Retinal OCT biomarkers associated with reading performance in patients with persistent vs. resolved diabetic macular edema.

BACKGROUND: Recent advancements in imaging technologies, particularly structural optical coherence tomography (OCT), have improved the understanding of diabetic macular edema (DME) pathophysiology and provided valuable biomarkers for disease progression and visual outcomes. This prospective study aimed to investigate the association between specific retinal biomarkers identified through OCT imaging and reading performance metrics in patients with previously treated persistent versus resolved DME and good visual acuity. METHODS: Forty-nine eyes from 35 patients with a history of DME were enrolled. Reading performance was assessed using the Radner reading charts, which include standardized sentences with geometrically progressing print sizes. Structural alterations in the inner and outer retina, as well as the retinal pigment epithelium (RPE), were graded based on OCT images. RESULTS: Reading performance, measured as maximum reading speed, was associated with specific retinal biomarkers. The disruption of the ellipsoid zone (EZ) in the parafoveal region and the presence of disorganization of the inner retinal layers (DRIL) in the parafovea were correlated with reduced reading speed. These associations were independent of the presence of intraretinal or subretinal fluid. CONCLUSIONS: Understanding the relationship between retinal biomarkers and reading performance could contribute to a comprehensive evaluation of visual function and quality of life in patients with DME, leading to better management strategies and treatment outcomes.

Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia.

This study aimed to test the efficacy of a newly developed computer-based game naming computerized executive functions (CEF) task on the reading ability of children suffering from dyslexia. Forty dyslexic school students from the fourth and fifth grades were randomized to one of the experimental and control groups. Subjects of the experimental group received 12 sessions of Computerized Executive Functions Training (CEFT), while subjects of the control group played a neutral computer game throughout the 12 sessions. All participants responded to the Reading and Dyslexia Test (NEMA) as the pre- and post-test measure. Results revealed a significant improvement in the reading ability of subjects of the experimental group compared to the control group. Subjects of the experimental group indicated a greater improvement in some components of the NEMA scale including word reading, word chains reading, picture naming, text comprehension, word comprehension and letter fluency relative to the control group. CEFT had no significant effect in modifying the category fluency, phoneme elimination and rhyming components of the NEMA scale. Applying CEFT improves the reading performance of children with dyslexia by enforcing their cognitive abilities like working memory, inhibition control and cognitive flexibility which are necessary for normal reading ability.

Structure-function relationship of reading performance in patients with early to moderate glaucoma.

PURPOSE: To assess reading performance in patients with mild to moderate primary open-angle glaucoma (POAG), and to determine the relationship between reading ability and visual field (VF), microperimetry, and optical coherence tomography (OCT) parameters. METHODS: Reading performance of 30 POAG patients examined by the Minnesota Reading Acuity Chart (MNREAD) was compared to that of 21 age-matched controls collected from Ankara University in Turkey. Humphrey Field Analyzer (HFA) 24-2 SITA Standard and 10-2 patterns, and microperimetry were used for VF measurements. All subjects underwent OCT analysis for retinal nerve fiber layer thickness (RNFLT), optic nerve head (ONH) measurements, and ganglion cell inner plexiform layer thickness (GCIPLT). The linear relationship between reading parameters and VF, microperimetry, and OCT parameters was investigated. Univariate and multiple logistic regression models were used to identify the risk factors for glaucoma. RESULTS: In POAG patients, maximum reading speed (MRS) had a significant association with average rim area, mean cup-to-disc ratio (CDR), and cup volume (p < 0.05, for all). Decreased MRS was associated with thinner average GCIPLT and inferotemporal, superior, and inferior GCIPLT quadrants (p < 0.05, for all). Global index values for the HFA 24-2/10-2 tests, microperimetry, and ONH/RNFLT parameters had no correlation with reading performance. After accounting for the better and worse eyes, gender, education, age, and visual acuity of the glaucoma patients, MRS score was 23 units lower in the worse eye (p = 0.009), critical print size (CPS) was 0.21 units larger in the better eye (p = 0.03) and 0.25 units larger in the worse eye (p < 0.001), reading accesibility index (ACC) was 0.11 units lower in the better eye (p = 0.02) and 0.13 units lower in the worse eye (p = 0.002), and RA was 0.13 units higher in the worse eye (p = 0.003) of POAG patients. CONCLUSION: POAG had significantly lower reading performance when compared to healthy subjects. Reading speed was associated with decreased macular GCIPLT indicating that reading performance may be affected in the earlier stages of the disease.

