Contribuição do Processamento Morfológico para a Velocidade de Leitura ao Final do Ciclo de Alfabetização / The Contribution of Morphological Processing to Reading Speed at The End of the Literacy Cycle / Contribución del Procesamiento Morfológico a la Velocidad de Lectura al Final del Ciclo de Alfabetización

O presente estudo examinou a contribuição do processamento morfológico para a velocidade de leitura de textos, independentemente daquela decorrente do processamento fonológico, em alunos do 3º ano do Ensino Fundamental. Para isso, além do processamento morfológico, foram incluídas medidas de velocidade de leitura oral de texto narrativo, memória de trabalho, consciência fonêmica, nomeação automatizada rápida de objetos e letras, consciência morfológica e processamento morfológico implícito. As habilidades que mais contribuíram para explicar o desempenho das crianças na velocidade de leitura de texto foram as de nomeação automatizada rápida de objetos e de processamento morfológico implícito. A consciência morfológica apresentou correlação fraca e não significativa com a velocidade de leitura de textos, sugerindo que leitores iniciantes possam se beneficiar da informação morfológica de forma implícita na leitura antes mesmo de alcançarem nível de consciência morfológica suficiente para tal. O processo de lexicalização no decorrer do desenvolvimento da habilidade de leitura implica a integração das informações fonológicas, ortográficas e semânticas, o que se revela na importância do processamento morfológico e da nomeação automatizada rápida de objetos para a velocidade de leitura. (AU)

The present study examined the contribution of morphological processing to text reading speed, independently of that resulting from phonological processing in 3rd graders of Elementary School. In addition to morphological processing, measures used to assess the speed in which narrative texts are read orally, working memory, phonemic awareness, rapid automatized naming of objects and letters, morphological awareness and implicit morphological processing were also taken into consideration. The skills that most contributed to explaining the children's performances in relation to their text reading speed were those which involved rapid automatized naming of objects and implicit morphological processing. Results showed that there is a weak and non-significant correlation between morphological awareness and text reading speed, suggesting that beginning readers can benefit from morphological information in reading even before they reach the level of morphological awareness required for such activity. The lexicalization process which occurs during the development of reading skills involves the integration of phonological, orthographic and semantic information, which reveals the importance of morphological processing and rapid automatized naming of objects for reading speed. (AU)

El presente estudio examinó la contribución del procesamiento morfológico a la velocidad de lectura de textos, independientemente de la resultante del procesamiento fonológico, en estudiantes de 3º año de primaria. Para ello, además del procesamiento morfológico, se incluyeron medidas de velocidad de lectura oral del texto narrativo, memoria de trabajo, conciencia fonémica, nombramiento rápido automatizado de objetos y letras, conciencia morfológica y procesamiento morfológico implícito. Las habilidades que más contribuyeron a explicar el desempeño de los niños en la velocidad de lectura de textos fueron el nombramiento rápido automatizado de objetos y del procesamiento morfológico implícito. La conciencia morfológica mostró una correlación débil y no significativa con la velocidad de lectura del texto, sugiriendo que los lectores principiantes pueden beneficiarse de la información morfológica de forma implícita en la lectura incluso antes de alcanzar un nivel de conciencia morfológica suficiente para tal. El proceso de lexicalización en el curso del desarrollo de la habilidad lectora implica la integración de las informaciónes fonológica, ortográfica y semántica, lo que revela en la importancia del procesamiento morfológico y del nombramiento automatizado rápido de objetos para la velocidad de lectura. (AU)

Perfiles cognitivos de niños de nivel socioeconómico bajo con dificultades en la velocidad lectora: análisis de los resultados de una intervención / Cognitive profiles of low readers in low-SES: analysis of an intervention results

