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  1. <?xml version='1.0' encoding='UTF-8'?><?xml-stylesheet href="http://www.blogger.com/styles/atom.css" type="text/css"?><feed xmlns='http://www.w3.org/2005/Atom' xmlns:openSearch='http://a9.com/-/spec/opensearchrss/1.0/' xmlns:blogger='http://schemas.google.com/blogger/2008' xmlns:georss='http://www.georss.org/georss' xmlns:gd="http://schemas.google.com/g/2005" xmlns:thr='http://purl.org/syndication/thread/1.0'><id>tag:blogger.com,1999:blog-2496322937430109609</id><updated>2024-03-13T04:17:31.454-07:00</updated><title type='text'>To Read or not to Read</title><subtitle type='html'>This Blog will chart the progress of the emergence of the use of computer screen technology to  enable more people to maximise their reading performance across the world.</subtitle><link rel='http://schemas.google.com/g/2005#feed' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/posts/default'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/'/><link rel='hub' href='http://pubsubhubbub.appspot.com/'/><link rel='next' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default?start-index=26&amp;max-results=25'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><generator version='7.00' uri='http://www.blogger.com'>Blogger</generator><openSearch:totalResults>105</openSearch:totalResults><openSearch:startIndex>1</openSearch:startIndex><openSearch:itemsPerPage>25</openSearch:itemsPerPage><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-3817630574649590449</id><published>2014-02-27T01:06:00.000-08:00</published><updated>2014-02-27T01:39:24.906-08:00</updated><title type='text'>Is Print Font size in books and examinations,controlling the academic achievement of most people? More evidence from a primary school</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  2. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  3. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 18.0pt; line-height: 115%;&quot;&gt;Is Print
  4. Font size in books and examinations,controlling the academic achievement of
  5. most people?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  6. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  7. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 18.0pt; line-height: 115%;&quot;&gt;More
  8. evidence from a primary school&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  9. &lt;div class=&quot;MsoNormal&quot;&gt;
  10. &lt;br /&gt;&lt;/div&gt;
  11. &lt;div class=&quot;MsoNormal&quot;&gt;
  12. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I have been struggling with how to approach this post. In
  13. previous posts I have referred to the issue of font size and the limitations it
  14. places on a person’s language/reading performance and development.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  15. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  16. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/l2m5u9j&quot;&gt;&lt;b&gt;&lt;span style=&quot;background: white;&quot;&gt;http://tinyurl.com/l2m5u9j&lt;/span&gt;&lt;/b&gt;&lt;/a&gt;&lt;b&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  17. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  18. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/mlupv56&quot;&gt;&lt;b&gt;&lt;span style=&quot;background: white;&quot;&gt;http://tinyurl.com/mlupv56&lt;/span&gt;&lt;/b&gt;&lt;/a&gt;&lt;b&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  19. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  20. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/l6sbx82&quot;&gt;&lt;b&gt;&lt;span style=&quot;background: white;&quot;&gt;http://tinyurl.com/l6sbx82&lt;/span&gt;&lt;/b&gt;&lt;/a&gt;&lt;b&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  21. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  22. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/l3plh2j&quot;&gt;&lt;b&gt;&lt;span style=&quot;background: white;&quot;&gt;http://tinyurl.com/l3plh2j&lt;/span&gt;&lt;/b&gt;&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  23. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  24. &lt;b&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/onlemu6&quot;&gt;http://tinyurl.com/onlemu6&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  25. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  26. &lt;br /&gt;&lt;/div&gt;
  27. &lt;div class=&quot;MsoNormal&quot;&gt;
  28. &lt;br /&gt;&lt;/div&gt;
  29. &lt;div class=&quot;MsoNormal&quot;&gt;
  30. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The work of my colleagues with dyslexic university
  31. students and mine with further education students has given us a clear, simple
  32. method of measuring the optimal font size of a person. For the &lt;b&gt;dyslexic undergraduates&lt;/b&gt; this surprised
  33. us as being a &lt;b&gt;mean optimal font size of
  34. 18 &lt;/b&gt;after any intervention with ophthalmology.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  35. &lt;div class=&quot;MsoNormal&quot;&gt;
  36. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;For the FE students it was again the major easily
  37. adjustable factor controlling &amp;nbsp;their
  38. reading performance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  39. &lt;div class=&quot;MsoNormal&quot;&gt;
  40. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;With the Primary school pupils studied last year the
  41. outcomes were in many ways quite astounding.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  42. &lt;div class=&quot;MsoNormal&quot;&gt;
  43. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This was a primary school which had an above average
  44. intake to start with. I will summarise the outcomes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  45. &lt;div class=&quot;MsoNormal&quot;&gt;
  46. &lt;br /&gt;&lt;/div&gt;
  47. &lt;div class=&quot;MsoNormal&quot;&gt;
  48. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;For a year 5 class:&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  49. &lt;div class=&quot;MsoNormal&quot;&gt;
  50. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The average optimal font &lt;b&gt;needed&lt;/b&gt; was&amp;nbsp;&amp;nbsp; 24.6&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  51. &lt;div class=&quot;MsoNormal&quot;&gt;
  52. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 25.0pt; line-height: 115%;&quot;&gt;The average optimal font &lt;b&gt;needed&lt;/b&gt; was&amp;nbsp;&amp;nbsp; 24.6&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  53. &lt;div class=&quot;MsoNormal&quot;&gt;
  54. &lt;br /&gt;&lt;/div&gt;
  55. &lt;div class=&quot;MsoNormal&quot;&gt;
  56. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Over two thirds of the pupils &lt;b&gt;needed&lt;/b&gt; a font size greater than 18.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  57. &lt;div class=&quot;MsoNormal&quot;&gt;
  58. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 18.0pt; line-height: 115%;&quot;&gt;Over two thirds of the pupils &lt;b&gt;needed&lt;/b&gt; a font size greater than 18&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  59. &lt;div class=&quot;MsoNormal&quot;&gt;
  60. &lt;br /&gt;&lt;/div&gt;
  61. &lt;div class=&quot;MsoNormal&quot;&gt;
  62. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Ok... the word need&lt;b&gt;
  63. &lt;/b&gt;is crucial here&lt;b&gt;.&amp;nbsp; &lt;/b&gt;These pupils could &lt;b&gt;read&lt;/b&gt; fonts that were smaller. But their performance was (
  64. significantly) poorer. So let me make that clear. At smaller ( or larger) fonts
  65. than their optimal sizes, they would take longer to read a piece of text and &amp;nbsp;get more tired/stressed doing so. They would
  66. probably be less willing/motivated to undertake extensive reading.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  67. &lt;div class=&quot;MsoNormal&quot;&gt;
  68. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;(Reading development is dependent on the total reading
  69. experience; positive feedback from the number of words and the
  70. richness/complexity of the experience.)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  71. &lt;div class=&quot;MsoNormal&quot;&gt;
  72. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The word&lt;b&gt; read &lt;/b&gt;is
  73. also crucial here.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  74. &lt;div class=&quot;MsoNormal&quot;&gt;
  75. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  76. &lt;div class=&quot;MsoNormal&quot;&gt;
  77. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp; &amp;nbsp; &amp;nbsp; This was reading simple, unchallenging text for these pupils.
