Electro-oculographic recordings reveal reading deficiencies in learning disabled children
Arch. med. res
; 27(4): 509-12, 1996. tab, ilus
Article
em En
| LILACS
| ID: lil-200354
Biblioteca responsável:
MX1.1
RESUMO
This study was undertaken in order to learn the functional differences in reading tasks between two groups of children those identified as learning disabled and a group of control children. During the earliest stages of learning to red, children adopt a logographic strategy, in which letter order is ignored and phonologic factors are secondary. The children later move into and alphabetic and then to an orthographic reading stage. Reading strategies can be studied by electro-oculographic (EOG) recordings during text reading. This investigation uses EOG to study text reading time, and number of saccadic and regressive movements, to test if learning disabled children show altered strategies on text reading. Nineteen learning disabled and thirteen control subjects were included in the study. Learning disabled children showed longer text reading time, and greater number of saccadic and regressive eye movements. Electro-oculographic recording is not a test customarily performed on learning disabled children. However, our results concerning the dynamic discriminative reading have shown that it can be a useful tool for the examination of learning disabled children
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Índice:
LILACS
Assunto principal:
Leitura
/
Movimentos Sacádicos
/
Dislexia
/
Eletroencefalografia
/
Deficiências da Aprendizagem
/
Músculos Oculomotores
Tipo de estudo:
Prognostic_studies
Limite:
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
Arch. med. res
Assunto da revista:
MEDICINA
Ano de publicação:
1996
Tipo de documento:
Article