Neural bases of reading fluency: A systematic review and meta-analysis.

Reading fluency, the ability to read quickly and accurately, is a critical marker of successful reading and is notoriously difficult to improve in reading disabled populations. Despite its importance to functional literacy, fluency is a relatively under-studied aspect of reading, and the neural correlates of reading fluency are not well understood. Here, we review the literature of the neural correlates of reading fluency as well as rapid automatized naming (RAN), a task that is robustly related to reading fluency. In a qualitative review of the neuroimaging literature, we evaluated structural and functional MRI studies of reading fluency in readers from a range of skill levels. This was followed by a quantitative activation likelihood estimate (ALE) meta-analysis of fMRI studies of reading speed and RAN measures. We anticipated that reading speed, relative to untimed reading and reading-related tasks, would harness ventral reading pathways that are thought to enable the fast, visual recognition of words. The qualitative review showed that speeded reading taps the entire canonical reading network. The meta-analysis indicated a stronger role of the ventral reading pathway in rapid reading and rapid naming. Both reviews identified regions outside the canonical reading network that contribute to reading fluency, such as the bilateral insula and superior parietal lobule. We suggest that fluent reading engages both domain-specific reading pathways as well as domain-general regions that support overall task performance and discuss future avenues of research to expand our understanding of the neural bases of fluent reading.

Efficacy of coloured lenses for patients diagnosed with visual stress.

CLINICAL RELEVANCE: Colour overlays and lenses are used to relieve symptoms in some patients diagnosed with visual stress, but evidence to support this practice is lacking. In this small randomised crossover trial, a range of colours are beneficial and precise colour specification does not enhance this effect. BACKGROUND: This randomised, double-masked crossover trial aimed to test effectiveness of precisely selected lens tints for visual stress. METHODS: Twenty-nine participants aged 11 to 72 (mean 30) years diagnosed with visual stress were issued with their selected coloured overlay then with tinted lenses at two colour settings. An eye examination and coloured overlay test were followed by intuitive colorimetry to select a colour to minimise symptoms (optimal tint) and the closest setting at which the symptoms returned (sub-optimal, or placebo tint). The tints were worn for one month each in randomised order. Reading speed was measured using the Wilkins Rate of Reading Test, a subjective scale was used to gauge symptoms, and the patient was asked to indicate whether one of the tints alleviated their symptoms more than the other. RESULTS: Reading speed was significantly higher with colour than without (p < 0.001), but was similar with the overlay and both tints (p = 1.0). Discomfort/distortion rating (1-7) was lower with colour than without (p < 0.001), but no difference was found between the overlay and both tints (p > 0.1). About half (47%) of the patients preferred/strongly preferred their optimal tint, and 39% preferred/strongly preferred their sub-optimal tint, while 14% had no preference. CONCLUSIONS: While our patients read more quickly and were more comfortable when using a tint, there was no difference in outcome between the optimal and sub-optimal tints. These results suggest that for patients diagnosed with visual stress, precision tints are no more helpful than sub-optimal, placebo tints.

Flicker and reading speed: Effects on individuals with visual sensitivity.

Flicker and patterns of stripes in the modern environment can evoke visual illusions, discomfort migraine, and seizures. We measured reading speed while striped and less striped texts were illuminated with LED lights. In Experiment 1, the lights flickered at 60 Hz and 120 Hz compared to 60 kHz (perceived as steady light). In Experiment 2, the lights flickered at 60 Hz or 600 Hz (at which frequency the phantom array is most visible), and were compared to continuous light. Two types of text were used: one containing words with high horizontal autocorrelation (striped) and another containing words with low autocorrelation (less striped). We measured the number of illusions participants saw in the Pattern Glare (PG) Test. Overall, reading speed was slowest during the 60 Hz and 600 Hz flicker and was slower when reading the high autocorrelation text. Interestingly, the low PG group showed greater effects of flicker on reading speed than the high PG group, which tended to be slower overall. In addition, reading speed in the high PG group was reduced when the autocorrelation of the text was high. These findings suggest that uncomfortable visual environments reduce reading efficiency, the more so in individuals who are visually sensitive.

