Dyslexia and a transient/magnocellular pathway deficit: The current situation and future directions

The Role of Visual Factors in Dyslexia

What are the causes of dyslexia? Decades of research reflect a determined search for a single cause where a common assumption is that dyslexia is a consequence of problems with converting phonological information into lexical codes. But reading is a highly complex activity requiring many well-functioning mechanisms, and several different visual problems have been documented in dyslexic readers. We critically review evidence from various sources for the role of visual factors in dyslexia, from magnocellular dysfunction through accounts based on abnormal eye movements and attentional processing, to recent proposals that problems with high-level vision contribute to dyslexia. We believe that the role of visual problems in dyslexia has been underestimated in the literature, to the detriment of the understanding and treatment of the disorder. We propose that rather than focusing on a single core cause, the role of visual factors in dyslexia fits well with risk and resilience models that assume that several variables interact throughout prenatal and postnatal development to either promote or hinder efficient reading.

White matter deficits correlate with visual motion perception impairments in dyslexic carriers of the DCDC2 genetic risk variant

Motion perception deficits in dyslexia show a large intersubjective variability, partly reflecting genetic factors influencing brain architecture development. In previous work, we have demonstrated that dyslexic carriers of a mutation of the DCDC2 gene have a very strong impairment in motion perception. In the present study, we investigated structural white matter alterations associated with the poor motion perception in a cohort of twenty dyslexics with a subgroup carrying the DCDC2 gene deletion (DCDC2d+) and a subgroup without the risk variant (DCDC2d–). We observed significant deficits in motion contrast sensitivity and in motion direction discrimination accuracy at high contrast, stronger in the DCDC2d+ group. Both motion perception impairments correlated significantly with the fractional anisotropy in posterior ventral and dorsal tracts, including early visual pathways both along the optic radiation and in proximity of occipital cortex, MT and VWFA. However, the DCDC2d+ group showed stronger correlations between FA and motion perception impairments than the DCDC2d– group in early visual white matter bundles, including the optic radiations, and in ventral pathways located in the left inferior temporal cortex. Our results suggest that the DCDC2d+ group experiences higher vulnerability in visual motion processing even at early stages of visual analysis, which might represent a specific feature associated with the genotype and provide further neurobiological support to the visual-motion deficit account of dyslexia in a specific subpopulation.

A Temporal Sampling Basis for Visual Processing in Developmental Dyslexia

Knowledge of oscillatory entrainment and its fundamental role in cognitive and behavioral processing has increasingly been applied to research in the field of reading and developmental dyslexia. Growing evidence indicates that oscillatory entrainment to theta frequency spoken language in the auditory domain, along with cross-frequency theta-gamma coupling, support phonological processing (i.e., cognitive encoding of linguistic knowledge gathered from speech) which is required for reading. This theory is called the temporal sampling framework (TSF) and can extend to developmental dyslexia, such that inadequate temporal sampling of speech-sounds in people with dyslexia results in poor theta oscillatory entrainment in the auditory domain, and thus a phonological processing deficit which hinders reading ability. We suggest that inadequate theta oscillations in the visual domain might account for the many magno-dorsal processing, oculomotor control and visual deficits seen in developmental dyslexia. We propose two possible models of a magno-dorsal visual correlate to the auditory TSF: (1) A direct correlate that involves "bottom-up" magnocellular oscillatory entrainment of the visual domain that occurs when magnocellular populations phase lock to theta frequency fixations during reading and (2) an inverse correlate whereby attending to text triggers "top-down" low gamma signals from higher-order visual processing areas, thereby organizing magnocellular populations to synchronize to a theta frequency to drive the temporal control of oculomotor movements and capturing of letter images at a higher frequency.

Attention modulates spatio-temporal grouping

Dynamic stimuli are ubiquitous in natural viewing conditions implying that grouping operations need to operate, not only in space, but also jointly in space and time. Moreover, in natural viewing, attention plays an important role in controlling how resources are allocated. We investigated how attention interacts with spatio-temporal perceptual grouping by using a bistable stimulus, called the Ternus-Pikler display. Ternus-Pikler displays can give rise to two different motion percepts, called Element Motion (EM) and Group Motion (GM), the former dominating at short Inter-Stimulus Intervals (ISIs) and the latter at long ISIs. Our results indicate that GM grouping requires more attentional resources than EM grouping. Different theoretical accounts of perceptual grouping and attention are discussed and evaluated in the light of the current results.