Age-related changes in reading performance in normally sighted Arabic-speaking adults.

CLINICAL RELEVANCE: Reading performance is important for evaluating near vision and predicting and prescribing near-vision correction. There is a significant gap in the literature on Arabic reading performance and its associated effects. BACKGROUND: Normative data from control participants serve as the baseline for future studies involving groups with specific characteristics. This study aimed to assess baseline measures of Arabic reading performance. METHODS: In total, 428 normally sighted adults aged 19-83 years read the Balsam Alabdulkader - Leat chart to measure their reading performance. The participants were divided into five age groups. The outcome measures were the maximum reading speed in standard-length words per minute, critical print size, reading acuity, and reading accessibility index. RESULTS: The average reading performance measures were as follows: 171 ± 27 standard-length words per minute for maximum reading speed, 0.01 logarithm of the minimum angle of resolution for critical print size, -0.17 logarithm of the minimum angle of resolution for reading acuity, and 1.02 for the accessibility index. There were significant differences among the age groups, indicating a dependency on age and showing a plateau for the young adult group and a decline with age. The accessibility index had an almost perfect correlation with maximum reading speed and a weak but significant relationship with reading acuity and critical print size. CONCLUSION: Arabic exhibits an age-dependent trend in reading speed. However, owing to differences in orthography, visual demands, and reading strategies, the magnitude of the decrease and increase differs, potentially accounting for the variations between languages, especially when compared to English. This study serves as a foundation for future studies on Arabic reading performance. Future studies should examine the reading performance in patients with low vision, study the effects of common diseases on reading ability, evaluate the effectiveness of reading devices, and assess improvements in vision rehabilitation.

Oculomotor Rehabilitation Improves Reading Abilities in Dyslexic Children With Concurrent Eye Movement Abnormalities.

The oculomotor abnormalities have been reported in some dyslexic children. The purpose of the study was to evaluate the effects of oculomotor rehabilitation on the reading performance of dyslexic children. Subjects were 50 dyslexic children. Those with oculomotor abnormalities (n = 30) were randomly assigned into 2 groups matched for age. The case group received oculomotor rehabilitation. The rehabilitation program consists of 3 different exercises. The reading and dyslexia tests were performed before and after the intervention. The correct scores of reading tests in the case group posttest increased significantly compared with the control group, and there is a significant difference between the two groups (P = .001). The positive effects of oculomotor rehabilitation on the reading performance of dyslexic children confirmed that the oculomotor program could be a practical tool for improving reading performance in dyslexic children.

Reading performance in Portuguese children from second to tenth grade with the MNREAD reading acuity test

Purpose: To assess reading performance and report normative values for normal sighted Portuguese schoolchildren using the Portuguese version of the MNREAD reading acuity chart. Methods Children in the 2nd, 4th, 6th, 8th, and 10th grade in Portugal were recruited for this study. One hundred and sixty-seven children from 7 to 16 years of age participated. The Portuguese version of the printed MNREAD reading acuity chart was used to measure reading performance in these children. The non-linear mixed effects model with negative exponential decay function was used to compute maximum reading speed (MRS) and critical print size (CPS) automatically. Reading acuity (RA) and reading accessibility index (ACC) were computed manually. Results The mean MRS in words-per-minute (wpm) for the 2nd grade was 55 wpm (SD = 11.2 wpm), 104 wpm (SD = 27.9) for the 4th grade, 149 wpm (SD = 22.5) for 6th grade, 172 wpm (SD = 24.6) for 8th grade and 180 wpm for the 10th grade (SD = 16.8). There was a significant difference in MRS between school grades (p < 0.001). Participants’ reading speed increased by 14.5 wpm (95% CL: 13.1–15.9) with each year of increase in age. We found a significant difference between RA and school grades, but not for CPS. Conclusions This study provides normative reading performance values for the Portuguese version of the MNREAD chart. The MRS increased with increasing age and school grade, while RA shows initial improvement from early school years and gradually stabilizes in the more mature children. Normative values for the MNREAD test can now be used to determine reading difficulties or slow reading speed in, for example, children with impaired vision. (AU)

Visual acuity and reading print size requirements in children with vision impairment.