Gaze and behavioural metrics in the refractive correction of presbyopia.

PURPOSE: To investigate gaze and behavioural metrics at different viewing distances with multifocal contact lenses (MFCLs), single vision contact lenses (SVCLs) and progressive addition lenses (PALs). METHODS: Fifteen presbyopic contact lens wearers participated over five separate study visits. At each visit, participants were randomly assigned to wear one of five refractive corrections: habitual PAL spectacles, delefilcon A (Alcon Inc.) MFCLs and three separate pairs of delefilcon A single vision lenses worn as distance, intermediate and near corrections. Participants wore a Pupil Core headset to record eye and head movements while performing three visual tasks: reading, visual search and scene observation. Data were investigated using linear regression and post-hoc testing. Parameters of interest included gaze (fixation duration, head movement) and behavioural (reading speed, reading accuracy, visual search time) metrics. RESULTS: Reading speed in SVCLs was significantly faster than in MFCLs and PAL spectacles (F = 16.3, p < 0.0001). Refractive correction worn did not influence visual search times (F = 0.16, p = 0.85). Fixation duration was significantly affected by the type of visual task (F = 60.2, p < 0.001), and an interaction effect was observed between viewing distance and refractive correction (F = 4.3, p = 0.002). There was significantly more horizontal and vertical head movement (F = 3.2, p = 0.01 and F = 3.3, p = 0.01, respectively) during visual search tasks when wearing PAL spectacles compared to SVCLs or MFCLs. CONCLUSION: This work showed that the type of refractive correction affects behavioural metrics such as reading speed and gaze behaviour by affecting horizontal and vertical head movements. The findings of this study suggest that under certain conditions, wearers of MFCLs make fewer head movements compared to PAL spectacles. Gaze behaviour metrics offer a new approach to compare and understand contact lens and spectacle performance, with potential applications including peripheral optical designs for myopia management.

Toward an internationally accepted standard for reading charts.

Patients who suffer from sight-threatening eye diseases share a desire to regain a comfortable reading ability. In light of the modern advances achieved in ophthalmic diagnosis and therapy, and because a significant lack of comparability between reading charts still exists, there is an increasing need for a worldwide standard in the form of a norm for diagnostic reading charts. Already, applied advancements such as digital print, which allow a calibration of the print sizes of reading charts in correctly progressing geometric proportions by using the actual height of a lower case "x" in millimeters (x-height), and psychophysically standardizing reading charts and their test items by applying modern statistical methods have significantly contributed to establishing a norm for reading charts. In 2020, a proposal of the British delegation was accepted by the International Organization for Standardization (ISO) group "Visual Optics and Optical Instruments," and a working group was established. Bearing in mind the efforts of the ISO with regard to an international norm, this review article is intended to (a) give an overview of the historical background and related normative approaches for diagnostic reading tests used in ophthalmology and optometry, (b) explain psychophysical and technical concerns, and (c) discuss the possibilities and limits of concepts that seem relevant to developing a modern standard for reading charts.

Psychometric analysis of the revised CompLEC test to measure reading speed and reading comprehension in university students.