Dyslexia and practice in the attentional blink: evidence of slower task learning in dyslexia

In this paper we provide an extension to our previous investigation into dyslexia and the attentional blink (AB) (Badcock et al., 2008). The AB is a phenomenon of temporal attention whereby there is a performance cost in reporting a second target when it appears within 500msec of a first target. We examined performance differences between the first and second 90 trials in a single AB session in a group of adult readers as well as in 6 blocks of 30 trials for T1 only. Overall, there was a significant improvement across the session but most critically, this improvement was greater in magnitude and slower in the phonological dyslexic observers than in control observers. Therefore, group differences were related to rate of improvement. In line with a recent review of the literature, it is suggested that the overall performance difference between the groups relates to general performance factors and not the AB per se. Whether extended practice would entirely attenuate the group difference remains to be seen but it is suggested that the general performance difference relates to development of successful coordination of visual and temporal uncertainties in the distracter and target stimuli.

Perisaccadic mislocalization in dyslexia

Evidence from experiments designed to elicit the phenomenon of perisaccadic mislocalization of briefly presented probe stimuli suggests that mechanisms implicated in the planning of a saccade are also implicated in the means by which spatial constancy is maintained across saccades. We postulated that impairments of visual attention observed in dyslexic readers may arise from impairment of mechanisms that also subserve the maintenance of spatial constancy, leading to visual confusion during reading. To test this hypothesis, we compared the performance of adults with dyslexia with that of non-impaired control participants on a task designed to elicit perisaccadic mislocalization. Typically in such tasks, when probes are presented close to saccade onset, mislocalization of all probes, including those presented beyond the saccade target, are mislocalized in the direction of the saccade target, a phenomenon known as perisaccadic spatial compression. In addition, a second tendency, in which all probes are mislocalized in the direction of the saccade itself is referred to as shift. Dyslexic participants showed attenuated perisaccadic compression effects relative to those found in control participants, while the degree to which the reported positions of the probes were shifted in the direction of the saccade did not differ significantly between groups. We propose that compression errors are likely to arise from predictive mechanisms that normally maintain spatial constancy across saccades. Our finding was therefore interpreted as support for the hypothesis that predictive spatial constancy mechanisms may be disrupted in dyslexia.

Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement

The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling skills. In the visual modality, an analogous problem might interfere with literacy development by affecting orthographic skills. In this prospective longitudinal study, we tested dynamic auditory and visual processing, speech-in-noise perception, phonological ability and orthographic ability in 62 five-year-old preschool children. Predictive relations towards first grade reading and spelling measures were explored and the validity of the global magnocellular model was evaluated using causal path analysis. In particular, we demonstrated that dynamic auditory processing was related to speech perception, which itself was related to phonological awareness. Similarly, dynamic visual processing was related to orthographic ability. Subsequently, phonological awareness, orthographic ability and verbal short-term memory were unique predictors of reading and spelling development.

A role for the 'magnocellular advantage' in visual impairments in neurodevelopmental and psychiatric disorders

Evidence exists implicating abnormal visual information processing and visually driven attention in a number of neurodevelopmental and psychiatric disorders, suggesting that research into such disorders may benefit from a better understanding of more recent advances in visual system processing. A new integrated model of visual processing based on primate single cell and human electrophysiology may provide a framework, to understand how the visual system is involved, by implicating the magnocellular pathway's role in driving attentional mechanisms in higher-order cortical regions, what we term the 'magnocellular advantage'. Evidence is also presented demonstrating visual processing occurs considerably faster than previously assumed, and emphasising the importance of top-down feedback signals into primary visual cortex, as well as considering the possibility of lateral connections from dorsal to ventral visual areas. Such organisation is argued to be important for future research highlighting visual aspects of impairment in disorders as diverse as schizophrenia and autism.

