Reading skills over time among children with Duchenne muscular dystrophy.

Duchenne muscular dystrophy (DMD) is an X-linked progressive neuromuscular disorder with a distinct cognitive profile including decreased verbal span. Children with DMD are also at risk for lower scores on academic achievement tests and increased behavioral problems. Longitudinal analyses generally reveal a stable intellectual profile, although attention and behavioral problems may negatively impact longitudinal IQ scores. To date, no study has reported on reading over time in DMD. Reading performance was assessed longitudinally in children with DMD, examining for potential contributions to the trajectory. Retrospective data analysis on assessments completed at baseline, year 2, and year 4 on 26 boys with DMD and 27 unaffected sibling controls (age at baseline: DMD 8 ± 1.4, controls 9 ± 2.6) indicated that children with DMD performed slightly, yet significantly, worse than controls on reading skills, but the longitudinal trajectory of reading skills for children with DMD and controls was not significantly different. Verbal span at time 1 was uniquely associated with later reading skills in children with DMD. Behavior was not associated with declines. The results confirm that children with DMD underperform on reading tasks and align with previous research suggesting that cognitive skills in DMD are stable over time.

Readability of Online Patient Education Materials for the 10 Most Common Hand Conditions.

Background Millions of individuals every day turn to the internet for assistance in understanding their hand conditions and potential treatments. While online educational resources appear abundant, there are concerns about whether resources meet the readability recommendations agreed upon by the American Medical Association (AMA) and the National Institutes of Health (NIH). Identifying educational resources that are readable for the majority of patients could improve a patient's understanding of their medical condition, subsequently improving their health outcomes. Methods The readability of the top five websites for the 10 most common hand conditions was examined using the Flesch-Kincaid (FK) analysis, comprising the FK reading ease and FK grade level. The FK reading ease score is an indicator of how difficult a text is to comprehend, while the FK grade level score is the grade level an individual reading a particular text would need to fully understand the text. Results The average FK reading ease was 56.00, which correlates with "fairly difficult (high school)". The average FK corresponded to an eighth-grade reading level, far above the sixth-grade reading level recommendation set by the AMA and NIH. Conclusion Patient education, satisfaction, and the patient-physician relationship can all be improved by providing patients with more readable educational materials. Our study shows there is an opportunity for drastic improvement in the readability of online educational materials. Guiding patients with effective search techniques, advocating for the creation of more readable materials, and having a better understanding of the health literacy barriers patients face will allow hand surgeons to provide more comprehensive care to patients.

Evaluating English-language morphological awareness assessments.

Many studies have shown that morphological knowledge has effects on reading comprehension separate from other aspects of language knowledge. This has implications for reading instruction and assessment: it suggests that children could have reading comprehension difficulties that are due to a lack of morphological knowledge, and thus, that explicit instruction of morphology might be helpful for them, indeed for all children. To find children who might especially benefit from specific instruction in morphology, we would need good tests of morphological knowledge. We evaluated a set of morphological awareness assessments to determine whether they conclusively tapped into morphological knowledge, and found that it was not possible to be certain that they were accurately targeting morphological knowledge.

Phonological awareness and reading outcomes in children with a history of otitis media: a review.

OBJECTIVE: A review was conducted to investigate the current evidence for effects of otitis media (OM) on phonological awareness and reading skills in children under 12 years old. DESIGN: A review conducted in 2024 to identify articles between 1978 and 2024 related to OM and its impact on (pre-)reading skills. STUDY SAMPLE: An initial search across six databases provided 6808 research outputs. After screening, 27 articles were retained. Screening of the references on the selected articles provided an additional 6, giving 33 articles in the final review. RESULTS: The selected research papers did not all evaluate the same phonological awareness or reading skills. Of the studies, 20 identified that a history of OM impacted reading outcomes. Twelve studies found no significant impact while one study showed an impact which resolved with time. CONCLUSION: The findings do not show a consistent association between a history of OM and phonological processing or reading skills. This is likely due to the wide range of methodologies employed and variability in the focus of the respective studies. Future research, including longitudinal studies, would be beneficial to infer the potential impacts of OM on phonological processing or reading skills.

Processing causal structure sentences in Mandarin Chinese: an eye movements study.

