Добавил:
Sekretar
kiopkiopkiop18@yandex.ru
t.me/Prokururor I Вовсе не секретарь, но почту проверяю
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_5253_Библиотеки_им_академика_М_И_Перельмана.pdf
potential. Invest Ophthalmol Vis Sci. 2005;46(8):2967-73. doi: 46/8/2967
[pii];10.1167/iovs.05-0231 [doi].
125. McKendrick AM, Badcock DR. Contrast-processing dysfunction in both
magnocellular and parvocellular pathways in migraineurs with or
without aura. Invest Ophthalmol Vis Sci. 2003;44(1):442-8.
126. Lawton T. Improving Dorsal Stream Function in Dyslexics by Training
Figure/Ground Motion Discrimination Improves Attention, Reading
Fluency, and Working Memory. Frontiers in Human Neuroscience.
2016;10(397). doi: 10.3389/fnhum.2016.00397.
127. Omtzigt D, Hendriks AW, Kolk HHJ. Evidence for magnocellular
involvement in the identification of flanked letters. Neuropsychologia.
2002;40(12):1881-90.
128. Kirkby JA, Blythe HI, Drieghe D, Liversedge SP. Reading text increases
binocular disparity in dyslexic children. PLoS One. 2011;6(11):e27105.
doi: 10.1371/journal.pone.0027105 [doi];PONE-D-11-10776 [pii].
129. Solan HA, Shelley-Tremblay J, Hansen PC, Silverman ME, Larson S, Ficarra
A. M-cell deficit and reading disability: a preliminary study of the effects
of temporal vision-processing therapy. Optometry. 2004;75(10):640-50.
130. Huang CB, Zhou J, Lu ZL, Feng L, Zhou Y. Binocular combination in
anisometropic amblyopia. J Vis. 2009;9(3):17-6. doi: 10.1167/9.3.17
[doi];/9/3/17/ [pii].
131. Qian Y, Bi HY. The effect of magnocellular-based visual-motor
intervention on Chinese children with developmental dyslexia. Front
Psychol. 2015;6:1529. doi: 10.3389/fpsyg.2015.01529.
132. Tulloch K, Pammer K. Tablet computer games to measure dorsal stream
performance in good and poor readers. Neuropsychologia. 2019;130:92-
9. doi: https://doi.org/10.1016/j.neuropsychologia.2018.07.019.
133. Kermani M, Verghese A, Vidyasagar TR. Attentional asymmetry between
visual hemifields is related to habitual direction of reading and its
implications for debate on cause and effects of dyslexia. Dyslexia.
2018;24(1):33-43. doi: 10.1002/dys.1574.
134. Steinman SB, Steinman BA. Vision and attention. 1: Current models of
visual attention. Optom Vis Sci. 1998;75(2):146-55.
135. Casco C, Tressoldi PE, Dellantonio A. Visual selective attention and
reading efficiency are related in children. Cortex. 1998;34:531-46.
136. Haris R, Valta M, Uutela K. Prolonged attentional dwelt time in dyslexic
adults. Neurosci Lett. 1999;271:202-4.
137. Hari R, Renvall H. Impaired processing of rapid stimulus sequences in
dyslexia. Trends in Cognitive Sciences. 2001;5(12):525-32.
138. Visser TA, Boden C, Giaschi DE. Children with dyslexia: evidence for
visual attention deficits in perception of rapid sequences of objects.
Vision Res. 2004;44(21):2521-35.
139. Adler-Grinberg D, Stark L. Eye movements, scanpaths and dyslexia.
American Journal of Optometry & Physiological Optics. 1978;55(8):557-
70.
Chapter 5 The magnocellular-dorsal (M-D) deficit and associated theories
149
140. Eskenazi B, Diamond SP. Visual exploration of non-verbal material by
Vision, Reading Difficulties and Visual Stress
150
dyslexic children. Cortex. 1983;19(353):370.
141. Knehr CA. The effects of monocular vision on measures of reading
efficiency and perceptual span. J Exp Psychol. 1941;29:133-54.
142. Buchholz J, Davies AA. Adults with dyslexia demonstrate space-based
and object-based covert attention deficits: shifting attention to the
periphery and shifting attention between objects in the left visual field.
Brain Cogn. 2005;57(1):30-4.
143. Bednarek DB, Saldana D, Quintero-Gallego E, Garcia I, Grabowska A,
Gomez CM. Attentional deficit in dyslexia: a general or specific
impairment? Neuroreport. 2004;15(11):1787-90.
144. Facoetti A, Lorusso ML, Paganoni P, Cattaneo C, Galli R, Umilta C, et al.
Auditory and visual automatic attention deficits in developmental
dyslexia. Brain Res Cogn Brain Res. 2003;16(2):185-91.