Directional motion contrast sensitivity in developmental dyslexia

The present study compared the perception of visual motion in two dyslexia classification schemes; the [Boder, E. (1973). Developmental dyslexia: a diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663-687.] dyseidetic, dysphonetic and mixed subgroups and [Williams, M. J., Stuart, G. W., Castles, A., & McAnally, K. I. (2003). Contrast sensitivity in subgroups of developmental dyslexia. Vision Research, 43, 467-477.] surface, phonological and mixed subgroups by measuring the contrast sensitivity for drifting gratings at three spatial frequencies (1.0, 4.0, and 8.0 c/deg) and five drift velocities (0.75, 3.0, 6.0, 12.0, and 18.0 cyc/s) in a sample of 32 children with dyslexia and 32 matched normal readers. The findings show that there were no differences in motion direction perception between normal readers and the group with dyslexia when dyslexia was taken as a homogeneous group. Motion direction perception was found to be intact in the dyseidetic and surface dyslexia subgroups and significantly lowered in both mixed dyslexia subgroups. The one inconsistency in the findings was that motion direction perception was significantly lowered in the [Boder, E. (1973). Developmental dyslexia: a diagnostic approach based on three atypical reading-spelling patterns. Developmental Medicine and Child Neurology, 15, 663-687.] dysphonetic subgroup and intact in the [Williams, M. J., Stuart, G. W., Castles, A., & McAnally, K. I. (2003). Contrast sensitivity in subgroups of developmental dyslexia. Vision Research, 43, 467-477.] phonological subgroup. The findings also provide evidence for the presence of a disorder in sequential and temporal order processing that appears to reflect a difficulty in retaining sequences of non-meaningful auditory and visual stimuli in short-term working memory in children with dyslexia.

Visual-Evoked Response, Pattern Electroretinogram, and Psychophysical Magnocellular Thresholds in Glaucoma, Optic Atrophy, and Dyslexia

PURPOSE

The purpose of this study is to compare visual-evoked response (VEP) pattern electroretinogram (PERG) and psychophysical thresholds to the same stimulus, designed to be optimal for the magnocellular system, in suspects and patients with early glaucoma, patients with optic nerve disease, dyslexic children, and age-matched controls.

METHODS

Stimuli were low spatial frequency sinusoidal luminance profile gratings abruptly phase reversing at 7.14 Hz. Electrophysiological recordings were made at 50%, 30%, 20%, 10%, and 5% contrast. Threshold was the lowest contrast evoking a clear response at the stimulus frequency. Three independent judges scored the traces. Psychophysical thresholds were obtained by ascending and descending method of limits. VEPs and PERGs to International Society for Clinical Electrophysiology of Vision (ISCEV) standards and to increasing spatial frequencies were obtained as parvocellular specific controls. Patients were diagnosed independently by the referring professionals.

RESULTS

Parvocellular-specific responses were normal, except in cases with explicable visual acuity loss. The judges scores correlated highly (> 0.9). VEPs and PERGs correlated highly and each correlated less well with psychophysics in normals, glaucoma, and dyslexia but the opposite occurred in optic nerve disease. VEPs had the lowest normal values and least variance (all adults < 5%, children < 10%, PERGs < 20%). In glaucoma, VEP magnocellular deficits occurred in 85% of recently diagnosed positive cases, 48% of high-risk suspects, 39% of low-risk suspects, and ocular hypertensives. Approximately 28% of dyslexics had VEP magnocellular deficits. PERG losses were less frequent. There was a clear dichotomy and low correlations between psychophysics and electrophysiology both within and between groups. Psychophysical threshold elevations were absent in all glaucoma groups, often large in optic atrophy and small (2.5%) but highly significant in dyslexia.

CONCLUSION

Contrast thresholds to magnocellular-specific stimuli are consistent in cortex and retina. VEPs are more reliable. Psychophysics seems to tap different mechanisms. VEPs are very sensitive to early glaucoma. The lack of VEP loss in dyslexia suggests the other losses are artifactual. Further research is needed to see if stimuli even more like the frequency-doubling technology are more useful clinically.