It remains uncertain whether causal structure prediction can improve comprehension in Chinese sentences and whether the position of the headword mediates the prediction effect. We conducted an experiment to explore the effect of causal prediction and headword position in Chinese sentence reading. Participants were asked to read sentences containing causal connectives with their eye movements recorded. In the experiment, we manipulated the causal structure of the sentence and the position of the headword. We found a promoting effect of causal structure on first-pass reading time and a hindering impact on total reading time. However, the effect was not mediated by the headword position. The results show that causal syntactic prediction facilitated early-stage processing and increased the integration cost in the late stage of Chinese sentence processing. These findings also support the constraint-based approach, which suggests an isolation between semantic and syntactic processing.

Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design.

This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD.

Whole-genome sequencing of three ciprofloxacin-resistant Salmonella Reading (ST93) strains, an emerging Salmonella serovar in the poultry sector of Pakistan.

In this study, we performed whole-genome sequencing of three ciprofloxacin-resistant Salmonella Reading strains isolated from poultry meat. Genomes of S. Reading strains contained an average of 4.81 Mbp size with 52.1% GC. The isolates exhibited blaOXA-10, aac [6']-Iaa, aadA1, cmlA1, qnrS1, and tetA resistance genes and IncX1 and IncX2 plasmids.

Reduced lateralization of the language network in the blind and its relationship with white matter tract neuroanatomy.

Several previous studies reported reduced leftward lateralization in blind participants' samples compared to the sighted population. The origins of this difference remain unknown. Here, we tested whether functional lateralization is connected with the structural characteristics of white matter tracts [corpus callosum (CC), uncinate fasciculus (UF), and superior longitudinal fasciculus (SLF)], as suggested by previous studies conducted in the typical sighted population. Twenty-three blind and 21 sighted adult participants were tested during fMRI with a semantic decision paradigm presented both auditorily and in the modality appropriate for reading (tactually for the blind and visually for the sighted). Lateralization indices (LI) were calculated based on the activations. The fractional anisotropy (FA) measure was extracted from the white matter tracts of interest. Correlation analyses testing the relationship between FA and LI were conducted. The reduced leftward lateralization of both speech processing and reading-related activations was replicated. Nevertheless, the relationship between the structural integrity of the CC and LI and between the asymmetry of the intrahemispheric tracts and LI was not confirmed, possibly due to the lack of power. The sources of the reduced lateralization of the language network in the sensory-deprived population remain unknown. Further studies should account for environmental variables (e.g., the frequency of contact with written language) and the complexity of the factors that may influence the functional lateralization of the human brain.

The neural representation of self, close, and famous others: An electrophysiological investigation on the social brain.

It is well established that the Self has a unique representation in the social brain, as evident from the Self-Referential Effect (SRE). However, the timing and neural mechanisms underlying the representation of individuals with varying degrees of closeness and emotional relevance to the Self remain unclear. Twenty-two participants read 260 personality traits and decided whether they described themselves, a close friend, or an admired celebrity. A strong Self-Referential Effect (SRE) was found at behavioral, ERP, and neuroimaging levels. Three anterior ERP components were identified as sensitive to social information: a P200 (250-350 ms) responding to famous others' traits, a P600 (500-700 ms) responding to self-trait processing, and a late positivity (800-950 ms) responding to self-trait processing and close traits. Source reconstructions revealed partially overlapping but distinct neural sources for each individual. The right precuneus (bodily self) and inferior frontal areas (inner voice) were active only during self-processing, while the right medial prefrontal cortex (BA10) was consistently active across tasks, showing a robust SRE. These findings provide insights into the neural mechanisms underlying the representation of the Self in social contexts.

The Computerized Developmental Eye Movement (DEM) Test: Normative Data for School-Aged Children.

The aim of the study was to determine the normative data of the computerized DEM test for school-age children in Latvia. The study analyzed data on the performance (test execution time, duration, number of fixations, and number of errors) of 291 children while completing the computerized DEM test. Eye movement fixations were recorded with a Tobii Pro Fusion video-oculograph (250 Hz). According to the results of the study, the performance of the computerized DEM test is 77 %. For the study, 1 SD (one standard deviation) was chosen as a criterion for determining test norms. In the study, the norms of the computerized DEM test in Latvia were developed in class groups-from 1st to 6th grade (aged 7 to 12 years), the results were summarized in a table as the minimum performance values of the computerized DEM test.

