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Lentes prismáticas e dislexia do desenvolvimento Prismatic lenses and developmental dyslexia Lentes prismaticas y dislexia del desarrollo
Abstract
Introduction: Developmental dyslexia is a reading disorder associated with impaired postural control and balance. Prismatic lenses with low magnitude can interfere on erroneous ocular proprioception of oblique muscles. Objective: The object of this study was compared the performance of reading on 125 children with confirmed developmental dyslexia before and after the prescription of the prisms. Results: The results showed the conclusion that the proposed glasses can increase in 4 times the number of reading words and in 3.3 times the number of no-words.
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Patients who think they have a visual-perception dysfunction known as scotopic sensitivity-Irlen syndrome have trouble reading and may experience almost-constant headaches. Some find they are helped by coloured filters developed by a California researcher, Helen Irlen, who published a book on the subject called Reading by the Colors. Although Irlen has been criticized for not publishing scientific proof of the validity of her theories, her techniques have found some support, including some within the medical community.
This study sought to identify poor readers and characterise weaknesses in their knowledge and use of story structure in comprehension and recall. Eighty year 3 children, 20 good readers and 60 poor readers, were selected from an initial pool of children based on factor analysis of scores from three measures of reading ability. The poor readers were then divided into relatively homogeneous subgroups, using eight additional measures of language-reading comprehension, according to a numerical classification procedure. This procedure helped identify specific weaknesses in their language-reading comprehension. All children listened to three stores and retold the stories under free and probe recall conditions. Story recalls were analysed using the STein and Glenn story grammar. Comparison of recalls between the good readers and each of the subgroups of poor readers showed that poor readers in two subgroups evidenced reduced sensitivity to story structure. The children in these subgroups recalled less of the stories overall, recalled less information from story grammar categories to varying extents, and showed patterns of category recall that differed from those of normal readers. Children in one of the subgroups also displayed poor perception of causal relations across story episode boundaries. These results provide evidence of marked heterogeneity in poor readers' story comprehension and recall. Certain subgroups of poor readers may have qualitatively different problems processing stories, relative to other poor readers, which may require a more concerted approach to instruction in story structure.
The objective of this study is to assess proprioception anomalies in postural deficiency syndrome in a group of children suffering from reading impairment.
Sixty male patients with an average age of 11 years and 9 months were included in the study. Initially, they were given a standardized neuropsychological examination, which confirmed the diagnosis of reading impairment. Then after filling out a questionnaire seeking a proprioceptive anomaly, the patients were subjected to a clinical ocular and postural examination consisting of nine precisely described steps.
All of the patients recruited for the study presented clinical signs confirming a proprioception disorder found as a part of postural deficiency syndrome.
This study opens a new direction for research concerning the origin and treatment of at least some reading-impaired children.
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