El presente trabajo busca contribuir a la comprensión de las dificultades en la adquisición de velocidad lectora en niños que crecen en contextos de pobreza. Se realizaron dos estudios: el primero se propuso comparar los perfiles cognitivos de niños con y sin dificultad en el desarrollo de la velocidad en el reconocimiento de palabras. Participaron 68 niños de 6to grado de zonas vulneradas del conurbano bonaerense: 22 niños presentaban adecuada precisión pero baja velocidad lectora y 46 niños conformaron el grupo de comparación, con niveles promedio de precisión y velocidad. A ambos grupos se les administraron pruebas de conciencia fonológica, denominación rápida, memoria verbal y escritura convencional. Exceptuando la prueba de memoria, en el resto de las pruebas el grupo con baja velocidad lectora presentó desempeños inferiores a los del grupo de comparación. El segundo estudio buscó explorar en qué medida una intervención pedagógica permitía mejorar la velocidad lectora. Para ello, los "lectores lentos" del Estudio 1 participaron de una situación pre-test-intervención para promover el desarrollo de la velocidad lectora vía formación de representaciones ortográficas-postest. Los resultados del Estudio 2 mostraron que la intervención con lecturas repetidas y aceleradas de palabras modificó significativamente el tiempo de lectura de las palabras de entrenamiento. Los datos también sugieren que el trabajo con unidades subléxicas en la intervención permitió transferir la velocidad ganada en las palabras de entrenamiento a palabras de transferencia, palabras no trabajadas en las sesiones, pero con unidades subléxicas incluidas en las palabras de entrenamiento.

Reading speed is achieved based on automatic word recognition and, together with prosody, constitutes an essential link between word recognition and text comprehension. Despite the relevance of reading speed acquisition for success at school, a high percentage of children growing up in poverty contexts face difficulties in achieving automatic word recognition. Consequently, this paper aims to contribute to the understanding of difficulties in reading speed acquisition in children growing in poverty contexts. Two studies were designed. In the first study, in order to explore the origin of difficulties in developing word reading speed, a comparison of the cognitive profiles of children from low-in-come backgrounds with and without difficulties in this ability was carried out. In a previous study, norms were obtained for accuracy and speed in a word reading test. Participants were 168 6th grade children from several educational institutions attending children growing up in poverty contexts in Buenos Aires, Argentina. In the present study, the same word reading test was administered to 96 6th grade children. Based on the norms obtained in the previous study, two groups of children were identified: a group who performed at or above the 50th percentile in reading accuracy but below the 30th percentile in reading speed and another groupper forming at or above the 50th percentile in both measures. The first group was made up of 22 children, and the second one, of 46 children. The remaining 28 children were not included in the study because they performed below the 50th percentile in reading accuracy. Additional tests measuring phonological awareness, rapid naming, verbal memory and word spelling were administered to children in both groups. Between-groups comparisons in these tasks showed that children with speed acquisition difficulties underperformed the other group in the tests tapping phonological awareness, rapid naming and spelling. These results suggest that the children in the group experiencing reading difficulties were still using the phonological route for word recognition. The second study aimed to explore whether a specifically designed educational intervention could enable children with low reading speed from the previous study to increase their reading speed. Both groups of children (with and without reading speed difficulties) were administered two additional reading tests: an experimental test comprising target words which would subsequently be included in the training study for the children with reading speed difficulties; and a reading test of additional words and pseudo words not targeted in the training study, but considered transfer items because they comprised sub lexical units that were included in the target words to be trained during the intervention. These same reading tests were re-administered as a post-test, after the reading intervention for the reading speed difficulties group. The training study aimed to promote reading speed via the acquisition of orthographic representations. The intervention involved two weekly individual sessions lasting 20 minutes each. Each child participated of a total of 15 sessions. Each session included repeated and accelerated reading of lexical units, as well as activities for promoting the analysis of sublexical units included in the target words and also present in the transfer pseudo words from the post-test. The comparison between the pre- and post-test performance of the training group showed a statistically significant increase in reading speed both of trained and transfer words, an increase that was not obtained for the comparison group. This result suggests that during the intervention children were able to develop orthographic representations of the trained lexical units, but also of the sub lexical units that were present in both the target and the transfer words. Educational implications from this study point to the importance of repeated and accelerated reading for increasing speed, a critical reading ability.