BACKGROUND: At university level, reading comprehension is one of the most important linguistic competences in the professional training of students because it is an instrument that enables the acquisition and production of scientific knowledge. Likewise, at this level of education, speed reading becomes a technique that allows to make the most of the time devoted to reading and to develop the ability to concentrate. However, there are not many instruments in the scientific literature that measure these two variables; therefore, the objective of this study was: To determine the psychometric properties of the revised compLEC test to measure reading comprehension and speed in university students. METHOD: The study was conducted under the quantitative approach, applied type, with non-experimental design. The type of sampling used was non-probabilistic and the sample consisted of 441 university students of both genders. The instrument prepared and applied was the Reading Speed and Reading Comprehension Test for Higher Education, which is an adaptation of the CompLEC test. RESULTS: In the study, all the items had values above 0.80, which shows that the items were rated positively in terms of pertinence, relevance, and clarity. It was also evidenced that the model of three related factors presents adequate fit indices (CFI = 0.91; TLI = 0.90; RMSEA = 0.034 [IC90% 0.021 ‒ 0.046]; SRMR = 0.072). On the other hand, only the Recovery dimension (ordinal α = 0.62) presented acceptable reliability indices. CONCLUSION: The results show that the Reading Speed and Reading Comprehension Test for Higher Education has adequate psychometric characteristics in terms of content validity and internal structure of the scale. However, further studies are required to confirm the reliability of the scale.

Increasing the accessibility to internet-based cognitive behavioural therapy for depression: A single-blind randomized controlled trial of condensed versus full-text versions.

Background: Research shows that internet-based cognitive behavioural therapy (iCBT) is an effective treatment for depression. However, little is known about how the length of the text material in iCBT affects outcomes. Objective: The aim of this study was to test whether a condensed iCBT version for depression would be non-inferior to the existing full-text version in reducing depressive symptoms at post-treatment. We also wanted to test non-inferiority for secondary outcomes and explore reading speed and ADHD symptoms as potential moderators. Method: A single-blind randomized controlled trial was conducted (N = 267) comparing two versions of guided iCBT for depression; full-text (around 60,000 words) and condensed (around 30,000 words, with the option to listen to the text). Estimated between-group effect sizes and their confidence intervals for depression, anxiety and quality of life, were compared to a pre-determined non-inferiority margin (ES = 0.4). Moderation analyses of reading speed and ADHD symptoms were conducted. Results: The condensed version of iCBT was non-inferior to the full-text version on post-treatment measures for depressive symptoms (95 % CI = -0.42-0.24), anxiety symptoms (95 % CI = -0.24-0.32), and quality of life (95 % CI = -0.09-0.49). Non-inferiority was inconclusive for depressive symptoms at the one-year follow-up (95 % CI = -0.60-0.47). There was no significant moderation effects of reading speed (p = 0.06) or ADHD symptoms (p = 0.11) on depressive symptoms. Conclusion: These results indicate that a condensed version of iCBT for depression is as effective at treating depression as the full-text version. By shortening texts, iCBT may be made available to more people. Due to unequal dropout rates between the groups, these results are preliminary and need to be replicated.

Reading Speed Using the International Reading Speed Texts in a Normal Canadian Cohort.

Background The International Reading Speed Texts (IReST) are commonly used to measure reading speed, which may be affected in many eye conditions. They were originally tested in a younger British population. Our study evaluates IReST in a normal Canadian population. Methodology A normal Canadian cohort in Ontario was prospectively recruited with age >14 years, education >9 years, English as the primary language, and best-corrected visual acuity >20/25 distance and >N8 near in each eye. Participants with eye conditions and neurological/cognitive problems were excluded. Each participant consecutively read two IReST passages (passages 1 and 8). Reading speed in words per minute (WPM) was calculated. One-sample t-test was used to compare our cohort to published IReST standards. Results A total of 112 participants were included (35 male, 77 female). The mean age was 40 ± 17 years (14-18 years: 12; 18-35 years: 34; 35-60 years: 53; 60-75 years: 13). The mean reading speed for passage 1 was 211 ± 33 WPM compared to the published IReST standard of 236 ± 29 WPM (p < 0.0001). The mean reading speed for passage 8 was 218 ± 34 WPM compared to the IReST standard of 237 ± 24 WPM (p < 0.0001). Thus, our cohort read slower for both passages compared to IReST standards. The mean reading speed for passages 1 and 8 was the highest for the 14-18-year (231 and 239, respectively) and the lowest for the 60-75-year group (195 and 192, respectively). Conclusions Normal older populations have slower reading compared to younger populations. The slower reading in our cohort may also be because the passages were in British rather than in Canadian English. It is important that the IReST is evaluated in different populations to ensure reliable comparison standards for future research.