Temporal processing deficits in Hebrew speaking children with reading disabilities

The purpose of this study was to assess to what extent specific reading disabilities and poor phonologic processing in children who read Hebrew, a primarily consonant orthography, are related to central auditory temporal processing deficits (TPDs).Twenty-four Hebrew-speaking children (ages 10-13) with and without reading disabilities were asked to discriminate auditorily pairs of syllables (/ba/ vs. /pa/) that differ by voice onset time (VOT) only. Two paradigms were used, 1 with a short interstimulus interval (ISI) (50 ms) and 1 with a long ISI (500 ms). Event-related potentials (ERPs) were measured in response to the two syllables in an auditory oddball task. Results showed significantly lowered accuracy, longer reaction times, and prolonged P3 latency among the group with reading disabilities compared with the control group. No significant differences were found between the short ISI task and the long ISI task. However, significant correlations were found between the phonologic processing tasks and the short ISI task. These findings in the Hebrew language are consistent with findings from other languages and add support to the central TPD hypothesis of reading disabilities. The discussion highlights how investigating different orthographic systems can deepen our understanding of the role TPD plays in reading.

Coherent motion detection in preschool children at family risk for dyslexia

We tested sensitivity to coherent motion (CM) in random dot kinematograms in a group of 5-year-old preschool children genetically at risk for dyslexia, compared to a group of well-matched control children. No significant differences were observed, either in a group analysis or in an individual deviance analysis. Nonetheless, CM-thresholds were significantly related to emerging orthographic skills. In a previous study on the same subjects (Boets, Wouters, van Wieringen, & Ghesquière, in press), we demonstrated that both risk groups already differed on measures of phonological awareness and letter knowledge. Moreover, auditory spectral processing (especially 2 Hz FM detection) was significantly related to phonological ability. In sum, the actual visual and previous auditory data combined, seem to suggest an exclusive relation between CM sensitivity and orthographic skills on the one hand, and FM sensitivity and phonological skills on the other.

Auditory and visual refractory period effects in children and adults: An ERP study

OBJECTIVE

This developmental study was designed to investigate event-related potential (ERP) refractory period effects in the auditory and visual modalities in children and adults and to correlate these electrophysiological measures with standard behavioral measures.

METHODS

ERPs, accuracy, and reaction time were recorded as school-age children and adults monitored a stream of repetitive standard stimuli and detected occasional targets. Standards were presented at various interstimulus intervals (ISIs) in order to measure refractory period effects on early sensory components.

RESULTS

As has been reported previously in adults, larger components for standards with longer ISIs were observed for an auditory N1 and the visual occipital P1 and P2 in adults. Remarkably similar effects were observed in children. However, only children showed refractory effects on the amplitude of the visual N1 and P2 measured at anterior sites. Across groups, behavioral accuracy and reaction time were correlated with latencies of auditory N1 and visual P2 across ISI conditions.

CONCLUSIONS

The results establish a normal course of development for auditory and visual ERP refractory period effects across the 6- to 8-year-old age range and indicate similar refractoriness in the neural systems indexed by ERPs in these paradigms in typically developing children and adults. Further, the results suggest that electrophysiological measures and standard behavioral measures may at least in part index similar processing in the present paradigms.

SIGNIFICANCE

These findings provide a foundation for further investigation into atypical development, particularly in those populations for which processing time deficits have been implicated such as children with specific language impairment or dyslexia.

Motion and color processing in school-age children and adults: an ERP study

Stimuli designed to selectively elicit motion or color processing were used in a developmental event-related potential study with adults and children aged 6, 7 and 8. A positivity at posterior site INZ (P-INZ) was greater to motion stimuli only in adults. The P1 and N1 were larger to color stimuli in both adults and children, but earlier to motion stimuli only in adults. Finally, the P2 was larger to color stimuli in adults but larger to motion stimuli in children, and earlier to motion stimuli only in children. The findings across components indicate development from middle childhood to adulthood in aspects of both the motion and color processing systems indexed by this paradigm, but are consistent with an hypothesis of a more protracted time course of development for the motion as compared to the color processing system.

Visual, auditory and cross-modal processing of linguistic and nonlinguistic temporal patterns among adult dyslexic readers

This study examined visual, auditory, and cross-modal temporal pattern processing at the nonlinguistic and sublexical linguistic levels, and the relationships between these abilities and decoding skill. The central question addressed whether dyslexic readers are impaired in their perception of timing, as assessed by sensitivity to rhythm. Participants were college-level adult dyslexic and normal readers. The dyslexic adults evidenced generalized impairment in temporal processing: they were less accurate and slower than normal readers when required to detect the temporal gap that differentiated pairs of patterns. Impairment was greatest when processing visual syllables. Temporal pattern processing correlated to decoding ability only among normal readers. It is suggested that high-functioning dyslexics may cope with temporal processing problems by adopting a predominantly holistic, orthographic strategy when decoding. It is proposed that there may be cumulative effects of processing demands from different sources including modality, stimulus complexity, and linguistic demands, and that combinations of these may interact to impact temporal processing ability. Moreover, there may be fundamentally distinct and dissociable temporal processing abilities, each of which may be differently linked developmental dyslexia.