145. Facoetti A, Lorusso ML, Paganoni P, Cattaneo C, Galli R, Mascetti GG. The
time course of attentional focusing in dyslexic and normally reading
children. Brain Cogn. 2003;53(2):181-4.
146. Facoetti A, Molteni M. The gradient of visual attention in developmental
dyslexia. Neuropsychologia. 2001;39(4):352-7.
147. Vidyasagar TR, Pammer K. Impaired visual search in dyslexia relates to
the role of the magnocellular pathway in attention. Neuroreport.
1999;10:1283-7.
148. Facoetti A, Paganoni P, Turatto M, Marzola V, Mascetti GG. Visual-spatial
attention in developmental dyslexia. Cortex. 2000;36:109-23.
149. Facoetti A, Turatto M. Asymmetrical visual fields distribution of attention
in dyslexic children: a neuropsychological study. Neuroscience Letters.
2000;290:216-8.
150. Facoetti A, Lorusso, and Paganoni ML. The spatial distribution of visual
attention in developmental dyslexia. Exp Brain Res. 2000;4:531-8.
151. Sireteanu R, Goebel C, Goertz R, Wandert T. Do children with
developmental dyslexia show a selective visual attention deficit?
Strabismus. 2006;14(2):85-93.
152. van der Kleij SW, Segers E, Groen MA, Verhoeven L. Post-treatment
reading development in children with dyslexia: the challenge remains.
Ann Dyslexia. 2019;69(3):279-96. doi: 10.1007/s11881-019-00186-6.
153. Provazza S, Adams AM, Giofre D, Roberts DJ. Double Trouble: Visual and
Phonological Impairments in English Dyslexic Readers. Front Psychol.
2019;10:2725. doi: 10.3389/fpsyg.2019.02725.
154. Valdois S, Reilhac C, Ginestet E, Line Bosse M. Varieties of Cognitive
Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype. J Learn
Disabil. 2020:22219420961332. doi: 10.1177/0022219420961332.
155. Franceschini S, Bertoni S, Puccio G, Gori S, Termine C, Facoetti A. Visuospatial attention deficit in children with reading difficulties. Scientific
Reports. 2022;12:13930. doi: 10.1038/s41598-022-16646-w.
156. Lorusso ML, Facoetti A, Pesenti S, Cattaneo C, Molteni M, Geiger G. Wider
Chapter 5 The magnocellular-dorsal (M-D) deficit and associated theories
151
recognition in peripheral vision common to different subtypes of
dyslexia. Vision Res. 2004;44(20):2413-24.
157. Liu T, Thiebaut de Schotten M, Altarelli I, Ramus F, Zhao J. Neural
dissociation of visual attention span and phonological deficits in
developmental dyslexia: A hub-based white matter network analysis.
Hum Brain Mapp. 2022. doi: 10.1002/hbm.25997.
158. McLean GM, Castles A, Coltheart V, Stuart GW. No evidence for a
prolonged attentional blink in developmental dyslexia. Cortex.
2010;46(10):1317-29. doi: 10.1016/j.cortex.2010.06.010.
159. Conlon E, Humphreys L. Visual search in migraine and visual discomfort
groups. Vision Res. 2001;41(23):3063-8.
160. Lorusso ML, Facoetti A, Toraldo A, Molteni M. Tachistoscopic treatment
of dyslexia changes the distribution of visual-spatial attention. Brain
Cogn. 2005;57(2):135-42.
161. Evans BJW. Guest editorial. Do visual problems cause dyslexia? Ophthal
Physiol Opt. 1999;19(4):277-8.
162. Rima S, Kerbyson G, Jones E, Schmid MC. Advantage of detecting visual
events in the right hemifield is affected by reading skill. Vision Res.
2020;169:41-8. doi: 10.1016/j.visres.2020.03.001.
163. Vidyasagar TR. A neuronal model of attentional spotlight: parietal
guiding the temporal. Brain Res Rev. 1999;30(1):66-76.
164. Vidyasagar TR. Neural underpinnings of dyslexia as a disorder of visuospatial attention. Clin Exp Optom. 2004;87:4-10.
165. Wilkins AJ, Neary C. Some visual, optometric and perceptual effects of
coloured glasses. Ophthal Physiol Opt. 1991;11:163-71.
166. Conlon E, Lovegrove W, Hine T, Chekaluk E, Piatek K, Hayes-Williams K.
The effects of visual discomfort and pattern structure on visual search.
Perception. 1998;27(1):21-33.
