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Vision, Attention and Reading :

Identifying preschool children at risk for reading difficulties Vernet, M. 1, Ducrot, S.1, Leibnitz, L.1, & Chaix, Y.2,3

1Laboratoire Parole et Langage, CNRS & AMU

3PurpanUniversityHospital, Toulouse, France

Introduction

Conclusion and perspectives

Using a longitudinal study, the aim was to determine whether it is possible to predictthe future reading skills in kindergarten children from oculomotor skills.

Method

Results

DEM-test (Richmanand Garzia, 1987 ; Richman, 2015)

Aim of the study

PARTICIPANTS

30 childrenfromtwodifferentFrench public schools

Normal or corrected-to-normal vision

Time 0Time 1

Age (mean)5;76;10

GradeKindergarten1st Grade

MATERIAL

Oculomotorskillsandnamingnumberskills

Alouette-R(Lefavrais,1967,2005)

Readingskills

Namingskills

Alouette-R (Lefavrais, 1967)

PROCEDURE

Mesures

Vertical time (VT)

Horizontal time (HT)

Errors(E)

Ratio (R) HT/VT

Mesures

Wordsread(M)

Errors(E)

Wordsreadcorrectly(C)

Reading accuracy(CM)

Alouette-R

Participantshadtoreada

maximumofwordsfroma grammaticallycorrectbut meaninglesstextin3minutes.

TIME0-KINDERGARTEN

Mesure

Namingaccuracy(N)

TIME1-ENDOFTHE1STGRADE

Early identification and care for future reading difficulties in preschool children

Oculomotor skills in reading

constraintsby:

Makingthelettersprominentinfovealvision

Attenuatinginformationinparafovealvision

Participatinginocularguidance

Speedednaming-NEPSY-II

(Korkman, Kirk and Kemp, 2012)

DEM-test

Childrenhadtonamethe

numbers,firstonthevertical boardsandthenonthe horizontalnumberboard.

Mesures

Vertical time (VT)

Horizontal time (HT)

Errors(E)

Ratio (R) HT/VT

DEM-test

Childrenhadtonamethe

numbers,firstonthevertical boardsandthenonthe horizontalnumberboard.

Speedednaming

Participantshadtoname

theshape,colorandsizeof itemsandfrom7yearsold, childrenalsohadtonamea sheetsofnumbersand letterspresentedinlines.

Decreaseinthenumberofregressionsaccade.

What about learning ?

Setting up oculomotor training at the school to promote learning to read Development of remediation tools for reading difficulties

6th conference of the ARN ʹNeuroeducation: a new science for school? ʹJune 07-082018

Reading precision

CM -Z-score

ȴR²ɴt

VT

Z-score0,3700,5584,249***

HT

Z-score0,3340,4853,946***

E

Z-score0,1780,3202,694*

Ratio

Z-score-0,0120,1980,805

* : p<.05 ; ** : p<.01 ; *** : p<.001

Resultsoflinear regression analysis

Reading accuracy according to the DEM-test measurements

VTpredicted37%ofreadingaccuracy

HTpredicted33%ofreadingaccuracy

Errorspredicted18%ofreadingaccuracy

Oculomotorskillsarepredictors

oflearningtoread

R,speedednamingtestandDTVP-2data.1

Thereadingaccuracydeficitof

children1and2isrelatedto

Oculomotordeficitoutcomes.

Othermeasuresarenot

affectedforanychildren.

Oculomotorskillsinfluence

readingaccuracy.Therefore, thereadingdifficultiescanbe predictedbytheDEM-test. -6,00 -5,00 -4,00 -3,00 -2,00 -1,00 0,00 1,00 2,00 3,00

VTHT GVPNCTLCM

Z-score

Tests

Performance Profile

Subject 1

Subject 2

Subject 24

Subject 30

DEM-testDTVP-2Alouette-RSpeeded

Naming

(T1) (T0) (T1) (T1)quotesdbs_dbs45.pdfusesText_45

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