Does the chromagen blue filter lens affect the reading speed, accuracy and contrast sensitivity

@#To determine the effects of ChromaGen blue filter lens in reading speed, accuracy and contrast sensitivity

Parâmetros prosódicos de leitura em escolares do segundo ao quinto ano do ensino fundamental / Prosodic parameters of reading in 2nd to 5th grade students

RESUMO Objetivo Caracterizar a variação melódica e a velocidade de leitura, comparando-as e verificando se há evolução de acordo com o avanço da escolaridade. Método Foi analisada a leitura de 78 escolares do 2° ao 5° ano do Ensino Fundamental I, por meio do Praat, por meio da análise dos parâmetros de variação melódica (F0) e velocidade de leitura (Duração) e foram realizadas medidas estatísticas (média e desvio padrão) e o teste de student (com nível de significância de 5%). Resultados Foi possível observar que a variação melódica e a velocidade de leitura tendem a aumentar com o desenvolvimento da escolaridade, especialmente para o quinto ano. Conclusão A variação melódica aumenta de acordo com o avanço da escolaridade, assim como a velocidade de leitura, sendo maiores os resultados para o quinto ano. Verificou-se que a análise de leitura do primeiro minuto seria necessária para a análise da velocidade de leitura de textos, não sendo necessária a análise do texto completo.

ABSTRACT Purpose Characterize and compare melodic variation and reading speed and verify their evolution throughout the development of schooling. Methods The reading of 78 Elementary School (2nd to 5th grade) students was analyzed using the Praat program with regards to the parameters of melodic variation (F0) and reading speed (Duration). Statistical measures (mean and standard deviation) were taken and the Student´s t-test was applied at significance level of 5%. Results Melodic variation and reading speed increased as schooling progressed, especially during 5th grade. Conclusion Melodic variation increases as schooling progresses, mainly during 5th grade. First minute of reading analysis is sufficient to assess reading speed, not being necessary to analyze the full text.

Comparison of Reading Speed after Bilateral Bifocal and Trifocal Intraocular Lens Implantation

PURPOSE: To evaluate and compare visual acuity and reading speed for Korean language between a diffractive bifocal and trifocal intraocular lens (IOL) of the same material and haptic design. METHODS: We reviewed the medical records of the patients who had undergone bilateral cataract surgery with bifocal IOLs (AT LISA 801) on the both eyes (bifocal group) and trifocal IOLs (AT LISA tri 839 MP, trifocal group). The main outcome measures were the uncorrected distance, intermediate, and near visual acuity (uncorrected distance visual acuity [UCDVA], uncorrected intermediate visual acuity [UCIVA], and uncorrected near visual acuity [UCNVA]) and corrected distance, near, and distance-corrected intermediate visual acuity (corrected distance visual acuity [CDVA], corrected near visual acuity [CNVA], and distance-corrected intermediate visual acuity [DCIVA]) at last postoperative follow-up month. Reading speeds for Korean language were measured to check near visual function. RESULTS: Fourteen eyes (7 patients) were included in the bifocal group and 32 eyes of 16 patients in the trifocal group. There were no statistical differences between the two groups with respect to UCDVA, UCNVA, CDVA, and CNVA. However, UCIVA (0.35 vs. 0.22 logarithm of the minimum angle of resolution [logMAR], p < 0.01) and DCIVA (0.34 vs. 0.20 logMAR, p < 0.01) were significantly better in the trifocal group than in the bifocal group. The mean reading speed for logMAR 0.5 optotype (point 10) was 86.50 words per minute (wpm) in the bifocal group and 81.48 wpm in the trifocal group without a significant difference (p = 0.70). CONCLUSIONS: Trifocal IOLs provided the same level of distance and near visual acuity and reading speed as that of bifocal IOLs with better intermediate visual acuity.

Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión / Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension

Resumen Un cambio en la forma de evaluar la lectura en México en la educación primaria ha sido la intro ducción de la medición de la velocidad de lectura (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con compren sión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investiga ción exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explica ba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.

Abstract: A change in the way Reading is evaluated in Mexico in primary education has been the introduction of measuring reading speed in students. This has direct implications in the teaching of reading. The objective of this study was to examine the relationship between reading speed and reading compre hension in a cross-sectional sample of Mexican children between 1st and 4th grades, in order to: a) identify the way that text reading speed and pseudoword reading speed are related to reading comprehension; b) identify whether these relationships differ between 1st cycle (1st and 2nd grades) and 2nd cycle (3rd and 4th gra des). Three hypotheses and one research question were posited. The hypotheses were: 1) The relationship between text reading speed and reading comprehension will be stronger than that of word reading speed; 2) Pseudoword reading speed will have a stronger association with reading comprehension in the first cycle; 3) Text reading speed will have a stronger association with reading comprehension in the first cycle. An exploratory research question was formulated to evaluate whether speed is still predictive of reading comprehension beyond the contribution of accuracy. Results support the hypotheses while the analysis carried out for the research question showed that text reading speed added only 6% of variance after accounting for reading accuracy. Findings are interpreted in light of the existing literature.