167. Newman WB, Wilkins AJ, Zoukos Y. Spectral filters can improve reading
and visual search in patients with multiple sclerosis. J Neurol.
2007;254(12):1729-35.
168. Singleton C, Henderson LM. Computerized screening for visual stress in
children with dyslexia. Dyslexia. 2007;13(2):130-51.
169. Allen PM, Gilchrist JM, Hollis J. Use of visual search in the assessment of
pattern-related visual stress (PRVS) and its alleviation by coloured filters.
Invest Ophthalmol Vis Sci. 2008.
170. Vidyasagar TR, Pammer K. Dyslexia: a deficit in visuo-spatial attention,
not in phonological processing. Trends Cogn Sci. 2010;14(2):57-63. doi:
S1364-6613(09)00283-6 [pii];10.1016/j.tics.2009.12.003 [doi].
171. Bellocchi S, Muneaux M, Bastien-Toniazzo M, Ducrot S. I can read it in
your eyes: what eye movements tell us about visuo-attentional
processes in developmental dyslexia. Res Dev Disabil. 2013;34(1):452-60.
doi: 10.1016/j.ridd.2012.09.002.
172. Green CS, Bavelier D. Action video game modifies visual selective
attention. Nature. 2003;423:534-7.
173. Facoetti A, Lorusso ML, Paganoni P, Umilta C, Mascetti GG. The role of
visuospatial attention in developmental dyslexia: evidence from a
rehabilitation study. Brain Res Cogn Brain Res. 2003;15(2):154-64.
174. Peters JL, De Losa L, Bavin EL, Crewther SG. Efficacy of dynamic visuoattentional interventions for reading in dyslexic and neurotypical
children: A systematic review. Neurosci Biobehav Rev. 2019;100:58-76.
doi: 10.1016/j.neubiorev.2019.02.015.
175. Franceschini S, Bertoni S. Improving action video games abilities
increases the phonological decoding speed and phonological short-term
memory in children with developmental dyslexia. Neuropsychologia.
2019;130:100-6. doi: 10.1016/j.neuropsychologia.2018.10.023.
176. Peters JL, Crewther SG, Murphy MJ, Bavin EL. Action video game training
improves text reading accuracy, rate and comprehension in children
with dyslexia: a randomized controlled trial. Sci Rep. 2021;11(1):18584.
doi: 10.1038/s41598-021-98146-x.
177. Bertoni S, Franceschini S, Puccio G, Mancarella M, Gori S, Facoetti A.
Action Video Games Enhance Attentional Control and Phonological
Decoding in Children with Developmental Dyslexia. Brain Sci. 2021;11(2).
doi: 10.3390/brainsci11020171.
178. Luniewska M, Chyl K, Debska A, Kacprzak A, Plewko J, Szczerbinski M, et
al. Neither action nor phonological video games make dyslexic children
read better. Sci Rep. 2018;8(1):549. doi: 10.1038/s41598-017-18878-7.
179. Spinelli D, De L, M., Judica A, Zoccolotti P. Crowding effects on word
identification in developmental dyslexia. Cortex. 2002;38(2):179-200.
180. Atkinson J. Review of human visual development: crowding and dyslexia.
In. Vision and Visual Dysfunction. 1991;Vol. 13:ed.
181. Joo SJ, White AL, Strodtman DJ, Yeatman JD. Optimizing text for an
individual's visual system: The contribution of visual crowding to reading
difficulties. Cortex. 2018;103:291-301. doi: 10.1016/j.cortex.2018.03.013.
182. Bertoni S, Franceschini S, Ronconi L, Gori S, Facoetti A. Is excessive visual
crowding causally linked to developmental dyslexia? Neuropsychologia.
2019;130:107-17. doi:
https://doi.org/10.1016/j.neuropsychologia.2019.04.018.
183. Pel JJM, Boer AC, van der Steen J. Processing speed in perceptual visual
crowding. J Vis. 2019;19(3):9. doi: 10.1167/19.3.9.
184. Vidyasagar TR. Visual attention and neural oscillations in reading and
dyslexia: Are they possible targets for remediation? Neuropsychologia.
2019;130:59-65. doi: 10.1016/j.neuropsychologia.2019.02.009.
185. Aleci C, Belcastro E. Visual dyslexia: towards an operational definition
from a correlational study. 2020. doi: 10.21037/aes-20-86.
186. Stagg SD, Kiss N. Room to read: The effect of extra-large letter spacing
and coloured overlays on reading speed and accuracy in adolescents
with dyslexia. Res Dev Disabil. 2021;119:104065. doi:
10.1016/j.ridd.2021.104065.
