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Proceedings Paper

Training directionally selective motion pathways can significantly improve reading efficiency
Author(s): Teri Lawton
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Paper Abstract

This study examined whether perceptual learning at early levels of visual processing would facilitate learning at higher levels of processing. This was examined by determining whether training the motion pathways by practicing leftright movement discrimination, as found previously, would improve the reading skills of inefficient readers significantly more than another computer game, a word discrimination game, or the reading program offered by the school. This controlled validation study found that practicing left-right movement discrimination 5-10 minutes twice a week (rapidly) for 15 weeks doubled reading fluency, and significantly improved all reading skills by more than one grade level, whereas inefficient readers in the control groups barely improved on these reading skills. In contrast to previous studies of perceptual learning, these experiments show that perceptual learning of direction discrimination significantly improved reading skills determined at higher levels of cognitive processing, thereby being generalized to a new task. The deficits in reading performance and attentional focus experienced by the person who struggles when reading are suggested to result from an information overload, resulting from timing deficits in the direction-selectivity network proposed by Russell De Valois et al. (2000), that following practice on direction discrimination goes away. This study found that practicing direction discrimination rapidly transitions the inefficient 7-year-old reader to an efficient reader.

Paper Details

Date Published: 7 June 2004
PDF: 12 pages
Proc. SPIE 5292, Human Vision and Electronic Imaging IX, (7 June 2004); doi: 10.1117/12.548291
Show Author Affiliations
Teri Lawton, Perception Dynamics Institute (United States)


Published in SPIE Proceedings Vol. 5292:
Human Vision and Electronic Imaging IX
Bernice E. Rogowitz; Thrasyvoulos N. Pappas, Editor(s)

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