  78. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  79. &lt;div class=&quot;MsoNormal&quot;&gt;
  80. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp;This was a measure of the ability of their ‘systems’
  81. ability to collect visual data and convert it into sounds /phonological
  82. output.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  83. &lt;div class=&quot;MsoNormal&quot;&gt;
  84. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  85. &lt;div class=&quot;MsoNormal&quot;&gt;
  86. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;The reading speed was not a measure of &lt;/b&gt;…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  87. &lt;div class=&quot;MsoNormal&quot;&gt;
  88. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  89. &lt;div class=&quot;MsoNormal&quot;&gt;
  90. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;&amp;nbsp;… any intellectual capability; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  91. &lt;div class=&quot;MsoNormal&quot;&gt;
  92. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;or&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  93. &lt;div class=&quot;MsoNormal&quot;&gt;
  94. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp; … how much they
  95. had read before.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  96. &lt;div class=&quot;MsoNormal&quot;&gt;
  97. &lt;br /&gt;&lt;/div&gt;
  98. &lt;div class=&quot;MsoNormal&quot;&gt;
  99. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;So what really was being considered here was what effect
  100. the font size of text was controlling the phonological output of the pupils.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  101. &lt;div class=&quot;MsoNormal&quot;&gt;
  102. &lt;br /&gt;&lt;/div&gt;
  103. &lt;div class=&quot;MsoNormal&quot;&gt;
  104. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Each pupil had a reading speed measured using a default
  105. size of 13.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  106. &lt;div class=&quot;MsoNormal&quot;&gt;
  107. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Reading speed was then measured for each pupil at a range
  108. of font sizes and the optimal size was recorded.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  109. &lt;div class=&quot;MsoNormal&quot;&gt;
  110. &lt;br /&gt;&lt;/div&gt;
  111. &lt;div class=&quot;MsoNormal&quot;&gt;
  112. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The graph below is typical of the response of most pupils
  113. to changing the font size. What varies of course are the speeds and the
  114. fonts.&amp;nbsp; In this case the difference in
  115. performance of &lt;b&gt;optimising the font size&lt;/b&gt;
  116. was a &lt;b&gt;31% increase&lt;/b&gt; in performance.&lt;/span&gt;&lt;/div&gt;
  117. &lt;div class=&quot;MsoNormal&quot;&gt;
  118. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  119. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  120. &lt;a href=&quot;http://1.bp.blogspot.com/-gr8XnODBoIQ/Uw7_BaXjfqI/AAAAAAAAARs/5xlhFhuIuAE/s1600/font++size+and+speed.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://1.bp.blogspot.com/-gr8XnODBoIQ/Uw7_BaXjfqI/AAAAAAAAARs/5xlhFhuIuAE/s1600/font++size+and+speed.JPG&quot; height=&quot;212&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  121. &lt;div class=&quot;MsoNormal&quot;&gt;
  122. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  123. &lt;div class=&quot;MsoNormal&quot;&gt;
  124. &lt;br /&gt;&lt;/div&gt;
  125. &lt;div class=&quot;MsoNormal&quot;&gt;
  126. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;At a default of 13, this pupil , with no &lt;b&gt;apparent visual problems&lt;/b&gt; was going to
  127. be a reluctant reader, not for any sociological, home, economic reason, but
  128. simply because it was too slow to be enjoyable, too slow to remember/
  129. understand what they had read, and probably because it was so uncomfortable.&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  130. &lt;div class=&quot;MsoNormal&quot;&gt;
  131. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  132. &lt;div class=&quot;MsoNormal&quot;&gt;
  133. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Or perhaps I should say….&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  134. &lt;div class=&quot;MsoNormal&quot;&gt;
  135. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  136. &lt;div class=&quot;MsoNormal&quot;&gt;
  137. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;it was, too slow to remember as much &lt;b&gt;&lt;i&gt;as they could have&lt;/i&gt;&lt;/b&gt;/
  138. understand &lt;b&gt;&lt;i&gt;as much as they could have&lt;/i&gt;&lt;/b&gt; what they had read, and probably because
  139. it was so uncomfortable as a consequence it was &amp;nbsp;too slow to be as enjoyable &lt;b&gt;&lt;i&gt;as it
  140. could be.&lt;o:p&gt;&lt;/o:p&gt;&lt;/i&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  141. &lt;div class=&quot;MsoNormal&quot;&gt;
  142. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;i&gt;&lt;br /&gt;&lt;/i&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  143. &lt;div class=&quot;MsoNormal&quot;&gt;
  144. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This would likely impact on the motivation and attitude
  145. to studying of any pupil. The more we enjoy an activity the more likely we are
  146. to repeat it.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  147. &lt;div class=&quot;MsoNormal&quot;&gt;
  148. &lt;br /&gt;&lt;/div&gt;
  149. &lt;div class=&quot;MsoNormal&quot;&gt;
  150. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In the days before computers they would have been
  151. condemned to believing they were not very clever, possibly a bit stupid. Even
  152. if they knew they were not, they would have been told they were by society.