CLINICAL RELEVANCE: The support of students with a vision impairment throughout education could be enhanced by assessing the functional reading ability of the individual. This visual assessment could inform educators of individualised student needs and potentially improve the academic achievement for these students. BACKGROUND: Support for children with a vision impairment within a classroom is typically based on clinical findings of distance visual acuity and visual fields. Therefore, determining optimal print size for reading is essential to ensure best academic outcomes. Secondary aims were to investigate the possible impact of underlying pathology on reading ability. METHODS: Forty-seven participants were recruited from a state-wide support service for children with a vision impairment in South Australia. Three visual acuity groups were formed based on World Health Organisation definitions of mild, moderate, and severe vision impairment. Correlation between clinical measures of distance visual acuity using the Freiburg Visual Acuity Test, were compared with reading acuity and critical print size (smallest font before reading speed reduced) using Minnesota low vision reading chart (MNREAD). RESULTS: No significant correlations were found for mild (0.20-0.49 logMAR) and severe (1.00-1.52 logMAR) vision impairment groups between distance visual acuity and reading acuity read (p = .64, CI [-.585, .395]/p = .82, CI [-.48, .58]) or critical print size (p = .78, CI [-.57, .45]/p = .43, CI [-.34, .68]. A significant correlation was found for the moderate vision impairment group: 0.50-0.99 logMAR for minimum reading acuity (p < .001, CI [.44, .91]) and critical print size (p = .03, CI [.05, .80]). CONCLUSIONS: Standard clinical measures of distance visual acuity are an unpredictable estimate of reading ability in children with mild and severe vision impairment. Additional measures of functional near reading ability could provide a more meaningful indicator of reading ability and help provide optimum support to students through education.

Assessment of real-time electrocardiogram effects on interpretation quality by emergency physicians.

BACKGROUND: Electrocardiogram (ECG) is one of the most commonly performed examinations in emergency medicine. The literature suggests that one-third of ECG interpretations contain errors and can lead to clinical adverse outcomes. The purpose of this study was to assess the quality of real-time ECG interpretation by senior emergency physicians compared to cardiologists and an ECG expert. METHODS: This was a prospective study in two university emergency departments and one emergency medical service. All ECGs were performed and interpreted over five weeks by a senior emergency physician (EP) and then by a cardiologist using the same questionnaire. In case of mismatch between EP and the cardiologist our expert had the final word. The ratio of agreement between both interpretations and the kappa (k) coefficient characterizing the identification of major abnormalities defined the reading ability of the emergency physicians. RESULTS: A total of 905 ECGs were analyzed, of which 705 (78%) resulted in a similar interpretation between emergency physicians and cardiologists/expert. However, the interpretations of emergency physicians and cardiologists for the identification of major abnormalities coincided in only 66% (k: 0.59 (95% confidence interval (CI): 0.54-0.65); P-value = 1.64e-92). ECGs were correctly classified by emergency physicians according to their emergency level in 82% of cases (k: 0.73 (95% CI: 0.70-0.77); P-value ≈ 0). Emergency physicians correctly recognized normal ECGs (sensitivity = 0.91). CONCLUSION: Our study suggested gaps in the identification of major abnormalities among emergency physicians. The initial and ongoing training of emergency physicians in ECG reading deserves to be improved.

Reading performance in Portuguese children from second to tenth grade with the MNREAD reading acuity test.