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.

Using the C-Read as a Portable Device to Evaluate Reading Ability in Young Chinese Adults: An Observational Study.

We evaluated the reading characteristics of normal-sighted young adults using C-Read to provide baseline healthy population values. We also investigated the relationship between the National Eye Institute's Visual Functioning Questionnaire (VFQ-25) score and reading ability, myopia, and hours of screen use, focusing on the extent to which these factors affect participants' visual function and, ultimately, their vision-related quality of life (QoL). Overall, 207 young, healthy participants (414 eyes) aged 18-35 years were tested for reading speed using C-Read connected to a smartphone-based application between December 2022 and January 2023. Each participant received a VFQ-25 questionnaire to evaluate vision-related QoL. Data on daily e-screen usage hours were collected. Among the participants, 91 (44.0%) were women; their mean (SD) age was 22.45 (4.01) years. The mean (SD) reading acuity (RA) was 0.242 (0.124), 0.249 (0.120), and 0.193 (0.104) logarithmic minimum angle of resolution (logMAR) for the right, left, and both eyes, respectively. The mean (SD) maximum reading speed (MRS) was 171.65 (46.27), 168.59 (45.68), and 185.16 (44.93) words per minute (wpm) with the right, left, and both eyes, respectively. The mean (SD) critical print size (CPS) was 0.412 (0.647), 0.371 (0.229), and 0.419 (1.05) logMAR per the right, left, and both eyes, respectively. The RA and CPS were significantly different between sexes (p = 0.002 and p = 0.001). MRS was significantly different between the education level (p = 0.005) and myopia level groups (p = 0.010); however, it was not clear whether this difference was confounded by age. The myopic power in diopters significantly affected RA (coefficient, -0.012; 95% CI, -0.018 to -0.006; p = 0.001); screen time significantly affected MRS (coefficient, 0.019; 95% CI, 0.57 to 6.33; p = 0.019). RA (coefficient, -21.41; 95% CI, -33.74 to -9.08; p = 0.001) and duration of screen use (coefficient, -0.86; 95% CI, -1.29 to -0.43; p < 0.001) independently had a significantly negative correlation with VFQ-25 scores. Our findings provide a baseline value for C-Read in normal-sighted young adults. Refractive status significantly affected RA, while screen time significantly affected MRS. Interventions aimed at enhancing RA may have the potential to maximize vision-related QoL and enable older adults with impaired vision to achieve greater outcomes. Future, larger-scale, C-Read experiments will help provide newer, more optimal methods for the early diagnosis of visual impairment.

New Italian version of the Wilkins Rate of Reading Test: Materials for repeated-measure designs in optometry and neuropsychological research.

PURPOSE: To develop a series of equivalent passages of text in Italian, according to the principles of the Wilkins Rate of Reading Test (WRRT), suitable for both clinical examination and scientific research when equivalent stimuli are needed to compare performance in repeated-measure designs. METHOD: Fifteen high-frequency Italian words (matched for grammatical class and length to the English WRRT) were used to generate 15 different 10-line meaningless passages, according to the design principles of the English WRRT. Thirty-two healthy Italian-speaking higher education students read the passages aloud according to a fixed randomisation schedule. Performance was recorded digitally to measure reading speed and accuracy offline. Equivalence between the passages and the practice and fatigue effects for both reading speed and accuracy were examined as well as test-retest reliability. RESULTS: No significant difference in reading speed and accuracy was found between the passages. There was a significant practice effect on reading speed but not accuracy, with the first presented passage read significantly slower than the others. There was no evidence of a fatigue effect. Reading speed, the reference metric for the WRRT, showed good test-retest reliability. CONCLUSIONS: The passages of the Italian version of the WRRT were equivalent to each other. The practice effect suggests that familiarisation with the test (i.e., reading at least one matrix of words) should be carried out before consecutive/repeated reading of different passages for experimental or clinical purposes.