  153. They would have been excluded by the people who could read. Not intentionally,
  154. but by ‘default’. With a device such as a’ Kindle’, this pupil and in fact the
  155. majority would be able to adjust the font size to what works for them. But they
  156. would need assistance to understand what could be.. We all tend to accept our
  157. own experience as ‘normal’. We need it to be seen as ‘normal’ that we use a
  158. font size that works for us in the same way as we wear shoes that fir our feet!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  159. &lt;div class=&quot;MsoNormal&quot;&gt;
  160. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  161. &lt;div class=&quot;MsoNormal&quot;&gt;
  162. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In my generation and really until the later 1990’s, less
  163. than 20 years ago with the Word for Windows and similar programmes, there was
  164. no choice.&amp;nbsp; The people who ran the show
  165. were the people who could read effectively using small fonts, and they would
  166. see small fonts as ‘normal’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  167. &lt;div class=&quot;MsoNormal&quot;&gt;
  168. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  169. &lt;div class=&quot;MsoNormal&quot;&gt;
  170. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In a strange way, large fonts were those associated with
  171. low intelligence, laziness. In a similar way those who wrote in a ‘large style’
  172. (because they needed to?) were also seen and treated as educational
  173. also-runs/failures.&amp;nbsp; I can remember
  174. friends of mine who could not ‘keep between the lines’ in their notebooks and
  175. were made to feel stupid by their teachers. It is likely that a person who
  176. writes with a larger font also needs to read with a larger font.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  177. &lt;div class=&quot;MsoNormal&quot;&gt;
  178. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In secondary schools, the fonts in books, exams and
  179. worksheets were all small; too small for the majority to thrive.&amp;nbsp; The hierarchical culture of our society has
  180. been supported by the acceptance of a relationship between reading small fonts
  181. and academic success.&amp;nbsp; At university level
  182. , the texts have even smaller fonts than at school.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  183. &lt;div class=&quot;MsoNormal&quot;&gt;
  184. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  185. &lt;div class=&quot;MsoNormal&quot;&gt;
  186. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In my own early work, using colour background, I accepted
  187. these assumptions, unwittingly I had like most researchers been brought up in a
  188. world where the font sizes were fixed.&amp;nbsp;
  189. Indeed the development of research and models in dyslexia and reading
  190. difficulties developed in these conditions.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  191. &lt;div class=&quot;MsoNormal&quot;&gt;
  192. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Spectacles were about getting sufficient acuity to read
  193. the fonts in the books and examinations.&amp;nbsp;
  194. If you still had difficulty then you had a ’visual disability’ or in my
  195. school days ‘just not very clever’. What the work I have done tells me is that
  196. changing the font sizes and conditions changes the speed at which the text is
  197. processed. It also appears to change the speed at which the system is able to
  198. discriminate between adjacent letters in a word or adjacent words in a sentence;
  199. referred to as ‘crowding’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  200. &lt;div class=&quot;MsoNormal&quot;&gt;
  201. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  202. &lt;div class=&quot;MsoNormal&quot;&gt;
  203. &lt;b&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/ohc2yg4&quot;&gt;http://tinyurl.com/ohc2yg4&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  204. &lt;div class=&quot;MsoNormal&quot;&gt;
  205. &lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/div&gt;
  206. &lt;div class=&quot;MsoNormal&quot;&gt;
  207. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The
  208. post below is possibly the most important one in the last couple of years. It
  209. discusses the most thought provoking day I have had in the study of ‘reading’.
  210. It considers the way the visual system is operating during the first few
  211. milliseconds of a fixation, when the eye has just started to collect visual
  212. data. Have a read and see if you understand what I am trying to explain.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  213. &lt;div class=&quot;MsoNormal&quot;&gt;
  214. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  215. &lt;div class=&quot;MsoNormal&quot;&gt;
  216. &lt;b&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/necophp&quot;&gt;http://tinyurl.com/necophp&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  217. &lt;div class=&quot;MsoNormal&quot;&gt;
  218. &lt;br /&gt;&lt;/div&gt;
  219. &lt;div class=&quot;MsoNormal&quot;&gt;
  220. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;I
  221. am wondering whether this font issue will really be taken up by schools and
  222. society.&amp;nbsp; I know that the school which
  223. did the study is going to get their SATS printed in larger fonts for its pupils
  224. and provide notepads which allow the pupils to use a suitable font. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  225. &lt;br /&gt;
  226. &lt;div class=&quot;MsoNormal&quot;&gt;
  227. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;What
  228. about the rest of the world?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;br /&gt;
  229. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  230. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  231. &lt;div class=&quot;MsoNormal&quot;&gt;
  232. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;As
  233. a final point the graph below shows the relationship between what I have called
  234. ‘the font stress index’ of each pupil and the proportionate benefit in reading
  235. performance they gain from using the correct font size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  236. &lt;div class=&quot;MsoNormal&quot;&gt;
  237. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The
  238. font size index is the difference between the font they optimise on and the
  239. default size of 13 point.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  240. &lt;div class=&quot;MsoNormal&quot;&gt;
  241. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The
  242. R squared value suggests that&amp;nbsp; 58% of the
  243. variation in reading performance in the group could be attributable to the font
  244. size thay are having to use.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  245. &lt;div class=&quot;MsoNormal&quot;&gt;
  246. &lt;br /&gt;&lt;/div&gt;
  247. &lt;br /&gt;
  248. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  249. &lt;a href=&quot;http://3.bp.blogspot.com/-LJbf4PDej6o/Uw8HvWWuXwI/AAAAAAAAAR8/swhiBywnh3o/s1600/fss+and+rp+control.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://3.bp.blogspot.com/-LJbf4PDej6o/Uw8HvWWuXwI/AAAAAAAAAR8/swhiBywnh3o/s1600/fss+and+rp+control.JPG&quot; height=&quot;206&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  250. &lt;div class=&quot;MsoNormal&quot;&gt;
  251. &lt;br /&gt;&lt;/div&gt;
  252. &lt;/div&gt;
  253. &lt;/div&gt;