PURPOSE: To assess reading performance and report normative values for normal sighted Portuguese schoolchildren using the Portuguese version of the MNREAD reading acuity chart. METHODS: Children in the 2nd, 4th, 6th, 8th, and 10th grade in Portugal were recruited for this study. One hundred and sixty-seven children from 7 to 16 years of age participated. The Portuguese version of the printed MNREAD reading acuity chart was used to measure reading performance in these children. The non-linear mixed effects model with negative exponential decay function was used to compute maximum reading speed (MRS) and critical print size (CPS) automatically. Reading acuity (RA) and reading accessibility index (ACC) were computed manually. RESULTS: The mean MRS in words-per-minute (wpm) for the 2nd grade was 55 wpm (SD = 11.2 wpm), 104 wpm (SD = 27.9) for the 4th grade, 149 wpm (SD = 22.5) for 6th grade, 172 wpm (SD = 24.6) for 8th grade and 180 wpm for the 10th grade (SD = 16.8). There was a significant difference in MRS between school grades (p < 0.001). Participants' reading speed increased by 14.5 wpm (95% CL: 13.1-15.9) with each year of increase in age. We found a significant difference between RA and school grades, but not for CPS. CONCLUSIONS: This study provides normative reading performance values for the Portuguese version of the MNREAD chart. The MRS increased with increasing age and school grade, while RA shows initial improvement from early school years and gradually stabilizes in the more mature children. Normative values for the MNREAD test can now be used to determine reading difficulties or slow reading speed in, for example, children with impaired vision.

Presbyopia correction with multifocal contact lenses: Evaluation of silent reading performance using eye movements analysis.

PURPOSE: Many activities of daily living rely on reading, thus is not surprising that complaints from presbyopes originate in reading difficulties rather in visual acuity. Here, the effectiveness of presbyopia correction with multifocal contact lenses (CLs) is evaluated using an eye-fixation based method of silent reading performance. ΜETHODS: Visual performance of thirty presbyopic volunteers (age: 50 ± 5 yrs) was assessed monocularly and binocularly following 15 days of wear of monthly disposable CLs (AIR OPTIX™ plus HydraGlyde™, Alcon Laboratories) with: (a) single vision (SV) lenses - uncorrected for near (b) aspheric multifocal (MF) CLs. LogMAR acuity was measured with ETDRS charts. Reading performance was evaluated using standard IReST paragraphs displayed on a screen (0.4 logMAR print size at 40 cm distance). Eye movements were monitored with an infrared eyetracker (Eye-Link II, SR Research Ltd). Data analysis included computation of reading speed, fixation duration, fixations per word and percentage of regressions. RESULTS: Average reading speed was 250 ± 68 and 235 ± 70 wpm, binocularly and monocularly, with SV CLs, improving statistically significantly to 280 ± 67 (p = 0.002) and 260 ± 59 wpm (p = 0.01), respectively, with MF CLs. Moreover, fixation duration, fixations per word and ex-Gaussian parameter of fixation duration, µ, showed a statistically significant improvement when reading with MF CLs, with fixation duration exhibiting the stronger correlation (r = 0.79, p < 0.001) with improvement in reading speed. The correlation between improvement in VA and reading speed was moderate (r = 0.46, p = 0.016), as was the correlation between VA and any eye fixation parameter. CONCLUSION: Average silent reading speed in a presbyopic population was found improved with MF compared to SV CL correction and was faster with binocular compared to monocular viewing: this was mainly due to the faster average fixation duration and the lower number of fixations. Evaluating reading performance using eye fixation analysis could offer a reliable outcome of functional vision in presbyopia correction.

Phonological Awareness Mediates the Relationship between DCDC2 and Reading Performance with the Influence of Home Environment.

Proficient reading requires critical phonological processing skill that interact with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1,419 children ages 8 to 14 years from African-American and Hispanic-American family backgrounds living in North America. The analyses showed that phonological awareness mediated the relationship between DCDC2-READ1 and reading outcomes when parental education and socioeconomic status was low. The association between READ1 and reading performance is complex, whereby mediation by phonological awareness was significantly moderated by both parental education and socioeconomic status. These results show the importance of home environment and phonological skills when determining associations between READ1 and reading outcomes. This will be an important consideration in the development of genetic screening for risk of reading disability.