Vision, Reading Difficulties and Visual Stress
152
supplements help? Dyslexia Review. 1997;9(2):5-7.
188. Greatrex JC, Drasdo N, Dresser K. Scotopic sensitivity in dyslexia and
requirements for DHA supplementation. Lancet. 2000;355:1429-30.
189. Cheng D, Miao X, Wu H, Chen C, Chen Q, Zhou X. Dyscalculia and
dyslexia in Chinese children with idiopathic epilepsy: Different patterns
of prevalence, comorbidity, and gender differences. Epilepsia Open.
2022. doi: 10.1002/epi4.12577.
190. Asberg Johnels J, Galazka MA, Sundqvist M, Hadjikhani N. Left visual field
bias during face perception aligns with individual differences in reading
skills and is absent in dyslexia. Br J Educ Psychol. 2022. doi:
10.1111/bjep.12559.
191. Bosten JM, Goodbourn PT, Bargary G, Verhallen RJ, Lawrance-Owen AJ,
Hogg RE, et al. An exploratory factor analysis of visual performance in a
large population. Vision Res. 2017;141:303-16. doi:
10.1016/j.visres.2017.02.005.
192. Brown GDA. Cognitive analysis of dyslexia. Perception. 1988;17:695-8.
193. Naidoo S. Specific dyslexia: A research report of the ICAA word blind
centre for dyslexic children. London: Pitman; 1972.
194. Gokula R, Sharma M, Cupples L, Valderrama JT. Comorbidity of Auditory
Processing, Attention, and Memory in Children With Word Reading
Difficulties. Front Psychol. 2019;10:2383. doi: 10.3389/fpsyg.2019.02383.
195. O'Brien G, Yeatman JD. Bridging sensory and language theories of
dyslexia: Toward a multifactorial model. Dev Sci. 2020:e13039. doi:
10.1111/desc.13039.
196. Kershner JR. Multisensory deficits in dyslexia may result from a locus
coeruleus attentional network dysfunction. Neuropsychologia.
2021;161:108023. doi: 10.1016/j.neuropsychologia.2021.108023.
197. Kristjansson A, Sigurdardottir HM. The Role of Visual Factors in Dyslexia.
J Cogn. 2023;6(1):31. doi: 10.5334/joc.287.
198. Helland T. Trends in Dyslexia Research during the Period 1950 to 2020Theories, Definitions, and Publications. Brain Sci. 2022;12(10). doi:
10.3390/brainsci12101323.
199. Frith U. Paradoxes in the definition of dyslexia. Dyslexia. 1999;5:192-214.
doi: 10.1002/(SICI)1099-0909(199912)5:43.0.CO;2-N.
200. Catts HW, Petscher Y. A Cumulative Risk and Resilience Model of
Dyslexia. J Learn Disabil. 2022;55(3):171-84. doi:
10.1177/00222194211037062.
201. Galaburda AM. The Pathogenesis of Childhood Dyslexia. In Language,
Communication, and the Brain (ed F Plum). 1988;Raven Press(New
York):129-37.
202. Peyrin C, Lallier M, Demonet JF, Pernet C, Baciu M, Le Bas JF, et al. Neural
dissociation of phonological and visual attention span disorders in
developmental dyslexia: FMRI evidence from two case reports. Brain
Lang. 2012;120(3):381-94. doi: 10.1016/j.bandl.2011.12.015.
187. Stordy J. Dyslexia, attention deficit disorder, dyspraxia: do fatty acid
Chapter 5 The magnocellular-dorsal (M-D) deficit and associated theories
153
203. McArthur G, Sheehan Y, Badcock NA, Francis DA, Wang HC, Kohnen S, et
Vision, Reading Difficulties and Visual Stress
154
al. Phonics training for English-speaking poor readers. Cochrane
Database Syst Rev. 2018;11:CD009115. doi:
10.1002/14651858.CD009115.pub3.
204. Kilciksiz CM, Ongur D. Double-Dissociation Studies in Psychiatric
Research: A Scoping Review. Harv Rev Psychiatry. 2019;27(6):336-41. doi:
10.1097/HRP.0000000000000233.
Chapter 6
Coloured filters for visual stress
– early studies
Chapter abstract
The historical background to the use of colour in assisting with
reading is summarised in this chapter. Recent developments in the
optometric use of coloured filters were facilitated by modern
techniques for tinting plastic ophthalmic lenses. These techniques
permit the selection of coloured lenses defined by a spectral
transmission that suits an individual. The two new systems developed
to use this technology in the 1980s for precision tinted lenses are
described, together with associated developments in the Intuitive
Colorimeter system, Intuitive Overlays, and Wilkins Rate of Reading
Test.