Visual information processing in dyslexic children

OBJECTIVE

Several studies presented evidence for magnocellular deficits in dyslexics both in behavioural as well as in electrophysiological data of local electrode sites. We investigated two well-known paradigms (motion-onset and random-dot-kinematogram) with regard to global electrophysiological parameters.

METHODS

Twenty-one-channel event-related potentials (ERPs) of 16 dyslectic and 15 control children were analyzed with reference-independent methods. For each paradigm quasi stable microstates were identified by means of a data-driven segmentation procedure and compared between both groups.

RESULTS

Differences in global ERP responses between dyslexic and control children could be found for rapid moving gratings but not for the dot coherence.

CONCLUSIONS

Dyslexic children seem to have some highly specific visual deficits in processing moving stimuli. These deficits can be related to the magnocellular system.

Integration of heard and seen speech: a factor in learning disabilities in children

Normal-learning children (NL) and children with learning disabilities (LD) reported their perceptions of unisensory (auditory or visual), concordant audiovisual (e.g. visual /apa/ and auditory /apa/) and conflicting (e.g. visual /aka/ and auditory /apa/) speech stimuli in quiet and noise (0 dB and -12 dB signal-to-noise ratio, SNR). In normal populations, watching such conflicting combinations typically changes auditory percepts ('McGurk effect'). NL and LD children identified unisensory auditory and congruent audiovisual stimuli similarly in all conditions. Despite being less accurate identifying unisensory visual stimuli, LD children were more likely than NL children to report hearing only the visual component of incongruent audiovisual stimuli at -12 dB SNR. Furthermore, LD children with brainstem timing deficits demonstrated a distinctive pattern of audiovisual perception. The results suggest that the perception of simultaneous auditory and visual speech differs between NL and LD children, perhaps reflecting variations in neural processing underlying multisensory integration.

Contrast sensitivity in subgroups of developmental dyslexia

It has been proposed that developmental dyslexia is associated with a deficit in the magnocellular pathway of the visual system. Other research focuses upon the heterogeneous nature of developmental dyslexia, and evidence that subgroups of dyslexia may be identified based on selective deficits in specific component reading skills. This study tested the hypothesis that visual processing deficits may be present in different subgroups of developmental dyslexia by comparing the visual contrast sensitivity of three subgroups of dyslexic children (phonological, surface and mixed) and controls. The stimulus designed to measure magnocellular visual function was a low spatial frequency Gaussian blob, flickered sinusoidally at a temporal frequency of 8.33 Hz. The control stimulus, designed to measure parvocellular visual function, was a relatively high spatial frequency Gaussian windowed grating (8 c/deg) slowly ramped on and off. There were no significant differences between the groups of dyslexic and control children in contrast sensitivity to either stimulus. The findings do not support the existence of a magnocellular system deficit in dyslexia.

Referral rates for a functional vision screening among a large cosmopolitan sample of Australian children

The aim of this study was to investigate the incidence of functional vision problems in a large unselected cosmopolitan population of primary school-age children and to investigate whether constant clinical criteria for functional vision problems would be implemented by the practitioners involved in the screening. Refractive errors, near point of convergence, stereopsis, strabismus, heterophoria and accommodative facility were assessed for 2697 children (3-12 years) of varying racial backgrounds living in Australia. The spherical component of the refractive error ranged from -7.75 to +9.50 D (mean +0.54 D, +/-0.79) with a distribution skewed towards hypermetropia; astigmatism ranged from 0 to 4.25 D (mean -0.16 D, +/-0.35). There was a trend towards less hypermetropia and slightly more astigmatism with age. Mean near point of convergence was 5.4+/-2.9 cm, heterophoria at far and near was 0.12+/-1.58delta exophoria and 1.05+/-2.53delta exophoria, respectively, 0.55% of children exhibited vertical phoria at near >0.5delta, accommodative facility ranged from 0 to 24 cycles per minute (cpm) (mean 11.2 cpm, +/-3.7), stereopsis varied from 20 to 800 s (") of arc with 50% of children having 40" or better. The prevalence of strabismus was particularly low (0.3%). Twenty percent of the children were referred for further assessment based on criteria of one or more of: stereopsis >70", accommodative facility <8 cpm, near point of convergence (NPC) >9 cm, near exophoria >10delta or near esophoria >5delta, shift in eso or exophoria > or = 4delta between distance and near, astigmatism > or = 1 D, myopia more than -0.75 D, or hyperopia >+1.50 D. Post-hoc analysis of the record cards seeking the reason for further assessment indicates that referrals appear to have been based upon clinical intuition rather than on a set number of borderline or unsatisfactory results.