Chinese undergraduates' English reading self-efficacy, intrinsic cognitive load, boredom, and performance: A moderated mediation model.

Introduction: Research findings from various academic domains have demonstrated that students' self-efficacy (SE) influences their academic performance while limited studies have explored how foreign language reading SE influences reading performance. The purpose of this quantitative study was to explore the relationship between reading SE, intrinsic cognitive load (CL), boredom, and reading performance. Methods: The participants were 272 English-as-a-foreign-language (EFL) learners at a comprehensive university in China, who attended a compulsory English course for improving their English reading and writing proficiency. Data were analyzed through SPSS and structural equation modeling (SEM). Results: The result of the study provided support for the hypothesized relationships. Students' English reading SE is positively related to their reading performance and negatively related to intrinsic CL. Their intrinsic CL during reading comprehension is negatively related to reading performance. Reading boredom is negatively related to reading SE and reading performance but positively related to CL. Furthermore, students' CL mediates the relationship between reading SE and performance while the negative achievement emotion of boredom moderates the relationship between reading SE and CL. Discussion: The research highlights the importance of cognitive and emotional factors in influencing the relationship between foreign language reading self-efficacy and reading performance. Implications for EFL teachers and researchers are discussed.

Comparison of near vision in glaucoma patients using standard and reversed-contrast charts.

CLINICAL RELEVANCE: Reversed-contrast testing is easy to perform via electronic devices and may improve reading performance and the quality of life of most glaucoma patients. BACKGROUND: Electronic devices are becoming increasing popularity and most devices have easily adjustable contrast settings. This study investigated near vision acuity and preference between the standard visual acuity chart (black text on white background) and a reversed-contrast chart (white text on black background) in glaucoma patients with decreasing contrast sensitivity. METHODS: This cross-sectional study evaluated 177 eyes of 177 patients from a single glaucoma clinic. The better eye of primary glaucoma patients (visual acuity of 6/20 or better) was evaluated. Patients with any other condition affecting visual acuity or reading performance were excluded. Near visual acuity was measured using a device with an anti-glare screen at 40 cm distance for both standard and reversed-contrast charts. RESULTS: Glaucoma patients had a significantly better average near visual acuity using the reversed-contrast chart than using the standard chart (median best-corrected visual acuity, LogMAR = 0.12; interquartile range = 0.18 vs median best-corrected visual acuity, LogMAR = 0.2; interquartile range = 0.26; respectively; P < 0.01), with more prominent differences in the advanced glaucoma group (median best-corrected visual acuity of reversed contrast chart: median best-corrected visual acuity of standard chart = 0.12:0.2, 0.12:0.13, and 0.18:0.22 in the early, moderate, and severe groups, respectively, P < 0.01 in early and severe group and P = 0.02 in moderate group). One hundred and nine (109) out of 177 patients (61.58%) preferred the reversed contrast version. CONCLUSION: Reversed contrast materials may improve the reading performance and quality of life of patients with glaucoma, especially those with severe disease.

Reading difficulties in amblyopia: Consequence of visual sensory and oculomotor dysfunction.

INTRODUCTION: Reading is a vision-reliant task, requiring sequential eye movements. Binocularly discordant input results in visual sensory and oculomotor dysfunction in amblyopia, which may contribute to reading difficulties. This study aims to determine the contributions of fixation eye movement (FEM) abnormalities, clinical type and severity of amblyopia to reading performance under binocular and monocular viewing conditions. METHODS: Twenty-three amblyopic patients and nine healthy controls were recruited. Eye movements elicited during fixation and reading of preselected passages were collected for each subject using infrared video-oculography. Subjects were classified as having no nystagmus (n = 9), fusion maldevelopment nystagmus (FMN, n = 5), or nystagmus without structural anomalies that does not meet criteria for FMN or infantile nystagmus (n = 9). Reading rate (words/min), the number of forward and regressive saccades (per 100 words) and fixation duration (s) were computed. RESULTS: Amblyopic patients with and without nystagmus exhibited greater vergence and fixation instability. In patients without nystagmus, the instability arises from increased amplitude and velocity of fast and slow FEMs respectively. Amblyopic patients with and without nystagmus exhibited lower reading speeds with increased fixation duration, regressive and progressive saccades than controls in all viewing conditions. Mixed etiology, greater amblyopic eye visual acuity and stereopsis deficits were associated with greater reading difficulties under binocular viewing. CONCLUSIONS: The presence of oculomotor dysfunction and the extent of visual acuity and stereoacuity deficits contribute to reading difficulties in patients with amblyopia, with and without nystagmus. The understanding of reading difficulties is essential to devise accommodations to limit long-term academic and vocational consequences of amblyopia.

