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Cheng and colleagues found Chinese children with dyslexia and/or
with dyscalculia performed worse than controls at a picture matching
task.
189
The authors linked this with the M-D deficit, although M-D
function was not measured. Johnels and colleagues found a weakened
tendency for lateralised gaze at faces in individuals with dyslexia.
190
Summary and conclusion
Many studies have investigated the M-D deficit and, although not all
studies agree, most have found an M-D deficit to be a common finding
in people with reading difficulties, particularly dyslexia.2 The M-D deficit
appears to be linked to binocular instability and possibly also to a
deficit of visuospatial attention, both of which may affect reading. The
notion of an M-D deficit is clearly an oversimplification, not least
because different tests of M-D function show a low correlation with
one-another.
9 191
There is preliminary evidence that interventions (treatments) aimed
at improving M-D function or visuospatial attention may be helpful,
although the evidence is not strong. It is important that evaluation of
interventions should include control treatments carefully designed to
match the time, attention and credibility of the experimental
intervention.
Some old literature argued for a multifactorial aetiology for
dyslexia,
116 192 193
and there is evidence that the M-D deficit and
phonological deficit co-occur in dyslexia.26 It is perhaps surprising that
all too often researchers have seemed to compete for “the cause” of
dyslexia. It is reassuring that there seems to be a re-emergence of the
view that the only way to reconcile different strands of research is to
consider a multifactorial aetiology,
68 153 154 157 174 175 194-199
so the different
Chapter 5 The magnocellular-dorsal (M-D) deficit and associated theories
139
strands become complimentary rather than competing. It appears that
a range of different deficits may underlie dyslexia, and only some of
these deficits are present in a given individual.
153 154 195
This has been
summarised as “an additive risk factor”
195
or “risk-resilience”
200
model
of dyslexia. Early work on anatomical changes in dyslexia may support
such a view,
201
as do a fMRI studies.
157 202
This reconciliation allows for
the possibility of visual interventions
174
being helpful even where there
is strong evidence that phonics training is also effective.
203
The multifactorial nature of dyslexia has important consequences
for much of the research on this topic, which has small numbers of
participants. In small-scale studies there is often an instability of
research findings. Another limitation is that often research studies
simply show that individuals who are poor at one thing (reading)
unsurprisingly
191
are poor at other things (be they visual or otherwise).
There is little evidence of double dissociation: i.e. being poor at one
thing whilst being good at another.
204
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