Discovery of high-expressing lncRNA-derived sORFs as potential tumor-associated antigens in hepatocellular carcinoma.

BACKGROUND: This study is based on deep mining of Ribo-seq data for the identification of lncRNAs that have highly expressed sORFs in HCC. In this paper, dynamic prospects associated with sORFs acting as newly defined tumor-specific epitopes are discussed with possible improvement in strategies for tumor immunotherapy. OBJECTIVE: Using ribosome profiling to identify and characterize sORFs within lncRNAs in HCC, identify potential therapeutic targets and tumor-specific epitopes applicable for immunotherapy. METHODS: MetamORF performed the identification of sORFs with deep analysis of the data of ribosome profiling in lncRNAs associated with HCC. The translation efficiency in these molecules was estimated, and epitope prediction was done by pVACbind. Peptide search was done to check the presence of micropeptides translated from these identified sORFs. validated translational activity and identified potential epitopes. RESULTS: Higher translation efficiency was noted in the case of lncRNAs associated with HCC compared to normal tissues. Of particular note is ORF3418981, which results in the highest expression and has supporting experimental evidence at the protein level. Epitope prediction identified a putative epitope at the C-terminus of ORF3418981. CONCLUSIONS: This study uncovers the as-yet-unknown potential of lncRNA-derived sORFs as sources of tumor antigens, shifting the research focus from protein-coding genes to non-coding RNAs also in the HCC context. Moreover, this study highlights the contribution of a subset of lncRNAs, especially LINC00152, to the development of tumors and modulation of the immune response by its sORFs.

Predictive factors of reading in children with developmental language disorder.

The current study aimed to fill the gap in research on factors predictive of word reading in French-speaking children with developmental language disorder (DLD) by finding out whether the same predictors of written word recognition evidenced in typically developing children would be retrieved in children with DLD or if some predictors could be specific to children with DLD, especially in the phonological domain. In total, 38 children with DLD and 44 control children were followed from 6 to 8 years in a longitudinal design including two time points: (1) just before explicit reading instruction, where potential predictors of reading were assessed (oral language skills and reading-related skills), and (2) after 2 years of learning to read, where isolated word reading and text reading were assessed in addition to the assessment of oral language skills and reading-related skills. The study mainly showed that the predictors of reading identified in typically developing children are retrieved in children with DLD except for phonemic awareness; the latter result was probably explained by a floor effect. Among the predictors in the phonological domain, phonological instability appeared as a promising predictor of reading irregular words. These results are consistent with the findings of many previous studies and tend to confirm the idea of a strong link between oral phonological skills and written word recognition skills; they also call for attention to specific features in the phonological development of children with DLD when learning to read, particularly phonological instability as a direction for future exploration.

Evaluation of Generative Language Models in Personalizing Medical Information: Instrument Validation Study.