Comparison of Objective and Subjective Changes Induced by Multiple-Pinhole Glasses and Single-Pinhole Glasses

Multiple-pinhole (MPH) glasses are currently sold in many countries with unproven advertisements; however, their objective and subjective effects have not been investigated. Therefore, to investigate the effects of MPH glasses excluding the single-pinhole (SPH) effect, we compared the visual functional changes, reading speed, and ocular discomfort after reading caused by MPH and SPH glasses. Healthy 36 participants with a mean age of 33.1 years underwent examinations of pupil size, visual acuity (VA), depth of focus (DOF), and near point accommodation (NPA); tests for visual field (VF), contrast sensitivity (CS), stereopsis, and reading speed; and a survey of ocular discomfort after reading. Both types of pinhole glasses enlarged pupil diameter and improved VA, DOF, and NPA. However, CS, stereopsis, and VF parameters deteriorated. In comparison with SPH glasses, MPH glasses induced smaller pupil dilation (5.3 and 5.9 mm, P < 0.001) and showed better VF parameters with preserved peripheral VF. However, no significant difference was observed for VA, DOF, NPA, stereopsis, and CS. Reading speed using pinhole glasses was significantly slower than baseline; SPH glasses showed the slowest reading speed. Both types of glasses caused significant ocular discomfort after reading compared with baseline, and symptoms were worst with MPH glasses. In conclusion, both types of pinhole glasses had positive effects due to the pinhole effect; however, they had negative effects on VF, CS, stereopsis, reading speed, and ocular discomfort. In spite of the increased luminance and preserved peripheral VF with MPHs, these glasses caused more severe ocular discomfort than SPH glasses. This clinical trial was registered at www.ClinicalTrials.gov (Identifier: NCT02572544).

Korean Version Self-testing Application for Reading Speed

PURPOSE: This study introduces a reading chart application for the iPad tablet in the Korean language and investigates the reading speed in a normal-sighted population according to age group. METHODS: Sixty-three Korean sentences were selected from textbooks for second grade elementary school students. A commonly used typeface in everyday printed material, “BatangChe,” was used. Letter size was presented in logarithm of the minimum angle of resolution (logMAR) 0.0 to 1.0 at 0.1 logMAR steps at a reading distance of 40 cm. A third generation retina display iPad was used to present the chart, and the sentences were presented randomly for each size of letter. The subjects repeated the test silently (reading only) and out loud (reading and speaking) to prevent them from skipping reading words. Pilot testing followed in 65 normal vision adults under 60 years of age. RESULTS: The mean reading only speed for logMAR 0.5 optotype (point 10) was 121.1 ± 47.2 words per minute (wpm) for people in their 20s (n=21), 116.5 ± 38.3 in their 30s (n=27), 93.8 ± 12.6 in their 40s (n=9), and 56.5 ± 42.7 (n=8) in their 50s. There was a significant correlation between age and reading and speaking speed (r=−0.48, p<0.001). The mean reading only speed for logMAR 0.5 optotype (point 10) was 202.3 ± 88.4 wpm and the mean reading and speaking speed was 129.7 ± 25.9 wpm, with significantly different (p<0.001). CONCLUSIONS: This Korean reading chart application could present a new standard when checking reading speed according to age groups.

Literacia Pré-Escolar e Desempenho na Leitura na Instrução Primária / Preschool Literacy and Reading Performance in Primary School

RESUMO A literacia pré-escolar tem recebido uma crescente atenção. Neste estudo, participaram 70 crianças que iniciaram o 1.º ano de escolaridade no ano letivo 2009/10 e que, na educação pré-escolar, frequentaram três instituições com abordagens diferenciadas de leitura e de escrita. O estudo inclui quatro medidas repetidas no tempo nas áreas da fonologia, reconhecimento de letras, palavras e velocidade de leitura. Os resultados sugerem que a abordagem específica à leitura na educação pré-escolar condiciona o desempenho da leitura na instrução primária. Contudo, essa influência parece ser atenuada com o tempo. Por outro lado, verificou-se que sujeitos que receberam instrução direta de leitura em idade pré-escolar (mas não treino fonológico) obtêm resultados significativamente superiores em tarefas fonológicas aos de sujeitos que receberam treino fonológico prolongado (mas não de leitura).

