The effect of magnocellular-based visual-motor intervention on Chinese children with developmental dyslexia

Qian, Yi; Bi, Hong‐Yan

doi:10.3389/fpsyg.2015.01529

Cited by 40 publications

(24 citation statements)

References 45 publications

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“…The digit cancelling task was a paper-and-pencil test 67 in which participants were required to search for a certain digit (a random integer between 0 and 9) rapidly in a 100-digit matrix (10 across by 10 down) within a time limit of 20 s (Fig. 6b).…”

Section: Methodsmentioning

confidence: 99%

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Improving sentence reading performance in Chinese children with developmental dyslexia by training based on visual attention span

Zhao

Liu

et al. 2019

Sci Rep

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Deficits in the visual attention span (VAS) are thought to hamper reading performance in dyslexic individuals. However, the causal relationship between VAS deficits and reading disability remains unclear. The present study attempts to address this issue by using a VAS-based intervention to explore the possible influence of VAS on reading processes in Chinese children with dyslexia. Given the influence of the heterogeneity of dyslexia on intervention effects, VAS-impaired dyslexic and VAS-intact dyslexic individuals were separately trained. Therefore, there were five groups of participants in this study, including 10 trained dyslexic individuals with VAS deficits and 10 untrained dyslexic individuals with VAS dysfunction as the baseline reference, 10 trained and 10 untrained dyslexic individuals with an intact VAS, and fourteen age-matched normal readers for reference of normal level. All participants completed reading measures and a visual 1-back task, reflecting VAS capacity with non-verbal stimuli and non-verbal responses, before and after VAS-based training. VAS-based training tasks included a length estimation task regarding the bottom-up attention, visual search and digit cancelling tasks targeting top-down attentional modulation, and visual tracking tasks to train eye-movement control. The results showed that visual training only helped improve VAS skills in VAS-impaired dyslexic individuals receiving training. Meanwhile, their silent sentence reading accuracy improved after training, and there was a significant relationship between training improvements in VAS function and reading performance. The current findings suggest that VAS-based training has a far-transfer effect on linguistic level (i.e., fluent reading). These findings suggest the possibility that VAS-related training may help children with dyslexia improve their reading skills.

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Section: Methodsmentioning

confidence: 99%

“…The presentation format of each trial was consistent with the study by Lin et al . 67 . In each trial (Fig.…”

Section: Methodsmentioning

confidence: 99%

Improving sentence reading performance in Chinese children with developmental dyslexia by training based on visual attention span

Zhao

Liu

et al. 2019

Sci Rep

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“…The interventions consisted of progressively more difficult coherent motion detection, visual search, visual tracking and juggling. These exercises improved magnocellular pathway function, and this was associated with significant increases in phonological awareness [ 42 ]. Likewise, Gori et al [ 43 ] showed that getting dyslexic children to play action video games with no reading or phonological content helped them to greatly improve both their visual magnocellular function and their reading.…”

Section: Visual Treatmentsmentioning

confidence: 99%

What is Developmental Dyslexia?

Stein

2018

Brain Sciences

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Until the 1950s, developmental dyslexia was defined as a hereditary visual disability, selectively affecting reading without compromising oral or non-verbal reasoning skills. This changed radically after the development of the phonological theory of dyslexia; this not only ruled out any role for visual processing in its aetiology, but it also cast doubt on the use of discrepancy between reading and reasoning skills as a criterion for diagnosing it. Here I argue that this theory is set at too high a cognitive level to be explanatory; we need to understand the pathophysiological visual and auditory mechanisms that cause children’s phonological problems. I discuss how the ‘magnocellular theory’ attempts to do this in terms of slowed and error prone temporal processing which leads to dyslexics’ defective visual and auditory sequencing when attempting to read. I attempt to deal with the criticisms of this theory and show how it leads to a number of successful ways of helping dyslexic children to overcome their reading difficulties.

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“…Previous studies have indicated that the visual perceptual processing (e.g., the low-spatial-frequency sensitivity, geometric-figure processing) had an impact on the recognition and encoding processes during Chinese reading in typically developed children and adults (Luo et al, 2013; Yang et al, 2013; Zhao et al, 2013, 2014). Various studies have shown that Chinese individuals with developmental dyslexia exhibit visual deficits (Chung et al, 2008; Wang et al, 2010; Meng et al, 2011; Qian and Bi, 2014), and visual function training for dyslexics can improve their reading-related skills (Meng et al, 2014; Wang et al, 2014; Qian and Bi, 2015). …”

Section: Introductionmentioning

confidence: 99%

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

et al. 2017

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Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.

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The effect of magnocellular-based visual-motor intervention on Chinese children with developmental dyslexia

Cited by 40 publications

References 45 publications

Improving sentence reading performance in Chinese children with developmental dyslexia by training based on visual attention span

Improving sentence reading performance in Chinese children with developmental dyslexia by training based on visual attention span

What is Developmental Dyslexia?

Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

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