Telerehabilitation Pathways in Specific Learning Disorders: Improving Reading and Writing.

Telerehabilitation has proved to be a useful tool for neurodevelopmental disorders in allowing timely and intensive intervention and preventing relapses; it is also widely used for specific learning disabilities (SLD), showing significant effects on reading abilities, but variables linked to its effectiveness have not been studied yet. The present study was aimed at testing the effectiveness of telerehabilitation on reading and writing in SLD children, comparing different treatment pathways, and considering the impact of training intensity and executive functions. Seventy-three children were enrolled (telerehabilitation group: 48 children, waiting list group: 25 children). The results showed significant improvements in reading fluency, text dictation, and executive functions in the training group. Children attending a combined training including reading tasks and rapid automatized naming processes improved in word reading fluency and text dictation. The number of training sessions and the change in executive functions significantly correlated with changes in reading accuracy. Here we show a new contribution to telerehabilitation research in SLD: telerehabilitation significantly enhanced learning abilities and executive functions. Training based on the learning task and the underlying processes significantly increased not only reading speed, according to previous studies, but also writing accuracy. The findings' implications in clinical research and practice are discussed.

Evaluating the effectiveness of physical exercise in improving standardized testing performances through attention indices.

INTRODUCTION: In the United States, standardized tests have risen in prevalence, extending their importance from education placement to employment. Attention is crucial to improving testing performance. Past studies have established that acute, coordinative, aerobic exercise improves attention, which is measured by the D2 Attention Test, emotional analysis, reading time, and eye movement tracking. No studies have drawn connections between physical exercise's quantifiable improvement in attention to improvements in standardized tests; therefore, this study would attempt to do so. METHODS: This study defines attention to be positively related to reading speed and negatively related to the number of eye drifts. High school students were selected to read and answer two reading passages from an SAT (Scholastic Assessment Test) exam, before and after a short 80% intensity run. Their reading times, facial video, and test scores were recorded. Dlib plots the facial landmark and OpenCV tracks movement of the pupil. RESULTS: Through paired-samples t-tests, this study found out that after exercise, subjects displayed increased reading speed and fewer eye drifts, coupled with increased mean scores. CONCLUSION: Thus, this study demonstrated that running, as an acute, coordinative, aerobic exercise, helps increase the testing performance of the SAT reading section by measuring attention. Future research could focus on including head movement as an attention index, replicate the experiment on different standardized tests or exercises, and conduct natural experiments to better simulate real-life conditions to increase applicability.

Training peripheral vision to read: Using stimulus exposure and identity priming.

Reading in the periphery can be improved with perceptual learning. A conventional training paradigm involves repeated practice on a character-based task (e.g., recognizing random letters/words). While the training is effective, the hours of strenuous effort required from the trainees makes it difficult to implement the training in low-vision patients. Here, we developed a training paradigm utilizing stimulus exposure and identity priming to minimize training effort and improve training accessibility while maintaining the active engagement of observers through a stimulus visibility task. Twenty-one normally sighted young adults were randomly assigned to three groups: a control group, a with-repetition training group, and a without-repetition training group. All observers received a pre-test and a post-test scheduled 1 week apart. Each test consisted of measurements of reading speed, visual-span profile, the spatial extent of crowding, and isolated-letter profiles at 10° eccentricity in the lower visual field. Training consists of five daily sessions (a total of 7,150 trials) of viewing trigram stimuli (strings of three letters) with identity priming (prior knowledge of target letter identity). The with-repetition group was given the option to replay each stimulus (averaged 0.4 times). In comparison to the control group, both training groups showed significant improvements in all four performance measures. Stimulus replay did not yield a measurable benefit on learning. Learning transferred to various untrained tasks and conditions, such as the reading task and untrained letter size. Reduction in crowding was the main basis of the training-related improvement in reading. We also found that the learning can be partially retained for a minimum of 3 months and that complete retention is attainable with additional monthly training. Our findings suggest that conventional training task that requires recognizing random letters or words is dispensable for improving peripheral reading. Utilizing stimulus exposure and identity priming accompanied by a stimulus visibility task, our novel training procedure offers effective intervention, simple implementation, capability for remote and self-administration, and an easy translation into low-vision reading rehabilitation.

