. Analysis of the relationship of eye movements and neuropsychological assessments of the cognitive abilities of children shows that the executive functions and functions for visuospatial information processing are the most important in the second year of reading aquisition. The role of auditory information processing functions requires further investigation.     

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

Some 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.     

Probability of coding of a DNA sequence: an algorithm to predict translated reading frames from their thermodynamic characteristics.

An algorithm to determine the probability that a reading frame codifies for a protein is presented. It is based on the results of our previous studies on the thermodynamic characteristics of a translated reading frame. We also develop a prediction procedure to distinguish between coding and non-coding reading frames. The procedure is based on the characteristics of the putative product of the DNA sequence and not on periodicity characteristics of the sequence, so the prediction is not biased by the presence of overlapping translated reading frames or by the presence of translated reading frames on the complementary DNA strand.