  254. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/3817630574649590449/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2014/02/is-print-font-size-in-books-and.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3817630574649590449'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3817630574649590449'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2014/02/is-print-font-size-in-books-and.html' title='Is Print Font size in books and examinations,controlling the academic achievement of most people? More evidence from a primary school'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://1.bp.blogspot.com/-gr8XnODBoIQ/Uw7_BaXjfqI/AAAAAAAAARs/5xlhFhuIuAE/s72-c/font++size+and+speed.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-5259587012295754959</id><published>2013-12-12T00:18:00.000-08:00</published><updated>2013-12-17T09:05:25.693-08:00</updated><title type='text'></title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  255. &lt;div class=&quot;MsoNormal&quot;&gt;
  256. &lt;br /&gt;&lt;/div&gt;
  257. &lt;div class=&quot;MsoNormal&quot;&gt;
  258. &lt;span style=&quot;font-size: 18.0pt; line-height: 115%;&quot;&gt;Comment on the UK
  259. twin study on Genetics and educational outcomes&lt;/span&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  260. &lt;div class=&quot;MsoNormal&quot;&gt;
  261. &lt;br /&gt;&lt;/div&gt;
  262. &lt;div class=&quot;MsoNormal&quot;&gt;
  263. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;I thought it
  264. relevant to put directly into my blog the introduction from the twin study
  265. concerning educational outcomes and genetics &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  266. &lt;div class=&quot;MsoNormal&quot;&gt;
  267. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The PLOS one
  268. URL is given below.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  269. &lt;div class=&quot;MsoNormal&quot;&gt;
  270. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The findings
  271. of this study will not be a surprise to those studying/involved in the analysis
  272. of the biological parameters influencing reading performance.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  273. &lt;div class=&quot;MsoNormal&quot;&gt;
  274. &lt;br /&gt;&lt;/div&gt;
  275. &lt;h1 style=&quot;background: white; margin-bottom: 3.25pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;&quot;&gt;
  276. &lt;span style=&quot;color: #333333; font-family: &amp;quot;Verdana&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-weight: normal;&quot;&gt;Strong Genetic Influence on a UK Nationwide
  277. Test of Educational Achievement at the End of Compulsory Education at Age 16&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  278. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  279. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  280. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Nicholas G. Shakeshaft&lt;/span&gt;&lt;/span&gt;&lt;span class=&quot;apple-converted-space&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&amp;nbsp;&lt;span style=&quot;background-position: initial initial; background-repeat: no-repeat; display: inline-block;&quot;&gt;&lt;/span&gt;&lt;/span&gt;&lt;span class=&quot;corresponding&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;mail&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;,&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  281. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt;&quot;&gt;
  282. &lt;br /&gt;&lt;/div&gt;
  283. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  284. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  285. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Maciej Trzaskowski,&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  286. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt;&quot;&gt;
  287. &lt;br /&gt;&lt;/div&gt;
  288. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  289. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  290. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Andrew McMillan,&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  291. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt;&quot;&gt;
  292. &lt;br /&gt;&lt;/div&gt;
  293. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  294. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  295. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Kaili Rimfeld,&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  296. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt;&quot;&gt;
  297. &lt;br /&gt;&lt;/div&gt;
  298. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  299. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  300. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Eva Krapohl,&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  301. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt;&quot;&gt;
  302. &lt;br /&gt;&lt;/div&gt;
  303. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  304. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  305. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Claire M. A. Haworth,&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  306. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt;&quot;&gt;
  307. &lt;br /&gt;&lt;/div&gt;
  308. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  309. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  310. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Philip S. Dale,&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  311. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt;&quot;&gt;
  312. &lt;br /&gt;&lt;/div&gt;
  313. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; line-height: 14.55pt; margin-bottom: .0001pt; margin: 0cm; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;&quot;&gt;
  314. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;&lt;span property=&quot;foaf:name&quot; typeof=&quot;foaf:Person&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  315. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span class=&quot;person&quot;&gt;&lt;span style=&quot;color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;span rel=&quot;dc:creator&quot; style=&quot;-webkit-transition: all 0.3s linear; border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; display: inline-block; transition: all 0.3s linear;&quot;&gt;Robert Plomin&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  316. &lt;div class=&quot;MsoNormal&quot;&gt;
  317. &lt;br /&gt;&lt;/div&gt;
  318. &lt;div class=&quot;MsoNormal&quot;&gt;
  319. &lt;br /&gt;&lt;/div&gt;
  320. &lt;div class=&quot;MsoNormal&quot;&gt;
  321. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341&quot;&gt;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  322. &lt;div class=&quot;MsoNormal&quot;&gt;
  323. &lt;br /&gt;&lt;/div&gt;
  324. &lt;div class=&quot;MsoNormal&quot; style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; margin-bottom: 15pt;&quot;&gt;
  325. &lt;b&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;Introduction&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  326. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; margin-bottom: 12.0pt; mso-line-height-alt: 13.5pt;&quot;&gt;
  327. &lt;a href=&quot;http://www.blogger.com/blogger.g?blogID=2496322937430109609&quot; name=&quot;article1.body1.sec1.p1&quot;&gt;&lt;/a&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;Children differ in their success in
  328. learning what is taught at school – skills such as reading and mathematics, and
  329. knowledge such as scientific theories and historical facts. To what extent are
  330. these individual differences in educational achievement due to nurture or
  331. nature? As academic skills and knowledge are taught at school but are seldom
  332. explicitly or systematically taught outside of school, it would be reasonable
  333. to assume that differences between students in how much they learn are due to
  334. differences in how well the educational system teaches these skills and
  335. knowledge. From this perspective, it is surprising that quantitative genetic
  336. research such as the twin method, which compares identical and fraternal twins,
  337. indicates that individual differences in educational achievement are
  338. substantially due to genetic differences (heritability) and only modestly due
  339. to differences between schools and other environmental differences&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Haworth1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[1]&lt;/span&gt;&lt;/a&gt;.
