Sensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers

The role of suprasegmental information in reading processes is a growing area of interest, and sensitivity to lexical stress has been shown to explain unique variance in reading development. However, less is known about its role in skilled reading. This study aimed to investigate the acoustic features of suprasegmental information using a same/different cross-modal matching task. Sixty-four adult participants completed standardized measures of reading accuracy, reading speed, and comprehension and performed an experimental task. The experimental task required the participants to identify whether non-speech acoustic sequences matched the characteristics of written words. The findings indicated differences in responses depending on where the lexical stress was required for the word. Moreover, evidence was found to support the view that amplitude information is part of the word knowledge retrieval process in skilled reading. The findings are discussed relative to models of reading and the role of lexical stress in lexical access

Visual stress, its treatment with spectral filters, and its relationship to visually induced motion sickness

We review the concept of visual stress and its relation to neurological disease. Visual stress can occur from the observation of images with unnatural spatial structure and an excess of contrast energy at spatial frequencies to which the visual system is generally most sensitive. Visual stress can often be reduced using spectral filters, provided the colour is selected with precision to suit each individual. The use of such filters and their effects on reading speed are reviewed. The filters have been shown to benefit patients with a variety of neurological conditions other than reading difficulty, all associated with an increased risk of seizures. © 2009 Elsevier Ltd

Production and comprehension of prosodic boundary marking in persons with unilateral brain lesions

Purpose: Persons with unilateral brain damage in the right hemisphere (RH) or left hemisphere (LH) show limitations in processing linguistic prosody, with yet inconclusive results on their ability to process prosodically marked structural boundaries for syntactic ambiguity resolution. We aimed at systematically investigating production and comprehension of three prosodic cues (f 0 range, final lengthening, and pause) at structural boundaries in coordinate sequences in participants with right hemisphere brain damage (RHDP) and participants with left hemisphere brain damage (LHDP).Method: Twenty RHDP and 15 LHDP participated in our study. Comprehension experiment: Participants and a control group listened to coordinate name sequences with internal grouping by a prosodically marked structural boundary (grouped condition, e.g., "(Gabi und Leni) # und Nina") or without internal grouping (ungrouped condition, e.g., "Gabi und Leni und Nina") and had to identify the target condition. The strength and combinations of prosodic cues in the stimuli were manipulated. Production experiment: Participants were asked to produce coordinate sequences in the two conditions (grouped, ungrouped) in two different tasks: a Reading Aloud and a Repetition experiment. Accuracy of participants' productions was subsequently assessed in a rating study and productions were analyzed with respect to use of prosodic cues.Results: In the Comprehension experiment, RHDP and LHDP had overall lower identification accuracies than unimpaired control participants and LHDP were found to have particular problems with boundary identification when the pause cue was reduced. In production, LHDP and RHDP employed all three prosodic cues for boundary marking, but struggled to clearly mark prosodic boundaries in 28% of all productions. Both groups showed better performance in reading aloud than in repetition. LHDP relied more on using f 0 range and pause duration to prosodically mark structural boundaries, whereas RHDP employed final lengthening more vigorously than LHDP in reading aloud.Conclusions: We conclude that processing of linguistic prosody is affected in RHDP and LHDP, but not completely impaired. Therefore, prosody can serve as a relevant communicative resource. However, it should also be considered as a target area for assessment and treatment in both groups

Complete abolition of reading and writing ability with a third ventricle colloid cyst: implications for surgical intervention and proposed neural substrates of visual recognition and visual imaging ability.

We report a rare case of a patient unable to read (alexic) and write (agraphic) after a mild head injury. He had preserved speech and comprehension, could spell aloud, identify words spelt aloud and copy letter features. He was unable to visualise letters but showed no problems with digits. Neuropsychological testing revealed general visual memory, processing speed and imaging deficits. Imaging data revealed an 8 mm colloid cyst of the third ventricle that splayed the fornix. Little is known about functions mediated by fornical connectivity, but this region is thought to contribute to memory recall. Other regions thought to mediate letter recognition and letter imagery, visual word form area and visual pathways were intact. We remediated reading and writing by multimodal letter retraining. The study raises issues about the neural substrates of reading, role of fornical tracts to selective memory in the absence of other pathology, and effective remediation strategies for selective functional deficits

Stress in Context: Morpho-Syntactic Properties Affect Lexical Stress Assignment in Reading Aloud

Recent findings from English and Russian have shown that grammatical category plays a key role in stress assignment. In these languages, some grammatical categories have a typical stress pattern and this information is used by readers. However, whether readers are sensitive to smaller distributional differences and other morpho-syntactic properties (e.g., gender, number, person) remains unclear. We addressed this issue in word and non-word reading in Italian, a language in which: (1) nouns and verbs differ in the proportion of words with a dominant stress pattern; (2) information specified by words sharing morpho-syntactic properties may contrast with other sources of information, such as stress neighborhood. Both aspects were addressed in two experiments in which context words were used to induce the desired morpho-syntactic properties. Experiment 1 showed that the relatively different proportions of stress patterns between grammatical categories do not affect stress processing in word reading. In contrast, Experiment 2 showed that information specified by words sharing morpho-syntactic properties outweighs stress neighborhood in non-word reading. Thus, while general information specified by grammatical categories may not be used by Italian readers, stress neighbors with morpho-syntactic properties congruent with those of the target stimulus have a primary role in stress assignment. These results underscore the importance of expanding investigations of stress assignment beyond single words, as current models of single-word reading seem unable to account for our results

The influence of individual differences on reading in readers of consistent compared to inconsistent orthographies

Languages differ in terms of how consistently they reflect spelling-sound relationships, and research has found that this may lead to differences in naming (reading aloud) processes. Readers themselves differ from each other in terms of relevant task performance, such as nonword decoding ability, vocabulary knowledge, spelling ability and reading experience. Such tasks tap into individual differences which have also been shown to influence the reading aloud process. The present study investigated whether language-related differences in reading aloud persisted even when reading-related individual differences were taken into account, and how effects of individual differences may vary between languages. The comparison necessitated a number of preparatory tasks to facilitate cross-language comparison. This included the computation of spelling-sound consistencies for both languages, the collection of German age-of-acquisition ratings and the creation of comparable measures to capture reading experience in both languages. For the naming study, reading aloud reaction times (RTs) on a set of 85 cognates were compared between skilled readers of English and German. Readers also completed tasks to assess individual differences. Linear mixed-effects modelling analysis showed that language differences remained, but that individual differences contributed additionally to explaining reading performance. To further examine how individual differences may impact differently on naming RTs between languages, the same data set was split four times into those who had scored higher and lower in each of the four individual differences (ID) tasks. Each ID group was then analysed separately. This resulted in eight different analyses. The language effect remained significant for all ID groups. Variations in effect patterns between different ID groups were observed. Effect patterns were more similar between languages for those readers who had scored higher in the ID tasks. Strong nonword decoders emerged as the fastest reader group for both languages, indicating that nonword decoding indexes a vital processing mechanism for skilled readers of different languages. As no significant interactions were found involving language or language and IDs for this group, strong decoders seemed to be most similar in their naming across the two languages. Although semantics were used by readers of both languages, person-level semantic knowledge was more beneficial for readers of the opaque script, especially when decoding skills were weaker. Good spelling ability facilitated naming in both languages, but differences between languages became apparent in weaker spellers, as those reading English were more influenced by other IDs, such as decoding skill. Unexpectedly, print exposure was not the strongest modulator out of all individual differences. Together the results suggest that alongside language differences, individual differences are important factors to be considered to account for a universal process of reading aloud