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Verbal and Visual Problems in Reading Disability
Guinevere F. Eden
Guinevere F. Eden is a visiting fellow in the Child Psychiatry Branch at the National Institutes of Mental Health. She received her doctoral degree in physiology from Oxford University, U.K. Her interests include visual problems in children with dyslexia and have led her to study the human visual system with functional neuroimaging. Address: Guinevere F. Eden, Child Psychiatry Branch, National Institutes of Mental Health, Bethesda, MD 20892.
John F. Stein
John F. Stein read clinical medicine at St. Thomas' Hospital, London. After training in clinical neurology, he was appointed a tutorial fellow in medicine at Magdalen College, Oxford, where he has concentrated his research on visuomotor control, which has led to his interest in the visuomotor problems of individuals with dyslexia.
Maria H. Wood
Maria H. Wood received her BA in English and psychology from Georgetown University and is currently a law student at Harvard University.
Frank B. Wood
Frank B. Wood is an associate professor of neurology and psychiatry, and section head of the section of neuropsychology, Bowman Gray School of Medicine. He received his doctoral degree from Duke University. His interests include neuropsychology, learning disabilities, memory, and the neuropsychology of psychopathology.
Most individuals interested in reading disability favor the view that disordered language processing is the main cause of children's reading problems and that visual problems are seldom, if ever, responsible. Nevertheless, in a preliminary study (Eden, Stein, & Wood, 1993) we showed that visuospatial and oculomotor tests can be used to differentiate children with reading disabilities from nondisabled children. In the present study we investigated a larger sample of children to see if these findings held true. Using 93 children from the Bowman Gray Learning Disability Project (mean age = 11.3 years; 54 boys, 39 girls), we compared the phonological and visuospatial abilities of nondisabled children (children whose reading at fifth grade rated a Woodcock-Johnson reading standardized score between 85 and 115), and children with reading disability (whose reading standardized score was below 85 on the Woodcock-Johnson). In addition to performing poorly on verbal tests, the children with reading disability were significantly worse than nondisabled children at many visual and eye-movement tasks. A high proportion of the variance (68%) in reading ability of both the nondisabled children and those with reading disability could be predicted by combining visual and phonological scores in a multiple regression. These results provide further support for the hypothesis that reading disability may, to some extent, result from dysfunction of the visual and oculomotor systems.
Journal of Learning Disabilities, Vol. 28, No. 5,
272-290 (1995)
DOI: 10.1177/002221949502800503
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