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Learning Disabilities

Learning Disabilities

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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Related Experiment Video

Updated: Feb 19, 2026

Stimulus-specific Cortical Visual Evoked Potential Morphological Patterns

Stimulus-specific Cortical Visual Evoked Potential Morphological Patterns

Published on: May 12, 2019

Pattern Visual Evoked Potentials in Dyslexic Children.

Javad Heravian Shandiz^1,2, Mohsen Heyrani^1,2, Davood Sobhani-Rad^1,3

¹Refractive Errors Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

Journal of Ophthalmic & Vision Research

|November 2, 2017

Summary

Dyslexic children exhibit altered pattern visual evoked potential (PVEP) responses, specifically reduced amplitude and prolonged P100 latency at low contrast levels, suggesting potential magnocellular pathway involvement.

Keywords:

Dyslexia Magnocellular Pathway Parvocellular Pathway Visual Evoked Potential

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Area of Science:

Neuroscience
Ophthalmology
Developmental Psychology

Background:

Dyslexia is a common developmental disorder affecting reading ability.
Visual processing differences have been implicated in dyslexia.
Pattern Visual Evoked Potential (PVEP) is a neurophysiological tool to assess visual pathway function.

Purpose of the Study:

To compare PVEP components between dyslexic and typically developing children.
To investigate the impact of contrast and check size on PVEP in these groups.

Main Methods:

A cross-sectional study involving 72 children (36 dyslexic, 36 controls) aged 8-12 years.
PVEP amplitudes and latencies were measured using two check sizes (15 and 60 min arc) at 25% and 100% contrast.
Standard visual acuity and refraction were also assessed.

Main Results:

Significant differences in P100 latency and amplitude were observed at 25% contrast for both check sizes.
No significant differences were found between groups at 100% contrast.
Dyslexic children showed prolonged P100 latency and reduced amplitude at low contrast.

Conclusions:

Dyslexic participants demonstrate impaired PVEP responses at low contrast, supporting the magnocellular deficit hypothesis.
The parvocellular pathway appears to be unaffected.
PVEP may serve as a biomarker for visual processing deficits in dyslexia.