  340. For example, we have recently shown in a UK sample of 7,500 pairs of twins
  341. assessed longitudinally at ages 7, 9 and 12 that individual differences in
  342. literacy and numeracy are significantly and substantially heritable&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Kovas1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[2]&lt;/span&gt;&lt;/a&gt;.
  343. Across the three ages, the average heritability of literacy and numeracy was
  344. 68%, which means that two-thirds of the individual differences (variance) in
  345. children&#39;s performance on tests of school achievement can be ascribed to
  346. genetic differences – i.e., inherited differences in DNA sequence – between
  347. them. Remarkably, educational achievement was found to be more heritable than
  348. intelligence (68% versus 42%), even though intelligence is not taught directly
  349. in schools and is generally viewed as an aptitude of individuals rather than an
  350. outcome of schooling.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  351. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; margin-bottom: 12.0pt; mso-line-height-alt: 13.5pt;&quot;&gt;
  352. &lt;a href=&quot;http://www.blogger.com/blogger.g?blogID=2496322937430109609&quot; name=&quot;article1.body1.sec1.p2&quot;&gt;&lt;/a&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;Although earlier genetic research on
  353. school achievement produced a wide range of estimates of heritability, sampling
  354. issues may have masked a more consistent pattern. For example, a classic twin
  355. study of school achievement found heritabilities of about 40% for English and
  356. mathematics in a study of more than 2000 twin pairs&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Loehlin1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[3]&lt;/span&gt;&lt;/a&gt;.
  357. However, heritability estimates in this study are likely to be underestimates
  358. due to restriction of range, because the sample was restricted to the
  359. highest-achieving high-school twins in the U.S., those who had been nominated
  360. by their schools to compete for the National Merit Scholarship Qualifying Test.
  361. The wide range of heritability estimates in three other twin studies of general
  362. educational achievement is likely to be due to their small sample sizes, which
  363. were underpowered to provide reliable point estimates of heritability: Petrill
  364. et al., 2010 (314 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Petrill1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[4]&lt;/span&gt;&lt;/a&gt;;
  365. Thompson, Detterman, &amp;amp; Plomin, 1991 (278 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Thompson1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[5]&lt;/span&gt;&lt;/a&gt;;
  366. Wainwright, Wright, Luciano, Geffen, &amp;amp; Martin, 2005 (390 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Wainwright1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[6]&lt;/span&gt;&lt;/a&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  367. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; margin-bottom: 12.0pt; mso-line-height-alt: 13.5pt;&quot;&gt;
  368. &lt;a href=&quot;http://www.blogger.com/blogger.g?blogID=2496322937430109609&quot; name=&quot;article1.body1.sec1.p3&quot;&gt;&lt;/a&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;In addition to the UK study mentioned
  369. above which showed high heritability (68%) for literacy and numeracy (Kovas et
  370. al., in press; 7,500 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Kovas1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[2]&lt;/span&gt;&lt;/a&gt;,
  371. a study of twins in Australia, the US and Scandinavia has reported high
  372. heritability (77%) for reading at age 8 (Byrne et al., 2009; 615 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Byrne1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[7]&lt;/span&gt;&lt;/a&gt;&amp;nbsp;and
  373. in the US at age 10 (Olson et al., 2011; 489 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Olson1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[8]&lt;/span&gt;&lt;/a&gt;.
  374. Similarly high heritability (62%) has been reported for science performance in
  375. 9-year old twins (Haworth et al., 2008; 2602 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Haworth2&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[9]&lt;/span&gt;&lt;/a&gt;.
  376. A Dutch study of 12-year-old twins reported a heritability of 60% for a
  377. national test of educational achievement (Bartels et al., 2002; 691 pairs)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Bartels1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[10]&lt;/span&gt;&lt;/a&gt;.
  378. Another study of general educational achievement in 12-year-old twins in the
  379. Netherlands (1,178 pairs) and in the UK (3,102 pairs) did not have zygosity
  380. information (Calvin et al., 2012)&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Calvin1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[11]&lt;/span&gt;&lt;/a&gt;.
  381. However, these studies estimated identical and fraternal twin resemblance from
  382. the proportion of same-sex and opposite-sex twins, and this procedure yielded
  383. heritability estimates of about 60% in the Dutch sample and 65% in the UK sample.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  384. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; margin-bottom: 12.0pt; mso-line-height-alt: 13.5pt;&quot;&gt;
  385. &lt;a href=&quot;http://www.blogger.com/blogger.g?blogID=2496322937430109609&quot; name=&quot;article1.body1.sec1.p4&quot;&gt;&lt;/a&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;The purpose of the present study was
  386. to investigate the extent to which the remarkably high heritabilities for
  387. educational achievement in the UK persist to the end of compulsory education.
  388. Unlike many countries such as the US, the UK has a nationwide examination for
  389. educational achievement, called the General Certificate of Secondary Education
  390. (GCSE), which most pupils complete at the end of compulsory education,
  391. typically at age 16. The GCSE provides a valuable test of the hypothesis of
  392. strong genetic influence on educational achievement because the GCSE is
  393. administered nationwide under standardised conditions. Furthermore, the GCSE is
  394. important for individuals, for society, and for government because it is used
  395. to make decisions about further education.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  396. &lt;span style=&quot;background-position-x: 0px; background-position-y: 0px; background-repeat: no-repeat; cursor: pointer; right: 10px;&quot;&gt;
  397.  
  398.  
  399.  
  400.  
  401.  
  402.  
  403.  
  404.  
  405.  
  406.  
  407.  
  408.  
  409.  
  410.  
  411.  
  412.  
  413.  
