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Visual Attentional Training Improves Reading Capabilities in Children with Dyslexia: An Eye Tracker Study During a
Simona Caldani1,2, Christophe-Loïc Gerard3, Hugo Peyre3,4
1UMR 7114 MoDyCo, CNRS-Université Paris Nanterre, 92000 Nanterre, France.
Brain Sciences
|August 23, 2020
Summary
A brief visual attentional training improved reading skills in children with dyslexia by enhancing oculomotor function. This training led to faster reading speeds and shorter fixation times, suggesting benefits for attention and reading capabilities.
Area of Science:
- Neuroscience
- Developmental Psychology
- Ophthalmology
Background:
- Dyslexia significantly impacts reading abilities.
- Oculomotor characteristics are crucial for reading performance.
- Visual attention plays a key role in reading and visuospatial processing.
Purpose of the Study:
- To investigate if short visual attentional training improves reading in children with dyslexia.
- To determine if this training impacts oculomotor characteristics.
- To explore the link between visual attention, oculomotor control, and reading improvement.
Main Methods:
- Two groups of 25 children with reading disabilities were matched for IQ, sex, and age.
- The experimental group received 10 minutes of visual attentional training (oculomotor and searching tasks).
- Reading tasks were assessed before and after training (T1 and T2); a control group had a 10-minute break.
Main Results:
- Initial oculomotor performance during reading was similar between groups.
- The training group (G1) showed significant improvements in oculomotor capabilities post-training.
- Children in G1 read faster with shorter fixation times compared to the control group.
Conclusions:
- Short visual attentional training can enhance reading capabilities in children with dyslexia.
- The training appears to improve underlying cortical mechanisms for attention and reading.
- Further research with larger cohorts is needed to explore different training types and their impact on visual attention and oculomotor performance.