Psychophysical evidence for a general temporal processing deficit in children with dyslexia

The hypothesis of a general (i.e. cross-modal) temporal processing deficit in dyslexia was tested by examining rapid processing in both the auditory and the visual system in the same children with dyslexia. Participants were 10- to 12-year-old dyslexic readers and age-matched normal reading controls. Psychophysical thresholds were estimated for auditory gap and visual double flash detection, using a two-interval, two-alternative forced-choice paradigm. Significant group differences were found for the auditory and the visual test. Furthermore, temporal processing measures were significantly related to word and pseudo-word reading skills. As 70% of the dyslexic readers had significantly higher thresholds than controls for both auditory and visual temporal processing, the evidence tends to support the hypothesis of a general temporal processing deficit in children with dyslexia.

Can contrast sensitivity functions in dyslexia be explained by inattention rather than a magnocellular deficit?

We examined whether data demonstrating contrast sensitivity losses in dyslexia that have been interpreted as evidence for loss of magnocellular visual function could be explained by inattention. Computer simulations of observers with poor concentration yielded inflated estimates of threshold that were a constant proportion of the true threshold across spatial frequencies. Data from many, but not all, studies supporting the magnocellular deficit theory are well described by these simulations, which predicted no interaction between observer group and spatial frequency. Some studies have reported significant interactions, but suffer from statistical deficiencies. This compromises some of the evidence for a magnocellular deficit in dyslexia derived from studies of threshold contrast sensitivity.

Lapses of concentration and dyslexic performance on the Ternus task

Recently, Cestnick and Coltheart (Cognition 71 (1999) 231) have reported evidence of abnormal performance on the Ternus apparent motion task in dyslexics. We demonstrate that some aspects of their data may be accounted for by more frequent lapses of concentration in the dyslexic group than in controls. We then report on a study in which a modification of the Ternus procedure was employed to simplify the task and to control for the effects of inattention. The results suggest that dyslexics do genuinely differ from normal readers in their perceptual processing.

Does dyslexia develop from learning the alphabet in the wrong hemisphere? A cognitive neuroscience analysis

A new perspective is described which views developmental dyslexia as the outcome of learning to write the alphabet in the nondominant (right) hemisphere. The letter-level and whole-word subtypes of dyslexia are seen as differing responses adopted to cope with this predicament. Striking similarities between dyslexics and callosotomy patients in the allocation of covert attention to lateralized stimuli provide direction for integrating a diversity of dyslexic research within this framework. This synthesis, together with information from pure alexia, brain activation, and reading research, lends insight into the neural circuitry of the compensatory strategies adopted by the two dyslexic subtypes.

Visual processing and dyslexia

Magnocellular-pathway deficits have been hypothesized to be responsible for the problems experienced by dyslexic individuals in reading. However, research has yet to provide a detailed account of the consequences of these deficits or to identify the behavioural link between them and reading disabilities. The aim of the present study was to determine the potential consequences of the magnocellular-pathway deficits for dyslexics in a comprehensive range of visual tasks. Dyslexics and nondyslexics were compared on their ability to (i) perform vernier-acuity and orientation-acuity tasks; (ii) perceive motion by using a range of measures common in the psychophysical literature (Dmin, Dmax, and global coherence); and (iii) perceive shapes presented in random-dot stereograms at a range of disparity pedestals, thereby dissociating stereopsis from vergence control. The results indicated no significant differences in performance between the dyslexic and nondyslexic subjects in terms of the visual-acuity measures. In general, dyslexics performed relatively poorly on measures of motion perception and stereopsis, although when considered individually some of the dyslexics performed better than some of the controls. The poor performance of the dyslexics in the stereo-gram tasks was attributable to a subgroup of dyslexics who also appeared to have severe difficulty with the motion-coherence task. These data are consistent with previous evidence that some dyslexics may have deficits within the magnocellular visual pathway.