  414. &lt;/span&gt;&lt;br /&gt;
  415. &lt;div class=&quot;MsoNormal&quot; style=&quot;background: white; margin-bottom: 12.0pt; mso-line-height-alt: 13.5pt;&quot;&gt;
  416. &lt;a href=&quot;http://www.blogger.com/blogger.g?blogID=2496322937430109609&quot; name=&quot;article1.body1.sec1.p5&quot;&gt;&lt;/a&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;On the basis of the evidence from
  417. earlier school years – most specifically, in our research on educational
  418. achievement in the UK at ages 7, 9 and 12 – we tested the hypothesis that the
  419. high heritability of educational achievement persists to the end of compulsory
  420. education, as assessed by the GCSE at age 16. Additional support for this
  421. hypothesis comes from a recent report extending the analysis of the UK dataset
  422. described above&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Calvin1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[11]&lt;/span&gt;&lt;/a&gt;&amp;nbsp;to
  423. total GCSE scores at age 16&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Nicoletti1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[12]&lt;/span&gt;&lt;/a&gt;.
  424. As in the previous report for this dataset, zygosity information was not
  425. available, but estimating identical and fraternal resemblance from the
  426. proportion of same-sex and opposite-sex twins suggested substantial genetic
  427. influence on GCSE scores&amp;nbsp;&lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0080341#pone.0080341-Nicoletti1&quot;&gt;&lt;span style=&quot;color: #3c63af; text-decoration: none; text-underline: none;&quot;&gt;[12]&lt;/span&gt;&lt;/a&gt;.
  428. Although heritability was not reported because of the absence of zygosity
  429. information, the imputed correlations for identical and fraternal twins suggest
  430. a heritability of about 60%. However, a definitive estimate of the heritability
  431. of educational achievement can only be made on the basis of evidence from twins
  432. with known zygosity, which was achieved by the present study.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  433. &lt;/div&gt;
  434. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/5259587012295754959/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/12/comment-uktwin-study-on-genetics-and.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/5259587012295754959'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/5259587012295754959'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/12/comment-uktwin-study-on-genetics-and.html' title=''/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-8646799424391341894</id><published>2013-12-03T01:31:00.000-08:00</published><updated>2013-12-03T01:31:07.627-08:00</updated><title type='text'> Report on the outcomes of a consultation looking at visual intervention with a student identified as being Dyspraxic and dyslexic.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  435. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  436. &lt;b&gt;&lt;span style=&quot;font-size: 16.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;Report on the outcomes of a consultation looking
  437. at visual intervention with a student identified as being Dyspraxic and dyslexic&lt;/span&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  438. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  439. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  440. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  441. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  442. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: left;&quot;&gt;
  443. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;This particular post is I believe of considerable importance; it is a detailed analysis / deconstruction of the response of one individual to changes in the presentation of text on a computer screen. This could have been any adult but the graphs would have different peaks. About half of the students show a negative response to red reduction rather than a positive response. &amp;nbsp;Other posts will supply more general background to the ideas. The comments on visual span are highly relevant to the emerging research that was reported at the Oxford event.&lt;/span&gt;&lt;/div&gt;
  444. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  445. &lt;br /&gt;&lt;/div&gt;
  446. &lt;div class=&quot;MsoNormal&quot;&gt;
  447. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The student was
  448. referred as part of her Disabled Student’s allowance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  449. &lt;div class=&quot;MsoNormal&quot;&gt;
  450. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  451. &lt;div class=&quot;MsoNormal&quot;&gt;
  452. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The student was
  453. diagnosed as Dyslexic/Dyspraxic.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  454. &lt;div class=&quot;MsoNormal&quot;&gt;
  455. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  456. &lt;div class=&quot;MsoNormal&quot;&gt;
  457. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The
  458. consultation was to ascertain visually associated intervention to &lt;b&gt;ameliorate &lt;/b&gt;her difficulties with text.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  459. &lt;div class=&quot;MsoNormal&quot;&gt;
  460. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  461. &lt;div class=&quot;MsoNormal&quot;&gt;
  462. &lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Content&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  463. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  464. &lt;/div&gt;
  465. &lt;ol style=&quot;text-align: left;&quot;&gt;
  466. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Background&lt;/span&gt;&lt;/li&gt;
  467. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Focussing issues,
  468. Optical correction&lt;/span&gt;&lt;/li&gt;
  469. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Font size, image size,
  470. reading distance orthoptic/convergence issues.&lt;/span&gt;&lt;/li&gt;
  471. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Reading speed and stamina&lt;/span&gt;&lt;/li&gt;
  472. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Crowding.&lt;/span&gt;&lt;/li&gt;
  473. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Visual span&lt;/span&gt;&lt;/li&gt;
  474. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Screen&lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&amp;nbsp; &lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;luminosity and
  475. colour,&amp;nbsp;&lt;/span&gt;&lt;/li&gt;
  476. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Memory issues&lt;/span&gt;&lt;/li&gt;
  477. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Summary of
  478. interventions&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  479. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Comparisons of eye movements&lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&amp;nbsp;
  480. &lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;in default and optimal conditions.&lt;/span&gt;&lt;/li&gt;
  481. &lt;/ol&gt;
  482. &lt;br /&gt;
  483. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  484. &lt;br /&gt;&lt;/div&gt;
  485. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  486. &lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Background information.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  487. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  488. &lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  489. &lt;div class=&quot;MsoNormal&quot;&gt;
  490. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The student &amp;nbsp;was first diagnosed with ophthalmic problems
  491. at the age of 7 years.&amp;nbsp; Since then there
  492. has been a progressive change in her prescription which is to be expected.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  493. &lt;div class=&quot;MsoNormal&quot;&gt;
  494. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  495. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  496. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;She has correction for myopia (short sight) and for
  497. astigmatisms in both eyes. The correction for her left eye is greater than for
  498. her right eye.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  499. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  500. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  501. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  502. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;She has been told that her left eye is suppressed (there is
  503. difficulty processing visual information with data from her left eye. If she
  504. covers her right eye the image is less clear than if she covers her left eye.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  505. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  506. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  507. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  508. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;When reading for extended periods she often…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  509. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  510. &lt;/div&gt;