Towards a standardisation of reading charts: Font effects on reading performance-Times New Roman with serifs versus the sans serif font Helvetica.

PURPOSE: The purpose was to compare systematically the legibility of a font without serifs (Helvetica) and one with serifs (Times New Roman). METHODS: Three paragraphs that were equal in the number of words, syllables, characters, difficulty and reading length were printed at equal size, with equal spacing between the lines and equal layout (paperback style), in either the sans serif typeface Helvetica Neue T1 55 Roman (Adobe) or the serif typeface Times New Roman PS Roman (Adobe). They were also printed in newspaper format in the serif font. The paragraphs were presented in random order (Latin square design) to 36 participants between 18 and 38 years of age (wearing their best-corrected visual acuity). Reading duration was measured with a stopwatch. Reading time, reading speed and the number of reading errors were compared. RESULTS: For the paperback layout, no significant difference in reading time (p = 0.50) or reading speed (p = 0.56) was found between the two fonts. The correlation between the two fonts was high for both reading time and speed (r = 0.93). The mean number of reading errors was the same (0.31 ± 0.58 errors/text) for both fonts. There was a significant difference in reading time and speed between the paperback and the newspaper layout. CONCLUSION: The legibility of Helvetica and Times New Roman is similar when investigated under equivalent conditions. Thus, these two font types can be used as interchangeable standard typefaces.

Investigating the relationship between students' reading performance, attitudes toward ICT, and economic ability.

This study explores the relationship between attitudes toward ICT and reading performance in the educational context. The mediating role of attitudes toward ICT on student economic ability and reading performance was also examined. Data was collected using stratified random sampling from 240 students in senior high school and 330 undergraduate students in teacher training and education program using an online platform (eDia) and paper-based. Partial least square structural equation modeling (PLS-SEM) was used for data analysis. The joint-two stage approach was applied to perform the second-order construct in path analysis. The measurement model confirms that all the instruments used in this study are valid and reliable. The structural model showed that three out of four hypotheses were empirically supported. Attitudes toward ICT have a significant effect on Reading performance. The direct effect from student economic ability to attitudes toward ICT was positively significant. We found that attitudes toward ICT positively mediate the relationship between student economic ability and reading performance for mediation analysis. The student economic ability does not affect the student reading performance. Limitations and future directions were also discussed as well.

Oculomotor Abnormalities during Reading in the Offspring of Late-Onset Alzheimer's Disease.

INTRODUCTION: Eye movement patterns during reading are well defined and documented. Each eye movement ends up in a fixation point, which allows the brain to process the incoming information and program the following saccade. In this work, we investigated whether eye movement alterations during a reading task might be already present in middle-aged, cognitively normal offspring of late-onset Alzheimer's disease (O-LOAD). METHODS: 18 O-LOAD and 18 age-matched healthy individuals with no family history of LOAD participated in the study. Participants were seated in front of a 20-inch LCD monitor, and single sentences were presented on it. Eye movements were recorded with an eye tracker with a sampling rate of 1000 Hz. RESULTS: Analysis of eye movements during reading revealed that O-LOAD displayed more fixations, shorter saccades, and shorter fixation durations than controls. CONCLUSION: The present study shows that O-LOAD experienced alterations in their eye movements during reading. O-LOAD eye movement behavior could be considered an initial sign of oculomotor impairment. Hence, the evaluation of eye movement during reading might be a useful tool for monitoring well-defined cognitive resources.

Using a smartphone on the move: do visual constraints explain why we slow walking speed?

