Reading text increases binocular disparity in dyslexic children.

Julie Kirkby, Hazel Blythe, Denis Drieghe, Simon Liversedge

Research output: Contribution to journalArticlepeer-review

36 Citations (Scopus)
3 Downloads (Pure)

Abstract

Children with developmental dyslexia show reading impairment compared to their peers, despite being matched on IQ, socio-economic background, and educational opportunities. The neurological and cognitive basis of dyslexia remains a highly debated topic. Proponents of the magnocellular theory, which postulates abnormalities in the M-stream of the visual pathway cause developmental dyslexia, claim that children with dyslexia have deficient binocular coordination, and this is the underlying cause of developmental dyslexia. We measured binocular coordination during reading and a non-linguistic scanning task in three participant groups: adults, typically developing children, and children with dyslexia. A significant increase in fixation disparity was observed for dyslexic children solely when reading. Our study casts serious doubts on the claims of the magnocellular theory. The exclusivity of increased fixation disparity in dyslexics during reading might be a result of the allocation of inadequate attentional and/or cognitive resources to the reading process, or suboptimal linguistic processing per se.
Original languageEnglish
Article numbere27105
JournalPLoS One
Volume6
Issue number11
DOIs
Publication statusPublished - 4 Nov 2011
Externally publishedYes

Fingerprint

Dive into the research topics of 'Reading text increases binocular disparity in dyslexic children.'. Together they form a unique fingerprint.

Cite this