Scotopic sensitivity/Irlen syndrome and the use of coloured filters: a long-term placebo controlled and masked study of reading achievement and perception of ability

This study investigated the effects of using coloured filters on reading speed, accuracy, and comprehension as well as on perception of academic ability. A double-masked, placebo-controlled crossover design was used, with subjects being assessed over a period of 20 mo. There were three treatment groups (Placebo filters, Blue filters, and Optimal filters) involving 113 subjects with "reading difficulties", ranging in age from 9.2 yr. to 13.1 yr. and with an average discrepancy between chronological age and reading age of 1.8 yr. The 35 controls (who did not use coloured filters) ranged in age from 9.4 yr. to 12.9 yr., with an average discrepancy between chronological age and reading age of 2.1 yr. The treatment groups increased at a significantly greater rate than the control group in reading accuracy and reading comprehension but not for speed of reading. For self-reported perception of academic ability, two of the three treatment groups showed significantly greater increases than the control group. The larger improvements for treatment groups in reading comprehension may be related to a reduction in print and background distortions allowing attention to be directed to the processing of continuous text rather than to the identification of individual words. A reduction in print distortion, however, may not be sufficient to generate improved word-identification skills without additional remedial support, and this may be indicated by the nonsignificant increase in rate of reading.

Scotopic sensitivity/Irlen syndrome and the use of coloured filters: a long-term placebo-controlled study of reading strategies using analysis of miscue

This study investigated the long-term effects of using coloured filters on the frequency and type of errors in oral reading. A double-masked, placebo-controlled crossover experimental design was used, with subjects being assessed over a period of 20 months. There were three experimental groups (Placebo tints, Blue tints, and Diagnosed tints) involving 113 subjects with reading difficulties, ranging in age from 9.2 yr. to 13.1 yr. The 35 controls (ranging in age from 9.4 yr. to 12.9 yr.) had reading difficulties but did not require coloured filters. There was a significant improvement for all groups in the accuracy of miscues over the period, although experimental groups over-all did not improve at a significantly different rate than the control group. The failure to find significantly greater improvement for the experimental groups over the control group for the total period, despite subjects' reports of improved print clarity, may be partly related to the lack of effective letter-sound analysis and synthesis skills and to the use of a word-identification strategy of guessing based on partial visual analysis.

Spatio-temporal contrast sensitivity, coherent motion, and visible persistence in developmental dyslexia

Three experiments measured spatio-temporal contrast sensitivity, coherent motion, and visible persistence in a single group of children with developmental dyslexia and a matched control group. The findings were consistent with a transient channel disorder in the dyslexic group which showed a reduction in contrast sensitivity at low spatial frequencies, a significant reduction in sensitivity for coherent motion, and a significantly longer duration of visible persistence. The results were also examined by classifying the dyslexic group into dyseidetic, dysphonetic, and mixed (dysphoneidetic) subgroups. There were no differences between the control and dyseidetic groups in contrast sensitivity, in coherent motion and in visible persistence. In comparison to the control group, the mixed (dysphoneidetic) dyslexic subgroup was found to have a significant reduction in contrast sensitivity at low spatial frequencies, a significant reduction in sensitivity for coherent motion, and a significantly longer duration of visible persistence. In comparison to the control group, the dysphonetic group only showed a reduction in contrast sensitivity at low spatial frequencies. Comparisons between the dyseidetic, dysphonetic and mixed dyslexic subgroups showed that there were no substantive differences in contrast sensitivity, coherent motion, and visible persistence. The results support the proposal and findings by Borsting et al. (Borsting E, Ridder WH, Dudeck K, Kelley C, Matsui L, Motoyama J. Vis Res 1996;36:1047-1053) that a transient channel disorder may only be present in a dysphoneidetic dyslexic subgroup. Psychometric assessment revealed that all the children with dyslexia appear to have a concurrent disorder in phonological coding, temporal order processing, and short-term memory.