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.

Design and Validation of a New Smartphone-Based Reading Speed App (GDRS-Test) for the Greek Speaking Population.

Purpose: To present a novel smartphone-based application (GDRS-test, Greek Digital Reading Speed - test) for the assessment of reading speed, to evaluate, whether this test could be easily and reliably used by patients with visual impairment and normal individuals serving as an adjunctive tool for their visual examination. Patients and Methods: One hundred and five visually impaired and 32 normal eyes were examined. Depending on existing active ocular pathology, patients were divided into a non-macular and a macular group, We examined the reading performance for continuous text (MNREAD chart) and random unrelated words of the new smartphone-based reading speed app, monocularly. The patients' best-corrected visual acuity ranged from 1.3 to 0.2 logMAR. Examinees were asked to read aloud (at a 40 cm distance) a series of 30 random two-syllable and then 30 three-syllable Greek words, without semantic connection. Reading speed was measured as correct words per minute for critical print size. The individuals were examined twice within 2 weeks for test-retest reliability. Correlations and comparisons concerning each group adjusted for age and visual acuity were performed. Results: There was moderate correlation between MNREAD and 2SYL SPEED (Reading speed for 2-syllable) (Pearson's rho = 0.589, p < 0.001) and 3SYL SPEED (Reading speed for 3-syllable) (Pearson's rho = 0.617, p < 0.001) for healthy individuals. The mean 2SYL SPEED and 3SYL SPEED for Individuals of the maculopathies group or non-maculopathies group were significantly lower compared to normal individuals adjusted for age and visual acuity [B (95% CI): -93.077 (-104.165, -81.98), p < 0.001] and [B (95% CI): -92.254 (-104.196, -80.312), p < 0.001], respectively. The test-retest analysis showed a good agreement for patients and healthy individuals. Conclusion: The novel-reading speed application for the Greek-speaking population was found to accurately detect differences between patients with visual impairment and healthy individuals. It was designed and constructed with the intention to ease and improve the ophthalmic examination allowing individuals to self-evaluate reading speed by transmitting the result to their physician.

Comparison of Reading Test Parameters from the Print and Tablet Application Forms of the Minnesota Low Vision Reading Test.

Objectives: To compare reading parameters measured with the Turkish version of the Minnesota Low Vision Reading Test (MNREAD-TR) printed acuity chart and the tablet application version of the same test for both normally sighted and low-vision individuals. Materials and Methods: A total of 116 individuals (92 normally sighted and 24 low-vision) were included in the study. All participants were tested with both the print version of the MNREAD-TR chart (method 1) and the tablet application version (method 2). Reading acuity (RA), critical print size (CPS), maximum reading speed (MRS), and reading accessibility index (ACC) were compared statistically. Results: No statistically significant difference was found in RA and CPS between the two methods for the normally sighted individuals (p=0.083 and p=0.075, respectively). There was no statistically significant difference in RA and ACC between the two methods for the patients with low vision (p=0.159 and p=0.103, respectively). The mean MRS was 233.1±34.7 words per minute (wpm) with method 1 and 169.3±23.4 wpm with method 2 in the normally sighted group (p<0.001) and 93.2±50.2 wpm with method 1 and 68.2±34.7 wpm with method 2 in the low-vision group (p<0.001). Conclusion: In our study, it was found that the parameters RA and CPS in the normally sighted individuals and RA and ACC in the low vision individuals provided similar results in both forms of the MNREAD. The tablet application method can be preferred to eliminate evaluators' bias of scoring the printed chart. In addition, applications have other advantages such as being faster and more practical and providing automatic analysis of parameters, especially in low-vision rehabilitation.

