Proceedings of The 4th International Conference on Research in Humanities and Social Sciences
Protocol for Visual Intervention of Developmental Dyslexia
Juliana Dushanova , Yordanka Lalova and Antoaneta Kalonkina
Developmental dyslexia is characterized by phonological and visual deficits. Phonological interventions contribute to the correspondence between sound and letter, but not fluent reading. Creating a system of dynamic programming interventions in visual modality is the main goal for promoting the reading-related cognitive skills of children with developmental dyslexia. Visual stimuli for discrimination of direction, speed, and contrast of visual stimuli have been used to improve visual-perceptual performance, information processing, and visual-spatial attention. Other tasks included stimuli with low- and high-spatial frequency illusions that determine the limitations of the visual system were used to urge on the effectiveness of the visual presentations. A children’s development program of visual-spatial memory and attention was also included in these interventions. The results showed that visual-perceptual learning with non-verbal visual programs eliminates time deficits in the dorsal stream, in attention and working memory networks, in processing speed and accuracy of performance, and generally promotes cognitive skills and comprehension related to reading. Visual-spatial interventions on memory and attention improved the strategy that the children used during reading and were effective in overcoming the difficulties in children with developmental dyslexia. The application of spectral/colored filters showed also a beneficial effect on the orthography and reading process of children with reading disabilities.
Keywords: developmental dyslexia, training, direction discrimination, velocity discrimination, contrast discrimination, visual-spatial attention.