Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Prosopagnosia

Prosopagnosia

Prosopagnosia, also known as face blindness, is the inability to recognize faces. In severe cases, individuals with prosopagnosia may not recognize close family members, including parents and spouses, by their faces. For instance, someone with prosopagnosia might walk past their child in a crowd, only realizing their mistake upon noticing their child's distinctive backpack or favorite jacket. Prosopagnosia specifically impairs facial recognition, while the recognition of other objects or...

Visual System

Visual System

Light enters the eye through the cornea, a transparent, dome-shaped surface covering the surface of the eyeball that helps to direct and focus incoming light. This light is then channeled toward the pupil, an adjustable opening whose size is controlled by the iris. The iris, a pigmented muscle, regulates the amount of light entering the eye by contracting or dilating the pupil, thereby ensuring optimal light levels for clear vision.
Once through the pupil, the light passes through the lens, a...

Visual Agnosia

Visual Agnosia

Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round...

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...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Measuring reading time: Comparing logged and self-reported data in relation to reading skills.

PloS one·2026

Same author

The Developmental Eye Movement Test as a Screening Tool for Reading Difficulties: Insights From a Large-Scale Study in French Schoolchildren.

Perceptual and motor skills·2026

Same author

Improving Reading and Eye Movement Control in Readers with Oculomotor and Visuo-Attentional Deficits.

Journal of eye movement research·2025

Same author

The Role of Morphological Structure in Determining the Optimal Viewing Position During Visual Word Recognition in Beginning Readers.

Children (Basel, Switzerland)·2025

Same author

PENDAH program for parents with children with attention deficit hyperactivity disorder. French adaptation of a behavioral parent training group: pilot study.

Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence·2024

Same author

Long-term outcomes of paediatric Guillain-Barré syndrome.

Developmental medicine and child neurology·2023

Search research articles

Related Experiment Video

Updated: Jul 1, 2025

Author Spotlight: Collecting the Brain and Serum from the Same Mice Fetus to Study Brain Tumor Development

Author Spotlight: Collecting the Brain and Serum from the Same Mice Fetus to Study Brain Tumor Development

Published on: May 17, 2024

A Systematic Review on Visual-Processing Deficits in Neurofibromatosis Type 1: What Possible Impact on Learning to

Marie Vernet^1,2,3, Stéphanie Ducrot¹, Yves Chaix^3,4

¹Aix Marseille Univ, CNRS, LPL, Aix-en-Provence, France.

Developmental Neuropsychology

|March 12, 2024

Summary

Children with Neurofibromatosis type 1 (NF1) often have reading deficits linked to visual-perceptual and attention issues. This review highlights the need for targeted screening and care for these visual processing challenges in NF1.

More Related Videos

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

Author Spotlight: Insights into Visual Cortex Research Through Wide-View fMRI Mapping

Author Spotlight: Insights into Visual Cortex Research Through Wide-View fMRI Mapping

Published on: December 8, 2023

Related Experiment Videos

Last Updated: Jul 1, 2025

Author Spotlight: Collecting the Brain and Serum from the Same Mice Fetus to Study Brain Tumor Development

Author Spotlight: Collecting the Brain and Serum from the Same Mice Fetus to Study Brain Tumor Development

Published on: May 17, 2024

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Development of a Gaze-Contingent Display Framework Designed for Perceptual and Oculomotor Research with Simulated Central Vision Loss

Published on: April 11, 2025

Author Spotlight: Insights into Visual Cortex Research Through Wide-View fMRI Mapping

Author Spotlight: Insights into Visual Cortex Research Through Wide-View fMRI Mapping

Published on: December 8, 2023

Area of Science:

Neuroscience
Developmental Psychology
Ophthalmology

Background:

Children with Neurofibromatosis type 1 (NF1) exhibit frequent reading deficits.
Similar visual processing challenges are observed in dyslexia.
The role of visual-perceptual, visuo-attentional, and oculomotor skills in NF1-related reading difficulties requires further investigation.

Conclusions:

Visual processing deficits are prevalent in children with NF1 and likely contribute to reading difficulties.
Further research into the interaction of visual skills and reading in NF1 is warranted.
The findings support the development of targeted screening and intervention strategies for visual processing in NF1.