reading text increases binocular disparity in dyslexic children诵读困难的儿童的阅读文本增加双眼差异.pdfVIP

Reading Text Increases Binocular Disparity in Dyslexic Children 1 . 2. 2. 2. Julie A. Kirkby * , Hazel I. Blythe , Denis Drieghe , Simon P. Liversedge 1 Psychology Department, Bournemouth University, Bournemouth, United Kingdom, 2 School of Psychology, University of Southampton, Southampton, United Kingdom 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. Citation: Kirkby JA, Blythe HI, Drieghe D, Liversedge SP (2011) Reading Text Increases Binocular Disparity in Dyslexic Children. PLoS ONE 6(11): e27105. doi:10.1371/journal.pone.0027105 Editor: Anne Castles, Macquarie University, Australia Received June 14, 2011; Accepted October 10, 2011;