  511. &lt;ol style=&quot;text-align: left;&quot;&gt;
  512. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Covers her left eye&lt;/span&gt;&lt;/li&gt;
  513. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Turns her head sideways (turning towards the right).&lt;/span&gt;&lt;/li&gt;
  514. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;If using a computer, increases the size of the text using the
  515. ‘zoom’ facilities on the computer.&lt;/span&gt;&lt;/li&gt;
  516. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Becomes very tired giving her very short work periods and
  517. needing longer and longer rest/recovery times. These work periods are only a
  518. few minutes.&lt;/span&gt;&lt;/li&gt;
  519. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Becomes increasingly, easily distracted.&lt;/span&gt;&lt;/li&gt;
  520. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Experiences upper body and neck discomfort.&lt;/span&gt;&lt;/li&gt;
  521. &lt;/ol&gt;
  522. &lt;br /&gt;
  523. &lt;div class=&quot;MsoNormal&quot;&gt;
  524. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The
  525. consultation concentrated on identifying these issues quantitatively and
  526. identifying strategies to reduce/remove these barriers to studying.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  527. &lt;div class=&quot;MsoNormal&quot;&gt;
  528. &lt;br /&gt;&lt;/div&gt;
  529. &lt;div class=&quot;MsoNormal&quot;&gt;
  530. &lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Outcomes
  531. of the Consultation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  532. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  533. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Focussing issues,
  534. Optical correction&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  535. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  536. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;b&gt;&amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp;&lt;/b&gt;Using her glasses, which she uses continuously, the
  537. correction for her right &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp; &amp;nbsp;eye appears to leave distance vision still too difficult.&lt;/span&gt;&lt;/div&gt;
  538. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 99.0pt;&quot;&gt;
  539. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  540. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  541. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;This implies that the
  542. correction is too weak for distance vision. &lt;span style=&quot;color: red;&quot;&gt;A bifocal
  543. correction might be a solution&lt;/span&gt;&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;color: red; font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;/span&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  544. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  545. &lt;br /&gt;&lt;/div&gt;
  546. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  547. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The astigmatism correction appears to be correct for both
  548. eyes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  549. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  550. &lt;br /&gt;&lt;/div&gt;
  551. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  552. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The vision from her left eye is still compromised at far and
  553. near as would be expected with monocular visual suppression.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  554. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  555. &lt;br /&gt;&lt;/div&gt;
  556. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  557. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;This asymmetry in
  558. visual performance would give rise to distance judging problems at far and
  559. near. This would give ‘clumsiness’ characteristics at far and near which would &lt;u&gt;mimic
  560. dyspraxia.&lt;o:p&gt;&lt;/o:p&gt;&lt;/u&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  561. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  562. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;u&gt;&lt;br /&gt;&lt;/u&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  563. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  564. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;There is visual data being collected by the left eye which
  565. would assist in distance judging but ‘at near’, when reading or writing.&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  566. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  567. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  568. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  569. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;There
  570. is evidence from the eyetracking data that the&amp;nbsp;
  571. left eye data is further suppressed leading to increased suppression of
  572. the left eye and increased and fluctuating &lt;i&gt;fixation
  573. disparity&lt;/i&gt; between the two eyes.&amp;nbsp; This
  574. is reduced by the head turning but not prevented.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  575. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  576. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  577. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  578. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The head turning &amp;nbsp;would also give rise to upper body and neck discomfort as
  579. small movements would occur as a &lt;b&gt;reflex&lt;/b&gt;
  580. in trying to overcome the diplopia.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  581. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  582. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  583. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  584. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;She experiences &lt;i&gt;diplopia&lt;/i&gt;
  585. (double vision effects) when reading or viewing near objects. The diplopia is
  586. greater if the object is nearer. The further away the object is the less the
  587. diplopia.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  588. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  589. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  590. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  591. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Using the larger fonts the distance from the text increases,
  592. reduces this effect.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  593. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  594. &lt;br /&gt;&lt;/div&gt;
  595. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  596. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;(&lt;i&gt;Diplopia&lt;/i&gt; occurs when
  597. the two eyes are focussed (fixated) at points too far apart (&lt;i&gt;fixation disparity&lt;/i&gt;) so that the visual
  598. system is unable to compute a single perception (image). In all people there is
  599. some disparity&amp;nbsp; and this is part of
  600. efficient vision. But if it is too great then the visual system is incapable of
  601. the computation of a single image.&amp;nbsp; This
  602. is referred to as ‘&lt;i&gt;insufficent fusional
  603. reserves&lt;/i&gt;.. and is associated with the idea of &lt;i&gt;‘convergence insufficiency’&lt;/i&gt;. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  604. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  605. &lt;br /&gt;&lt;/div&gt;
  606. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  607. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;If the system can intermittently ‘fuse the data’ or the
  608. disparity keeps varying &lt;b&gt;and data from
  609. one eye is not continually suppressed then the person gets a perception of
  610. unstable or wobbling text or the whole visual scene appears to wobble…
  611. Oscillopsia. To reduce this effect some people keep ‘wobbling their heads
  612. subconsciously which can give rise to nausea and neck/upper body/back aches.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  613. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  614. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  615. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 54.0pt;&quot;&gt;
  616. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;****************************************************&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  617. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  618. &lt;br /&gt;&lt;/div&gt;
  619. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  620. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Reading speed&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  621. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  622. &lt;br /&gt;&lt;/div&gt;
  623. &lt;div class=&quot;MsoListParagraphCxSpLast&quot;&gt;
  624. &lt;br /&gt;&lt;/div&gt;
  625. &lt;div class=&quot;MsoNormal&quot;&gt;
