Effects of Adjunct Questions on L2 Reading Comprehension with Texts of Different Types.

Answering text-related questions while reading is a questioning strategy which is called adjunct questions or embedded questions, the benefits of which have been established in first-language reading as to enhance comprehension. The present study aims to study the effects different adjunct questions exert on second-language (L2) readers' comprehension of texts of various types. One hundred and forty-four intermediate-level Chinese EFL learners participated in this study and were divided randomly into six groups. Each group was given either a narrative or an expository text with 'what or why' questions or no questions. A brief topic familiarity questionnaire was attached to the end of each text paper. The results showed that inserted adjunct questions improved the readers' reading comprehension both in expository and narrative texts, but only narrative texts inserted with why questions had significant effects on the L2 reading comprehension. The findings suggested that text types and question types modulate the effects of inserted adjunct questions on the English reading of intermediate learners. Pedagogical implications and suggestions for future studies are provided.

Font effects on reading parameters: comparing Radner Reading Charts printed in Helvetica and Times Roman.

PURPOSE: To investigate the effect of font choice on reading parameters by using the RADNER Reading Charts printed in two fonts (Helvetica vs. Times Roman) equalized in terms of x-height. METHODS: This is a cross-sectional study of 40 participants with healthy eyes (18 to 60 years of age; mean: 42.13 ± 12.28 years). Reading performance was evaluated binocularly with RADNER Reading Charts printed in either Helvetica Neue (T1) Roman sans serif (Adobe) or Times New Roman PS Roman serif (Adobe). The test distance was 40 cm. Reading charts were presented in random order. Reading acuity (RA), mean reading speed of all sentences read (MEAN-ALL RS), mean reading speed from 0.8 logRAD to 0.3 logRAD (MEAN-RS), maximum reading speed (MAX-RS), and critical print size (CPS) were compared. RESULTS: The RA values obtained for the Helvetica and Times Roman fonts (in full logarithmic units of 0.1 logRAD) did not differ between the two fonts (mean for both fonts: - 0.128 ± 0.064 logRAD; 95% CI for both: - 0.148; - 0.107 logRAD). The differences in all other reading parameters between the two fonts were small and not statistically significant. The analyses revealed narrow confidence intervals and good coefficients of reliability. Except for the CPS (r = 0.49) and RA (equal for Helvetica and Times Roman), the correlations for all parameters were high, ranging from r = 0.92 to r = 0.98. CONCLUSION: The equivalent reading performance obtained with Helvetica and Times Roman (when equalized in x-height and layout) makes these font types interchangeable as standards for reading charts.

On-Reading (Chinese-Style Pronunciation) Predominance Over Kun-Reading (Native Japanese Pronunciation) in Japanese Semantic Dementia.

Japanese kanji (morphograms) have two ways of reading: on-reading (Chinese-style pronunciation) and kun-reading (native Japanese pronunciation). It is known that some Japanese patients with semantic dementia read kanji with on-reading but not with kun-reading. To characterize further reading impairments of patients with semantic dementia, we analyzed data from a total of 9 patients who underwent reading and writing tests of kanji and kana (Japanese phonetic writing) and on-kun reading tests containing two-character kanji words with on-on reading, kun-kun reading, and specific (so-called Jukujikun or irregular kun) reading. The results showed that on-reading preceding (pronouncing first with on-reading) and kun-reading deletion (inability to recall kun-reading) were observed in nearly all patients. In the on-kun reading test, on-reading (57.6% correct), kun-reading (46.6% correct), and specific-reading (30.0% correct) were more preserved in this decreasing order (phonology-to-semantics gradient), although on-reading and kun-reading did not significantly differ in performance, according to a more rigorous analysis after adjusting for word frequency (and familiarity). Furthermore, on-substitution (changing to on-reading) errors in kun-reading words (27.0%) were more frequent than kun-substitution (changing to kun-reading) errors in on-reading words (4.0%). These results suggest that kun-reading is more predominantly disturbed than on-reading, probably because kun-reading and specific-reading are closely associated with the meaning of words.

Selective impairment of On-reading (Chinese-style pronunciation) in alexia with agraphia for kanji due to subcortical hemorrhage in the left posterior middle temporal gyrus.

We report a patient with alexia with agraphia for kanji after hemorrhage in the left posterior middle temporal gyrus. The results of single-character kanji reading and two-character on- (Chinese-style pronunciation), kun- (native Japanese pronunciation), and Jukujikun (irregular kun-) reading word tests revealed that the patient could not read kanji characters with on-reading but read the characters with kun-reading. We consider that this on-reading alexia was caused by disconnection between the posterior inferior temporal cortex (orthographic lexicon) and the posterior superior temporal gyrus (phonological lexicon), and preserved kun- and Jukujikun-reading was realized by bypassing the orthography-to-phonology route by the semantic route.