BACKGROUND: Although uncertainties exist regarding implementation, artificial intelligence-driven generative language models (GLMs) have enormous potential in medicine. Deployment of GLMs could improve patient comprehension of clinical texts and improve low health literacy. OBJECTIVE: The goal of this study is to evaluate the potential of ChatGPT-3.5 and GPT-4 to tailor the complexity of medical information to patient-specific input education level, which is crucial if it is to serve as a tool in addressing low health literacy. METHODS: Input templates related to 2 prevalent chronic diseases-type II diabetes and hypertension-were designed. Each clinical vignette was adjusted for hypothetical patient education levels to evaluate output personalization. To assess the success of a GLM (GPT-3.5 and GPT-4) in tailoring output writing, the readability of pre- and posttransformation outputs were quantified using the Flesch reading ease score (FKRE) and the Flesch-Kincaid grade level (FKGL). RESULTS: Responses (n=80) were generated using GPT-3.5 and GPT-4 across 2 clinical vignettes. For GPT-3.5, FKRE means were 57.75 (SD 4.75), 51.28 (SD 5.14), 32.28 (SD 4.52), and 28.31 (SD 5.22) for 6th grade, 8th grade, high school, and bachelor's, respectively; FKGL mean scores were 9.08 (SD 0.90), 10.27 (SD 1.06), 13.4 (SD 0.80), and 13.74 (SD 1.18). GPT-3.5 only aligned with the prespecified education levels at the bachelor's degree. Conversely, GPT-4's FKRE mean scores were 74.54 (SD 2.6), 71.25 (SD 4.96), 47.61 (SD 6.13), and 13.71 (SD 5.77), with FKGL mean scores of 6.3 (SD 0.73), 6.7 (SD 1.11), 11.09 (SD 1.26), and 17.03 (SD 1.11) for the same respective education levels. GPT-4 met the target readability for all groups except the 6th-grade FKRE average. Both GLMs produced outputs with statistically significant differences (P<.001; 8th grade P<.001; high school P<.001; bachelors P=.003; FKGL: 6th grade P=.001; 8th grade P<.001; high school P<.001; bachelors P<.001) between mean FKRE and FKGL across input education levels. CONCLUSIONS: GLMs can change the structure and readability of medical text outputs according to input-specified education. However, GLMs categorize input education designation into 3 broad tiers of output readability: easy (6th and 8th grade), medium (high school), and difficult (bachelor's degree). This is the first result to suggest that there are broader boundaries in the success of GLMs in output text simplification. Future research must establish how GLMs can reliably personalize medical texts to prespecified education levels to enable a broader impact on health care literacy.

Increasing inter-word spacing reduces migration errors and improves reading comprehension in students with dyslexia.

We report a small study in which we explored the effects of manipulating narrative text on levels of comprehension for students with and without dyslexia. Using two pieces of standardised narrative text deemed to be of similar difficulty and length, we manipulated the texts such that we could present two texts to each participant, one in each condition. The first condition was text using standard inter-word spacing; the second condition used increased inter-word spacing. Scores on standardised comprehension questions were significantly improved for participants with dyslexia. Additionally, given that there is evidence of delayed visual attention disengagement in individuals with specific forms of dyslexia, we hypothesised that the phenomena of migration of letters and words for some readers might be mitigated by increasing inter-word spacing. We did indeed find that incidence of migration was significantly reduced in this condition for all participants.

Graphophonological-semantic flexibility and its contribution to reading comprehension in children with dyslexia: A pilot study.

Graphophonological-semantic flexibility is the cognitive flexibility in reading that enables individuals to manage multiple phonological and semantic aspects of text simultaneously. This study investigated graphophonological-semantic flexibility and its contribution to reading comprehension in children with dyslexia, comparing them to age-matched, typically developing peers. Thirty children aged 8-11 were assessed using a reading-specific sorting task, where they categorized word cards by initial phoneme and meaning within a 2x2 matrix. After sorting, participants explained their arrangements, and their sorting speed, accuracy, and composite scores were evaluated. Additionally, reading comprehension was assessed through passages followed by questions. Results revealed significant differences between children with dyslexia and their peers in sorting accuracy and composite scores. Children with dyslexia exhibited poorer accuracy and longer sorting times, leading to lower composite scores indicative of reduced graphophonological-semantic flexibility. Age showed a positive correlation with sorting accuracy and composite scores. Moreover, sorting accuracy and composite scores were strong predictors of reading comprehension. These findings suggest that children with dyslexia face challenges in managing both phonological and semantic aspects of text concurrently, highlighting the importance of graphophonological-semantic flexibility in reading development.

Reading for life-long health.

There is a strong, positive relationship between childhood literacy and physical and mental health outcomes in adulthood. Through primary care-based literacy interventions, pediatricians reach children and their families long before they enter traditional education venues. In so doing, pediatricians play a key role in children's school readiness and in turn health outcomes. The current state of childhood literacy in United States defines an increasingly urgent platform for the healthcare profession generally, and pediatricians specifically, to embrace. Through reviewing the existing literature on the impact of childhood literacy on physical, mental, and social-emotional health outcomes, we hope to highlight the need for increased collaboration between the education and medical fields to further promote the literacy interventions in pediatric healthcare settings.

Reading metacomprehension of Spanish deaf and hard-of-hearing students.

Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one's awareness of one's own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine whether the metacomprehension of DHH students corresponds to their reading score and whether they are truly capable of adjusting their metacomprehension to the difficulty of the text. We evaluated 25 Spanish-speaking DHH students with reading scores approximately equivalent to Grades 5 or 6 of Primary School. Participants were asked to read a text and answer questions. The texts corresponded to three levels of difficulty (explicit, inferable, and noninferable). The results revealed that the metacomprehension of DHH students corresponded to their reading score. The DHH population may have better reading metacomprehension than is typically assumed, although the manifestation of this skill may depend on the type of task demanded of them (comprehension judgment or knowledge judgment).

The role of formal schooling in the development of children's reading and arithmetic white matter networks.

Children's white matter development is driven by experience, yet it remains poorly understood how it is shaped by attending formal education. A small number of studies compared children before and after the start of formal schooling to understand this, yet they do not allow to separate maturational effects from schooling-related effects. A clever way to (quasi-)experimentally address this issue is the longitudinal school cut-off design, which compares children who are similar in age but differ in schooling (because they are born right before or after the cut-off date for school entry). We used for the first time such a longitudinal school cut-off design to experimentally investigate the effect of schooling on children's white matter networks. We compared "young" first graders (schooling group, n = 34; Mage = 68 months; 20 girls) and "old" preschoolers (non-schooling group, n = 33; Mage = 66 months; 18 girls) that were similar in age but differed in the amount of formal instruction they received. Our study revealed that changes in fractional anisotropy and mean diffusivity in five a priori selected white matter tracts during the transition from preschool to primary school were predominantly driven by age-related maturation. We did not find specific schooling effects on white matter, despite their strong presence for early reading and early arithmetic skills. The present study is the first to disentangle the effects of age-related maturation and schooling on white matter within a longitudinal cohort of 5-year-old preschoolers. RESEARCH HIGHLIGHTS: White matter tracts that have been associated with reading and arithmetic may be susceptible to experience-dependent neuroplasticity when children learn to read and calculate. This longitudinal study used the school cut-off design to isolate schooling-induced from coinciding maturational influences on children's white matter development. White matter changes during the transition from preschool to primary school are predominantly driven by age-related maturation and not by schooling effects. Strong effects of schooling on behavior were shown for early reading and early arithmetic, but not for verbal ability and spatial ability.

Corrigendum: Impact of background music on reading comprehension: influence of lyrics language and study habits.

[This corrects the article DOI: 10.3389/fpsyg.2024.1363562.].

Assessment of silent reading ability among glaucoma patients using an eye tracking system with horizontally scrolling text.

PURPOSE: There have been many reports suggesting that glaucoma patients with visual field defects may have decreased silent reading ability compared with individuals without glaucoma. This study used an eye tracking system to assess the ability of glaucoma patients to silently read horizontally scrolling text. METHODS: Glaucoma patients who met the following criteria were recruited: age of ≤ 70 years, at least one eye with a 10 - 2 threshold on standard automated perimetry, a mean deviation value of n 4.0 dB or less, and corrected decimal visual acuity of 0.7 or better in both eyes. Using heat map images created from data from an eye tracking system operating during presentation of a video in which a sentence scrolled horizontally from right to left, reading time, average gaze position, and average fixation time (AFT) were compared between normal eyes (23 individuals, 46 eyes) and glaucomatous eyes (25 patients, 45 eyes). Four styles of sentences (large slow, large fast, small slow, and small fast) were scrolled in the top or bottom sections of the screen. RESULTS: Primary open-angle glaucoma was the most common type of glaucoma in 34 eyes (75.6%), followed by secondary glaucoma in six eyes (13.3%). In comparison with normal eyes, the reading time among right eyes was significantly longer in glaucomatous eyes when reading large fast text that was shown in the bottom area and left glaucomatous eyes showed a leftward shift in gaze position in the top, bottom, or both sections with all four sentence types. There was no significant difference in AFT between glaucomatous and normal eyes across the four sentence styles. In the left eye with inferior visual field loss, text presented at the top consistently showed a correlation with leftward shift of the gaze position across all scenarios. CONCLUSION: Glaucoma patients with central visual field defects in their left eyes may experience greater difficulty reading horizontally scrolling text than individuals with normal eyes.