ABSTRACT The debate regarding kindergarten literacy has received increasing attention and social visibility. In this study, participants are 70 children who attended first grade in 2009/2010. Participants attended three kindergartens with unique approaches to reading. A four wave repeated measure design was conducted to investigate the growth of the children in phonological awareness, letter recognition, word recognition, and reading speed. Results suggest that the approach towards reading and writing in kindergarten affects children's performance in grades 1 and 2 of elementary school. This influence, however, seems to fade over time. Moreover, results show that children who received formal reading instruction in kindergarten, perform significantly better in phonological tasks than children who received direct and extended phonological instruction.

Effects of Fast Reading Training on College Students with Hearing Impairment in Different Cognitive Flexibility / 中国康复理论与实践

Objective To inspect the applicability of fast reading training on college students with hearing impairment and variability with cognitive flexibility. Methods Sixty-two hearing impaired students were divided into intervention group (n=30) and control group (n=32). The intervention group received fast reading training eight times, and the control group accepted conventional reading practice. They were subgrouped into high level and low level of cognitive flexibility according to their achievements of Cognitive Flexibility Scale for Col-lege Students. They were asked to read four essays before and after intervention, respectively. Results For the reading speed and valid read-ing speed, the effects of intervention were significant (F>66.62, P80.35, P9.68, P<0.01). For the comprehension, the effect of the time of training was significant (F=4.96, P=0.003), but it was not for the intervention (F=1.269, P=0.265) and cognitive flexibility (F=1.475, P=0.230). Conclusion Fast reading training may improve the read-ing speed of college students with hearing impairment, and may be more effective for those with high level of cognitive flexibility.

Validity of Korean Version Reading Speed Application and Measurement of Reading Speed: Pilot Study

PURPOSE: Reading speed is one of the methods used to measure near visual function. Although several versions of reading charts in different languages have been introduced, there is no Korean version of the reading chart yet. Therefore, we investigated the reading speed of normal-sighted Korean people using a recently developed reading speed application for the iPad tablet in Korea. METHODS: Normal-sighted participants without presbyopia were included and a third generation retina display iPad was used to measure reading speed. The iPad screen was set to maximum brightness and the examination was performed at a distance of 40 cm. Reading speeds were recorded twice: one for reading the sentence silently (reading only) and one for reading the sentence out loud (reading & speaking). RESULTS: The test sentences used in the application had 18.9 ± 2.6 letters and 6.5 ± 0.7 words on average. Twenty-five males and seventeen females were included. The average of the reading only speed was 202.3 ± 88.4 words per minute (WPM), and that of the reading & speaking speed was 129.7 ± 25.9 WPM, showing a statistically significant difference (p < 0.001). CONCLUSIONS: This Korean reading chart application is the first self-reporting reading chart in Korean. This chart could present a new standard for measuring both reading only and reading & speaking speeds.

The Development of Universiti Kebangsaan Malaysia Malay Language Related Word Reading Text Test / Jurnal Sains Kesihatan Malaysia

A Malay Language Related Reading Text Test was developed to assess reading performance among primary school children. One hundred and twenty normally sighted primary school children were randomly selected from year 2 and 3 (mean age 8.5 ± 0.5 years) and year 4 and 5 (mean age 10.5 ± 0.5 years). Subjects were asked to read all fi ve reading text aloud, correctly and according to their usual reading speed in random order. Time to complete each reading paragraph was recorded and any error or guessing was noted. Reading speed and reading rate were measure as word per minute (wpm). The mean reading speed for grade 1 was 88.81 ± 1.95 (SE) wpm and the reading rate was 87.20 ± 1.98 (SE) wpm. For grade 2, reading speed was 108.12 ± 1.66 (SE) wpm while reading rate was 107.22± 1.67 (SE) wpm. Reading speed and reading rate among subjects were not signifi cantly different (p > 0.05) either for grade 1 or 2 with p value 0.91 and 0.57 respectively. Comparison between each text also showed that there was no signifi cant different (p > 0.05). All texts that were developed were statistically homogenous indicating that the reading texts test can be use in random order and will not affect the reading assessment in primary school children.