Interhemispheric transfer time differs between fast and slow healthy adult readers.

The visual system forms the basis of visual word decoding processes. Reading is a left-lateralized function. The interaction between the two hemispheres via the corpus callosum is required for successful reading. It is known that callosal function and morphology are affected in reading disorders. This study investigated the differences in callosal transfer speed of verbal and nonverbal stimuli in healthy university students. We hypothesized that if the callosal transfer has a role in slow reading, transfer speed would differ between slow and fast readers. Moreover, if the difference was affected by the type of stimulus, this will provide information about the level of neural processing at which the difference is based/aroused. Fifty-one participants were grouped as slow (n = 15, 8 female) and fast (n = 36, 22 female) readers. Three types of stimuli (word, legal pseudoword, and non-verbal grating) were presented from the right or left visual field. Latencies of the evoked potentials (N1) were used to measure interhemispheric transfer time. We found that slow readers have a slower right-to-left transfer speed at the parietal site, which is related to the visual word decoding process. The finding was similar to previous studies examining individuals with dyslexia. This difference was not seen with grating stimuli; we suggest that the difference originates at the orthographic visual lexical level rather than at earlier basic visual processing. We did not observe any effect of lexical and sublexical routes on the callosal transfer time because of evaluated time windows.

Identifying predictors of reading speed and reading comprehension in Bosnian.

The goal of the present study was to examine the predictors of reading speed and reading comprehension in third-grade students from Bosnia and Herzegovina (BIH). The sample consisted of 168 third-grade students (86 boys, 82 girls) attending regular schools in Canton Sarajevo, BIH. We examined the effects of phonological awareness (phoneme deletion and rhyming), rapid automatized naming (RAN) of letters and objects, semantic fluency, working memory, and processing speed, on three reading speed tasks and a reading comprehension task. For the reading speed tasks, total amount of explained variance was 33% for reading a text passage, 40% for word reading and 36% for pseudoword reading. The most important predictors of reading speed tasks were phoneme deletion task and RAN: Letters. On the other hand, the model explaining reading comprehension was much less predictive and explained about 11% of variance. Significant predictors of reading comprehension were working memory and processing speed. The results of this study are very informative in creating better models of reading. This in turn will help create better reading intervention programs and potentially reduce the number of children with reading disabilities.

Development of a novel Korean reading chart.

CLINICAL RELEVANCE: Measuring reading ability is a crucial part of assessing patients who complain of reduced vision. Foreign language versions of such charts need to be developed and validated. BACKGROUND: It is difficult to measure or predict Korean reading ability due to a lack of a representative reading charts in Korean, and previous charts have limited capacity to detect deficits in reading ability among Korean patients with eye diseases. METHODS: Two printed versions of the reading chart were created. Thirty-four patients with no change in vision in the last three months and no expected change in vision in the next four weeks were included in this study. The results were validated by testing 13 normal-sighted adults (group 1), 14 patients with various macular diseases whose visual acuity was equal or better than 0.5 logarithm of the minimum angle of resolution (logMAR) (group 2), and seven patients with various macular diseases whose visual acuities were between 1.3 logMAR and 0.5 logMAR (group 3). Inter-chart and intra-subject repeatabilities were assessed for maximum reading speed (MRS) and critical print size (CPS). RESULTS: A total of 38 sentences were tested on 34 adults in three groups. Groups 1 and 2 did not differ significantly in terms of MRS and CPS. The MRS was lower in group 3, for each chart and between visits. The CPS was larger in group 3, for each chart and between visits, with the exception of chart 2 during visit one. With regard to test-retest reliability, the intraclass correlation co-efficients (ICCs) for chart 1 and chart 2 were more than 0.900. With regard to inter-chart reliability, the ICCs were more than 0.892, respectively. CONCLUSION: The reading chart developed in this study was reliable in producing consistent results among a normal Korean population and patients with various macular diseases.