Dyslexia, attention deficit / hyperactivity or Irlen Syndrome
DOI:
https://doi.org/10.18537/mskn.06.02.08Keywords:
visual perceptual distortions, reading discomfort, basic education, reading difficulties, Meares-Irlen Syndrome, visual stressAbstract
The objective of this study was to identify the most common visual perceptual distortions (VPD), and physical discomfort (PD) that affect reading in third grade children of public and private Cuenca urban schools, and compare with the table of common characteristics of Irlen Syndrome, Dyslexia, and Attention Deficit/Hyperactivity (RST), proposed by Ronda Stone (2003). Two hundred and sixty-seven third graders, as well as directors and classroom teachers participated in this study. Children were assessed through observations, interviews and applying five tests of the Irlen Reading Perceptual Scale (IRPS®). The most common visual perceptual distortions (VPD) identified were: i) the need of using the finger or marker while reading (37.59%); ii) choppy or slow reading (33.08%); iii) making effort to stay focused on the words (28.95%); iv) avoiding reading or reading aloud (27.89%), and v) having trouble remembering what was read (19.92%). The most common physical discomforts (PD) were: i) moving closer to or further from the page (19.17%); ii) discomfort when reading under fluorescent lights (18.05%); iii) blinking very often (14.66%); and iv) pain, burning of the eyes while reading (12.78%) among others. The most common Visual Perceptual Distortions and Reading Physical Discomfort were identified for severe ranges and compared with RST. The signs and symptoms found correspond to the Irlen Syndrome rather than Dyslexia, Attention Deficit/Hyperactivity.
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