Viewing one's smartphone whilst walking commonly leads to a slowing of walking. Slowing walking speed may occur because of the visual constraints related to reading the hand-held phone whilst in motion. We determine how walking-induced phone motion affects the ability to read on-screen information. Phone-reading performance (PRP) was assessed whilst participants walked on a treadmill at various speeds (Slow, Customary, Fast). The fastest speed was repeated, wearing an elbow brace (Braced) or with the phone mounted stationary (Fixed). An audible cue ('text-alert') indicated participants had 2 s to lift/view the phone and read aloud a series of digits. PRP was the number of digits read correctly. Each condition was repeated 5 times. 3D-motion analyses determined phone motion relative to the head, from which the variability in acceleration in viewing distance, and in the point of gaze in space in the up-down and right-left directions were assessed. A main effect of condition indicated PRP decreased with walking speed; particularly so for the Braced and Fixed conditions (p = 0.022). Walking condition also affected the phone's relative motion (p < 0.001); post-hoc analysis indicated that acceleration variability for the Fast, Fixed and Braced conditions were increased compared to that for Slow and Customary speed walking (p ≤ 0.05). There was an inverse association between phone acceleration variability and PRP (p = 0.02). These findings may explain why walking speed slows when viewing a hand-held phone: at slower speeds, head motion is smoother/more regular, enabling the motion of the phone to be coupled with head motion, thus making fewer demands on the oculomotor system. Good coupling ensures that the retinal image is stable enough to allow legibility of the information presented on the screen.

Higher Cognitive Reserve Is Associated with Better Working Memory Performance and Working-Memory-Related P300 Modulation.

This study aims to examine how two levels of cognitive reserve, as evidenced by reading syntactic skill, modify performance and neural activity in a two-load-level (high vs. low) working memory (WM) task. Two groups of participants with different reading skills, high and low, were obtained from clustering analysis. We collected the P300 event-related potential component during the performance of the WM Sternberg task. The high reading performance (HRP) group showed a higher percentage of correct answers than the low reading performance (LRP) group in the negative probes of the WM task, which were probe stimuli not included in the memory set presented immediately before. Both groups showed P300 amplitude modulations, that is, larger WM-related P300 amplitudes for low than for high WM loads. Following the behavioral results, the HRP group displayed smaller WM-related amplitude modulations than the LRP group in the negative probes. The findings together suggest that higher levels of reading skill are associated with improved neural efficiency, which reflects in a better working memory performance.

Interventions to Improve Reading Performance in Glaucoma.

PURPOSE: To evaluate whether changes to contrast, line spacing, or font size can improve reading performance in patients with glaucoma. DESIGN: Cross-sectional study. PARTICIPANTS: Thirty-five patients with glaucoma and 32 healthy control participants. METHODS: A comprehensive ophthalmologic examination was performed followed by reading speed assessment using the Minnesota Low Vision Reading (MNREAD) test under a range of contrasts (10%, 20%, 30%, 40%, and 50%), line spacings (1.0, 1.5, 2.0, 2.5, and 3.0 lines), and font sizes (0.8, 0.9, 1.0, 1.1, and 1.2 logarithm of the minimum angle of resolution), for a total of 15 tests. Regression analyses were performed to examine the effect of varying test conditions on reading speed (measured in words per minute [wpm]). RESULTS: Participants' mean age was 63.0 ± 12.6 years. Patients with glaucoma showed a visual field mean deviation in the better eye of -6.29 ± 6.35 dB. Reading speeds were significantly slower in patients with glaucoma versus control participants for 14 of the 15 MNREAD tests, despite no significant differences in age, gender, or education between groups. Increased contrast (from 10% to 50%) was associated with faster reading speed in patients with glaucoma (10.6-wpm increase per 10% increase in contrast; 95% confidence interval, 7.4-13.8 wpm; P < 0.001; R2 = 0.211). No significant improvement was found in reading speed with increase in font size or line spacing. CONCLUSIONS: Patients with glaucoma showed significantly slower reading speeds than similarly aged control participants. Reading speed was improved by increasing contrast, but not by increases in line spacing or font size.