Geiger G, Lettvin J Y, Fahle M
Rutgers University, Piscataway, NJ 08855-0909.
Vision Res. 1994 May;34(9):1223-33. doi: 10.1016/0042-6989(94)90303-4.
Recent studies by Geiger, Lettvin and Zegarra-Moran have proposed a new non-reading test for the diagnosis of dyslexia, and a new method for remediation. The latter involves the learning of a "visual strategy". On adult dyslexics the test was reliable and the remediation apparently effective. The purpose of this study is to confirm the usefulness of the remediation and test with children. Dyslexic children (3rd-6th grade) were divided into two groups. The experimental group (9) was given a new remedial regimen of practise. The control group (6) continued the remedial process given in their school. After 3 months of practising their separate regimens all the dyslexic children who were in the two groups were retested and compared. The "experimental" dyslexics improved in reading by 1.22 grade level on average while the "control" dyslexics improved by 0.17 grade on average. The form-resolving field (FRF) plots narrowed significantly for the experimental dyslexics while they changed little for the control dyslexics. At the end of the second testing the control dyslexics were also given the new regimen of practise. Five months later all the dyslexic children were tested for the third time. The initial control dyslexics who later practised the regimen (2) improved in reading by 2-2.5 grades and their FRF plot narrowed. The experimental dyslexics continued to improve yet further. All the dyslexic who practised the new regimen started at an average of 2.5 grades behind their expected grade/age level and after 8 months were at an average 0.75 grades behind their expected grade/age level. This is on average 1.75 grade level improvement in reading within 8 months, a rate of improvement larger than that of ordinary reading subjects. The dyslexic children were compared with matched grade/age ordinary reading children for reference. The study confirms the usefulness of the test and the applicability of the remediation method for children. It also shows that improvement under that method is quite rapid.
盖革、莱特文和泽加拉 - 莫兰最近的研究提出了一种用于诊断诵读困难的新的非阅读测试方法，以及一种新的矫正方法。后者涉及学习一种“视觉策略”。在成年诵读困难者身上，该测试是可靠的，矫正方法显然也是有效的。本研究的目的是证实这种矫正方法和测试对儿童的有效性。诵读困难儿童（三年级至六年级）被分为两组。实验组（9名）接受了一种新的练习矫正方案。对照组（6名）继续采用学校提供的矫正方法。在各自的方案练习3个月后，对两组中的所有诵读困难儿童进行重新测试并比较。“实验”组的诵读困难儿童阅读水平平均提高了1.22个年级，而“对照”组的诵读困难儿童平均提高了0.17个年级。实验组诵读困难儿童的形式分辨场（FRF）图显著变窄，而对照组的变化很小。在第二次测试结束时，对照组的诵读困难儿童也接受了新的练习方案。五个月后，所有诵读困难儿童进行了第三次测试。最初属于对照组后来练习该方案的诵读困难儿童（2名）阅读水平提高了2至2.5个年级，他们的FRF图变窄。实验组的诵读困难儿童继续有进一步的提高。所有练习新方案的诵读困难儿童开始时平均比预期年级/年龄水平落后2.5个年级，8个月后平均比预期年级/年龄水平落后0.75个年级。这意味着在8个月内阅读水平平均提高了1.75个年级，提高速度高于普通阅读的儿童。为作参考，将诵读困难儿童与同年级/年龄的普通阅读儿童进行了比较。该研究证实了该测试的有效性以及矫正方法对儿童的适用性。研究还表明，在该方法下的提高相当迅速。