The Effect of Colored Filters in Patients with Meares-Irlen Syndrome

PURPOSE: To evaluate the benefit of colored filters in Meares-Irlen Syndrome patients with reading difficulties. METHODS: Twenty-five patients were selected through a brief questionnaire aimed to determine symptoms of eyestrain or visual distortion after thorough eye examinations. The cutoff value of the questionnaire was 2.13. The rates of Korean reading and writing were measured using the RWSM (Reading Writing Speed Meter) test with and without the use of colored filters. Two months after wearing the individually prescribed colored filters, a questionnaire on the patient's subjective satisfaction with the colored filters were completed and evaluated. RESULTS: The blue (n = 8, 32%) and gray (n = 4, 16%) colors were the most frequently selected filters. The mean score of the questionnaire on reading difficulties was 2.72. The mean reading rate improved from 82.72 wpm (words per minute) to 101.84 wpm with the colored filters, a statistically significant change (p = 0.019). The mean writing rate did not improve. The overall satisfaction score with the colored lenses was 3.6, with the highest score given to ease of reading (4.08) and the lowest to writing (2.92). CONCLUSIONS: In cases of reading difficulty, colored filters were effective for alleviating visual symptoms and improving reading speed. It is important to achieve an adequate understanding of the specific symptoms of Meares-Irlen Syndrome and to perform a thorough eye examination to differentiate this from other ocular disorders.

A Study of Eccentric Viewing Training for Low Vision Rehabilitation

PURPOSE: The definition of eccentric viewing (EV) is using non-foveal preferred retinal loci (PRL) for viewing. The purpose of the present study was to investigate the clinical effect of EV training for low vision rehabilitation in patients with central scotomas. METHODS: The direction of EV was monitored in 30 low vision patients with central scotomas by moving the patient's view. The PRL was found by using a direct ophthalmoscope and retinal camera; the preserved visual field was identified using a kinetic visual field analyzer. The relationships between EV, PRL, and visual field were evaluated. The patients and their guardians were educated regarding EV. After 2 weeks of self-training, maintenance of EV was checked and changes in best-corrected visual acuity (BCVA), reading speed, and satisfaction questionnaire were evaluated. RESULTS: A relationship between EV, PRL, and visual field was in accordance in half of the patients. There were no significant differences in demographics and basic visual characteristics in patients where the relationship was not in accordance. EV was maintained in two-thirds of the patients, but there were no significant differences in demographics and basic visual characteristics in patients who discontinued EV. There were no significant improvements in BCVA; however, reading speed and the satisfaction scores increased significantly with EV. CONCLUSIONS: The direction of EV was effectively detected by convenient access using an inexpensive method. Functional vision and satisfaction significantly improved following EV training. EV training can be used as an effective method for low vision rehabilitation in patients with central scotomas.

Características lectoras de niños con trastorno del aprendizaje de la lectura / Reading characteristics of children with reading learning disability / Características leitoras das crianças com transtorno de aprendizagem da leitura

El objetivo de esta investigación fue identificar las características de precisión, comprensión y velocidad lectora en niños con Trastorno del Aprendizaje (TA) de la lectura. Participaron 14 niños entre 8 y 11 años diagnosticados según los criterios del DSM IV-Tr a quienes se les aplicó la prueba de lectura de la Evaluación Neuropsicológica Infantil (ENI). Los resultados muestran características específicas del trastorno de acuerdo con el género, edad y nivel escolar. El desempeño fue bajo en precisión en lectura de textos y velocidad de lectura. Los errores más frecuentes fueron la sustitución literal y derivacional, error en palabra funcional y falla en el ritmo lector. Se concluye que el TA de la lectura tiene manifestaciones variadas, y los criterios de diagnóstico no contemplan procesos que pueden subyacer al mismo. Se recomienda que la evaluación haga énfasis en las tareas en que se presentan mayores dificultades y la rehabilitación responda a características particulares del trastorno.

