Reading: Do the Eyes Have It?

Granet, David B.; Castro, Erika F.; Gomi, Cintia F.

doi:10.3368/aoj.56.1.44

Cited by 8 publications

(15 citation statements)

References 17 publications

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“…147 Convergence insufficiency can interfere with a child's ability to concentrate on print for a prolonged period of time but does not interfere with decoding. 29 …”

Section: Accommodationmentioning

confidence: 99%

“…32,33,60 The phonemic complexity of a language corresponds to the prevalence of dyslexia, which points to the linguistic origin of dyslexia. 14,29 Manifestations of dyslexia are often worse in English because of the greater number of inconsistencies and exceptions within the English lan-guage, but dyslexia is confined neither to the United States nor to English speakers. 14 Learning to read and write is a complex process that requires active learning.…”

Section: Phonologic Modelmentioning

confidence: 99%

“…Convergence insufficiency and poor accommodation, both of which are uncommon in children, can interfere with the physical act of reading but not with decoding and word recognition. 29 Thus, treatment of these disorders can make reading more comfortable and may allow reading for longer periods of time but does not directly improve decoding or comprehension. 29 If reading impairment is attributable solely to a visual problem, improvement in school performance should be observed once the problem is corrected.…”

Section: Visual Processingmentioning

confidence: 99%

“…Although they do occur, reversal of letters or words, or mirror writing, is not included in the definition of dyslexia. 14,28,29 People with dyslexia may be very creative and bright. In many cases, their high-level thinking is unaffected, and they may be gifted in mathematics, science, the arts, or even in unexpected areas such as writing.…”

Section: Dyslexiamentioning

confidence: 99%

“…111 Difficulties in accommodation do not interfere with decoding but can interfere with the child's ability to concentrate on print for a prolonged period of time. 29 The vergence system works to maintain fusion so that the eyes remain aligned on a visual target. Convergence is the inward turning of the eyes and is used for near reading.…”

Section: Accommodationmentioning

confidence: 99%

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Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

154

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Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

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“…147 Convergence insufficiency can interfere with a child's ability to concentrate on print for a prolonged period of time but does not interfere with decoding. 29 …”

Section: Accommodationmentioning

confidence: 99%

Section: Phonologic Modelmentioning

confidence: 99%

Section: Visual Processingmentioning

confidence: 99%

Section: Dyslexiamentioning

confidence: 99%

Section: Accommodationmentioning

confidence: 99%

See 3 more Smart Citations

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

154

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Another joint statement regarding learning disabilities, dyslexia, and vision—A rebuttal

Lack¹

2010

Optometry - Journal of the American Optometric Association

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Predicting future poor readers from pre-reading visual skills: A longitudinal study

Vernet

Bellocchi

Leibnitz

et al. 2021

Applied Neuropsychology: Child

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Reading is essential for learning, from literature to physics, from paper to screens on e-readers and smart phones. Even if it is well known that learning to read implies good language skills, children also need to develop good oculomotor and visual-perception skills. Thereby, any deficits in visual processing may affect learning. The possible impact of visual deficits is rarely considered, especially with regard to eye movements and visual perception. Hence, these deficits are usually discovered much later or remain undiagnosed. The present study aimed at assessing the usefulness of visual processing related measures in the early detection of reading difficulties. Visual skill differences that are apparent early in kindergarten might provide predictive insights into risk for learning difficulties at school entry. We used a prospective, longitudinal approach where visual processes (assessed with the Developmental Eye Movement (DEM) test) were measured in 51 preschoolers, and the impact of these processes on future reading development was explored one year later, in Grade 1. Results showed that (1) 31% of our sample of preschoolers showed visual processing impairments (without any clinical complaints) and (2) reading accuracy and speed in first graders were significantly correlated with visual skills assessed in kindergarten, thus confirming the significant role of oculomotor and visual-perception processes in the acquisition of reading skills. These suggests the potential for these measures to be used clinically for identifying children at risk for low academic achievement, enabling appropriate targeting of early interventions.

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Reading: Do the Eyes Have It?

Cited by 8 publications

References 17 publications

Learning Disabilities, Dyslexia, and Vision

Learning Disabilities, Dyslexia, and Vision

Another joint statement regarding learning disabilities, dyslexia, and vision—A rebuttal

Predicting future poor readers from pre-reading visual skills: A longitudinal study

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