Jafarlou Fatemeh, Jarollahi Farnoush, Ahadi Mohsen, Sadeghi-Firoozabadi Vahid, Haghani Hamid
Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Deputy Head of Psychological Labs, Department of Psychology, Faculty of Education & Psychology, Shahid Beheshti University, Tehran, Iran.
Med J Islam Repub Iran. 2017 Dec 24;31:125. doi: 10.14196/mjiri.31.125. eCollection 2017.
Dyslexia is the most common learning disorder. Visual and oculomotor deficits in dyslexic children have been reported. The purpose of this study was to measure oculomotor parameters and analyze the effect of oculomotor rehabilitation strategies on dyslexia. Binocular eye movements were recorded by oculomotor subtype of videonystagmography (VNG) testing on 30 children with dyslexia and 20 typical reader children (aged 8-12) in both genders. Dyslexic children were diagnosed with DSM-V scale by experts in reading disorder centers. We studied those children with developmental dyslexia, who had deficits in eye movements recording. Dyslexic children were divided into 2 groups of case and control. Oculomotor rehabilitation (including fixation, saccade, and tracking training) was performed in case group for 1 hour, twice weekly for 8 weeks. Before the intervention, results of oculomotor tests were compared between 3 groups (healthy, case, and control). Then, to analyze the effect of the intervention, results of oculomotor tests were compared between case and control groups in pre- and post- intervention stage. Data were analyzed by independent and paired samples t tests, ANOVA, and repeated measures tests in SPSS v. 21. There were significant differences in oculomotor characteristics of dyslexic children in comparison with those reported in typical children. Oculomotor rehabilitation intervention had a positive effect on improvement of oculomotor responses and eye movements in dyslexic children. Moreover, there was no statistically significant difference between dyslexic children and non-dyslexic children in oculomotor skills after the training. Our results showed the positive effects of oculomotor rehabilitation on eye movements. Primary oculomotor assessment in dyslexic children and early use of oculomotor rehabilitation combined with other treatments are highly recommended.
阅读障碍是最常见的学习障碍。已有报道称阅读障碍儿童存在视觉和眼动缺陷。本研究的目的是测量眼动参数，并分析眼动康复策略对阅读障碍的影响。通过眼震电图（VNG）测试的眼动亚型，记录了30名阅读障碍儿童和20名8至12岁的典型阅读儿童（男女皆有）的双眼眼动。阅读障碍儿童由阅读障碍中心的专家根据《精神疾病诊断与统计手册》第五版（DSM-V）标准进行诊断。我们研究了那些在眼动记录方面存在缺陷的发育性阅读障碍儿童。阅读障碍儿童被分为病例组和对照组。病例组进行了1小时的眼动康复训练（包括注视、扫视和跟踪训练），每周两次，共8周。在干预前，比较了三组（健康组、病例组和对照组）的眼动测试结果。然后，为了分析干预效果，比较了病例组和对照组在干预前和干预后的眼动测试结果。数据在SPSS v. 21中通过独立样本t检验、配对样本t检验、方差分析和重复测量检验进行分析。与典型儿童相比，阅读障碍儿童的眼动特征存在显著差异。眼动康复干预对改善阅读障碍儿童的眼动反应和眼动有积极作用。此外，训练后阅读障碍儿童和非阅读障碍儿童在眼动技能方面没有统计学上的显著差异。我们的结果显示了眼动康复对眼动的积极作用。强烈建议对阅读障碍儿童进行初级眼动评估，并尽早将眼动康复与其他治疗方法结合使用。