History
As noted in Chapter 1, the term coloured filters is used generically to
describe both coloured lenses and coloured overlays (tinted
transparent sheets placed on the page when reading). The use of
coloured filters to help with reading has a long history. Coloured
lenses, usually blue or green, were used “to ease eyestrain from heavy
reading” from the end of the eighteenth century1 (see Figure 6.1 for
examples from the British Optical Association Museum).
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
A. J. Wilkins and B. J. W. Evans, Vision, Reading Difficulties and Visual Stress,
https://doi.org/10.1007/978-3-031-65568-5_6
155
Figure 6.1. Examples of coloured reading lenses from the British Optical
Association Museum. Reproduced with permission from the College of
Optometrists.
The first scientific report of the use of colour to assist patients with
specific reading difficulty is probably that by Jansky in 1958:2
“When reading aloud Dick found it hard to hold to the line...Dick was able to
recognize a word printed on a yellow sight card, but not the same word when
printed on a white one…”
This isolated report was regarded as a rarity until 1980, when Olive
Meares, a school teacher from New Zealand, published a paper in the
journal Visible Language.3 This paper described her pupils' reports of
visual perceptual difficulties, and how these difficulties could be
reduced by using coloured paper or covering the page with sheets of
plastic such as x-ray film, or Perspex.
Three years later, Helen Irlen, a psychologist from California, read a
paper to the American Psychological Association4 describing how her
students reported fewer visual distortions when aided by coloured
filters. In her book "Reading by the Colours"5 she describes 37
Vision, Reading Difficulties and Visual Stress
156
individuals with visual perception problems, 31 of whom were helped
by a coloured sheet. For each individual helped, certain colours could
make things better and other colours could make things worse. But for
each person helped, there was one colour that worked best. Initially,
Irlen called the condition scotopic sensitivity syndrome (SSS), which is
now deprecated because “scotopic” refers to night vision. Irlen also
referred to Irlen syndrome and others later used the terms Meares-
Irlen syndrome, pattern-related visual stress, or nowadays just visual
stress.
Irlen went on to investigate whether the benefit of coloured sheets
could be replicated by the use of coloured lenses. The advent of plastic
(CR39 resin) spectacle lenses had recently simplified the manufacture
of coloured lenses. Previously it had been necessary to create a batch
of glass tinted to a particular colour, an expensive process that was
justifiable only if a large number of lenses were to be made in a
particular colour. With plastic lenses it was possible to tint an
individual’s spectacle lens any required shade simply by dipping it into
hot dye for a few minutes.
Irlen made a set of trial lenses that could be combined by placing
one on top of another to provide a large range of colours, and
discovered that she could often obtain a tint that was beneficial. She
established Irlen Institutes, later called Centres, in which she licensed
treatment with the specially coloured filters that she had devised. Irlen
claimed, controversially, that the coloured filters needed to be
prescribed using her methods. Despite the anecdotal evidence of their
success,
6–8
her claims and commercial activities aroused scepticism,
suspicion and ultimately the opposition of many established
practitioners of ophthalmic care.9 Without her initiative and drive
however, the discovery would have been submerged in a swamp of
scepticism and might have sunk without trace. That being said, for a
Chapter 6 Coloured filters for visual stress– early studies
157
new treatment to make progress there needs to be scientific evidence
that the treatment works and ideally some idea as to why. The
development of the Intuitive Colorimeter was important in facilitating
such evidence. First, the scientific principles underlying the way colour
Vision, Reading Difficulties and Visual Stress
158
is perceived and measured will be briefly summarised.
Photoreceptors in the eye
The visible spectrum consists of electromagnetic radiation with
wavelength between about 400nm and about 700nm. Some of this
light is captured by photoreceptors in the eye. The retina at the back of
the eye contains two main classes of light receptor, named after their
shape: cones and rods. There are three categories of cones each
sensitive to different ranges of wavelengths. L-cones are sensitive to a
wide range of long-wavelength light and are maximally sensitive at
564nm. M-cones are also sensitive to a wide range of mid wavelengths
but are maximally sensitive at 534nm. The S-cones are maximally
sensitive at about 420nm, see Figure 6.2
Figure 6.2 Sensitivity of the L, M and S cones, rods and melanopic
intrinsically photosensitive retinal ganglion cells from Wikipaedia. See
Stockman and Sharpe.10
The rods are sensitive at low light levels and their sensitivity peaks
at 490nm. There are also retinal ganglion cells that are sensitive to light
– the intrinsically photosensitive retinal ganglion cells (ipRGCs). These
provide information about light intensity and are responsible for the
pupillary response.