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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Language and Cognition01:27

Language and Cognition

859
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Related Experiment Video

Updated: Apr 21, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

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Can vergence training improve reading in dyslexics?

Marika Wahlberg Ramsay1, Christina Davidson, Mari Ljungblad

  • 1Unit of Optometry, S:t Eriks Eye Hospital, Karolinska Institutet , Stockholm , Sweden.

Strabismus
|October 22, 2014
PubMed
Summary

Computerized vergence training significantly improved reading speed in dyslexic children. This intervention offers a potential new approach for supporting individuals with dyslexia.

Keywords:
Bnocular visiondyslexiareading speedvergence training

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Area of Science:

  • Ophthalmology
  • Neuroscience
  • Education

Background:

  • Dyslexia impacts 5%-8% of Western populations, characterized by distinct reading-related eye movement patterns.
  • While dyslexics exhibit visual processing differences during reading, they don't show more binocular issues in non-reading tasks.
  • Understanding these visual aspects is crucial for developing effective reading interventions.

Purpose of the Study:

  • To investigate the efficacy of computerized orthoptic vergence training in enhancing reading abilities among dyslexic children.
  • To determine if targeted visual training can mitigate reading difficulties associated with dyslexia.

Main Methods:

  • A cohort of 12 dyslexic children (aged 13-14) underwent 5 weeks of computerized vergence training using the RetCorr program.
  • Reading speed was measured before and after the intervention period.
  • Results were compared against an age-matched control group that did not receive the training.

Main Results:

  • Dyslexic participants showed a statistically significant increase in words read per minute after vergence training (from 87.83 to 95.58).
  • The control group exhibited no significant change in reading speed over the same period (from 85.00 to 89.37).
  • The training involved an average of 11.75 sessions per participant.

Conclusions:

  • Computerized vergence treatment demonstrates potential as an adjunct therapy for improving reading speed in dyslexic individuals.
  • While dyslexia is primarily considered a phonological disorder, visual training may offer complementary benefits.
  • Further research with larger sample sizes is recommended to validate these findings and establish clinical guidelines.