The aim of this research study was to identify the characteristics of precision, comprehension and reading speed in children with Reading Learning Disability. Fourteen children, between the ages of 8 and 11years old, participating in the study, were diagnosed according to the DSM IV-Tr criteria. They were assessed through the reading test taken from the Evaluación Neuropsicológica Infantil (ENI) (Neuropsychological Assessment for Children). Results showed specific characteristics of the disability according to gender, age and school level. Performance was low on text reading precision and reading speed. The most frequent errors were literal and derivational substitution, error in functional word and failure in reading rhythm. The study concluded that the Reading Learning Disability has diverse manifestations and that diagnostic criteria may not include processes underlying the disability. It is recommended that assessment processes emphasize tasks where major difficulties can be found and that rehabilitation strategies respond to particular characteristics of the disability.

O objetivo desta pesquisa foi identificar as características de precisão, compreensão e velocidade de leitura em crianças com transtorno de aprendizagem (TA) da leitura. Participaram 14 crianças entre 8 e 11 anos, diagnosticados segundo o DSM IV-Tr. Se aplicou o teste de Avaliação neuropsicológica infantil (ENI). Os resultados mostram características específicas do transtorno de acordo com o sexo, a idade e o nível de ensino. O desempenho foi baixo em precisão em leitura de textos e velocidade de leitura. Os erros mais freqüentes foram a substituição literal e a derivacional, erro em palavra funcional e falho no ritmo leitor. Concluímos que o TA da leitura tem variadas manifestações a assistência técnica da leitura, e os critérios de diagnóstico não incluem processos que lhe sejam subjacentes. Recomenda-se que a avaliação aponte às tarefas que apresentam maiores dificuldades e a reabilitação corresponda às características do transtorno.

The Relationship between Reading Speed and Center Scotoma in Age-related Macular Degeneration / 医学研究杂志

Objective To investigate the relationship between reading speed and center scotoma in age-related macular degeneration.Methods 46 eyes of 46 age-related macular degeneration patients underwent reading speed and center threshold examination,and the relationship was analysed.Results The mean reading speed was 183?60words/min,and had significant relationship with the deepness of the center scotoma.Conclusions The reading speed in age-related macular degeneration patient was decreased,and it related to the deepness of the center scotoma.

The Usefulness of Aspheric Doublet Lens

Ideal low vision devices used for reading should have a large clear field of view.To determine the usefulness of Aspheric Doublet Lens, we compared visual field, image clarity and reading speed of aids in 100 patients who were prescribed with Aspheric doublet lens, Telemicroscope with plus cap and Hand held magnifier.Aspheric doublet lens was prescribed most commonly.Used lens of optical aids was aspheric doublet lens, aplantic lens, biconvex lens and aspheric lens.Visual field and image clarity of Aspheric doublet lens were wider and clearer than those of other devices.Reading speed of each aid after prescription was improved significantly than before prescription (P=0.01).Reading speed of Aspheric doublet lens was more improved than that of other devices.Therefore Aspheric doublet lens might be useful as reading aids to low vision patients.

Low Vision Aid Prescription for Near Vision in Low Vision Patients

We have reported general principles of low vision aid prescription. But, we have not reported near vision aid prescription only. So, we analyse prescriptions of near low vision aid(diagnosis, type, magnification, etc) and present new near low vision aids that patients feels comfortable. We reviewed the clinical records of 100 patients who visited our low vision clinic more than twice and was prescribed near low vision aid for low vision. According to the data analysed, optic nerve atrophy was the most common etiology for low vision. Illuminated hand held magnifier(31.3%), telemicroscope with plus cap(27.7%), aspheric doublet sens(Clear Image II)(24.1%) were low vision aids most commonly used for near vision, but we knew new trend that newly prescribed aids(telemicroscope with plus cap, aspheric doublet lens) were prescribed more than illuminated hand held magnifier. After prescription of the low vision aid, visual acuity improved significantly (p<0.05). We examined contrast sensitivity test to measure the functional acuity and predict the visual prognosis after prescription of low visio aid.In addition,we studied the relationship between reading speed and the degree of contrast sensitivity and we knew that the relationship between degree of contrast sensitivity and reading speed was associated(p<0.05). Majority of patients(89%) were benefited from prescribed low vision aids.