  626. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Changing the
  627. font size affects her reading speed as shown in the graph below. This will be
  628. in response to a combination of the following effects.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  629. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  630. &lt;/div&gt;
  631. &lt;ol style=&quot;text-align: left;&quot;&gt;
  632. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Changing reading distance.&lt;/span&gt;&lt;/li&gt;
  633. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Changing&lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&amp;nbsp; &lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;crowding
  634. effects(ability of the system to compute the edges of the letters)&lt;/span&gt;&lt;/li&gt;
  635. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/li&gt;
  636. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Changing the distance for the eyes to travel between words./
  637. changing the demand on the eye muscles.&lt;/span&gt;&lt;/li&gt;
  638. &lt;/ol&gt;
  639. &lt;br /&gt;
  640. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  641. &lt;br /&gt;&lt;/div&gt;
  642. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 99.0pt;&quot;&gt;
  643. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The first two of these will affect the number of letters
  644. which she can ‘see’( perceive) in each fixation, her &lt;b&gt;visual span. Recent research has shown this to the controlling factor
  645. in reading speed for many people.&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  646. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 99.0pt;&quot;&gt;
  647. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  648. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  649. &lt;a href=&quot;http://1.bp.blogspot.com/-FJn69uh_Ugg/Up2fTAGa-hI/AAAAAAAAAPk/fTo3k8kM8_4/s1600/font+size+effect.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;207&quot; src=&quot;http://1.bp.blogspot.com/-FJn69uh_Ugg/Up2fTAGa-hI/AAAAAAAAAPk/fTo3k8kM8_4/s320/font+size+effect.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  650. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 99.0pt;&quot;&gt;
  651. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  652. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  653. &lt;i&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;( please remember the reading speed
  654. is a measure of phonological output as a response to changing visual input&lt;/span&gt;&lt;/i&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  655. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  656. &lt;br /&gt;&lt;/div&gt;
  657. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  658. &lt;br /&gt;&lt;/div&gt;
  659. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  660. &lt;br /&gt;&lt;/div&gt;
  661. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  662. &lt;br /&gt;&lt;/div&gt;
  663. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  664. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Using the bigger font size increases the image size on her retina, this
  665. would reduce crowding effects and allow the processing of more letters at once
  666. (parallel processing). Too big a letter size will move the target fpor the next
  667. saccade too far into the peripheral retina ( away from the fovea) reducing the
  668. accuracy of the saccade, slowing the reading down.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  669. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  670. &lt;br /&gt;&lt;/div&gt;
  671. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  672. &lt;b&gt;&lt;span style=&quot;color: red; font-size: 14.0pt; line-height: 115%;&quot;&gt;On default (font 12) the
  673. visual span is averaging 1.60 letters. A person with no difficulties will be
  674. processing 10+ letters per fixation&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  675. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  676. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;When using her optimal conditions.&amp;nbsp;&amp;nbsp;
  677. There were initially 3.3 characters per fixation . &amp;nbsp;This is more than a 100% improvement.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  678. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  679. &lt;b&gt;&lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;In the last line, however, &lt;/span&gt;&lt;/u&gt;&lt;/b&gt;&lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;the number of fixations was 14 for 79
  680. characters&lt;b&gt; &lt;span style=&quot;color: red;&quot;&gt;That
  681. is 5.6 letters per fixation&lt;/span&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  682. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  683. &lt;br /&gt;&lt;/div&gt;
  684. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  685. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;There is a continual gain in the size of the visual span as
  686. she reads with optimal conditions and this is reflected in the improving
  687. reading rate the more she reads, as in the graph below taken from the
  688. eyetracking data&lt;b&gt;.&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  689. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  690. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  691. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  692. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  693. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  694. &lt;a href=&quot;http://4.bp.blogspot.com/-4a4KlQ1bEBU/Up2fjiXa1kI/AAAAAAAAAPs/oHldTfQscZI/s1600/change+of+reading+speed.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;210&quot; src=&quot;http://4.bp.blogspot.com/-4a4KlQ1bEBU/Up2fjiXa1kI/AAAAAAAAAPs/oHldTfQscZI/s320/change+of+reading+speed.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  695. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  696. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  697. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  698. &lt;br /&gt;&lt;/div&gt;
  699. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  700. &lt;br /&gt;&lt;/div&gt;
  701. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  702. &lt;br /&gt;&lt;/div&gt;
  703. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  704. &lt;br /&gt;&lt;/div&gt;
  705. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  706. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;We can compare this to changing reading rate when reading in default
  707. conditions in the graph below..&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  708. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  709. &lt;br /&gt;&lt;/div&gt;
  710. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  711. &lt;a href=&quot;http://3.bp.blogspot.com/-kzv_psIp9iM/Up2ftZl8A7I/AAAAAAAAAP0/V33Z7qO5gjw/s1600/default+speed+change.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;211&quot; src=&quot;http://3.bp.blogspot.com/-kzv_psIp9iM/Up2ftZl8A7I/AAAAAAAAAP0/V33Z7qO5gjw/s320/default+speed+change.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  712. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  713. &lt;br /&gt;&lt;/div&gt;
  714. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  715. &lt;br /&gt;&lt;/div&gt;
  716. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  717. &lt;br /&gt;&lt;/div&gt;
  718. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  719. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Combining the two graphs makes the
  720. difference in reading performance very clear.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  721. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  722. &lt;br /&gt;&lt;/div&gt;
  723. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  724. &lt;br /&gt;&lt;/div&gt;
  725. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  726. &lt;br /&gt;&lt;/div&gt;
  727. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  728. &lt;a href=&quot;http://3.bp.blogspot.com/-70XklCJ8hbE/Up2f05bJt6I/AAAAAAAAAP8/phPsK9Uso-w/s1600/comp+default+and+opt.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;203&quot; src=&quot;http://3.bp.blogspot.com/-70XklCJ8hbE/Up2f05bJt6I/AAAAAAAAAP8/phPsK9Uso-w/s320/comp+default+and+opt.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  729. &lt;br /&gt;
  730. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  731. &lt;br /&gt;&lt;/div&gt;
  732. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  733. &lt;br /&gt;&lt;/div&gt;
  734. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  735. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;These reading performance graphs reflect the changing &lt;b&gt;visual span&lt;/b&gt; as the reading period changes.&amp;nbsp; Visual span can be considered as controlling
  736. reading performance rather than controlled by reading performance. As the visual
  737. system gets ‘stressed’ the visual span decreases to the point where the process
  738. becomes to difficult to make use of the process. This is likely to be a
  739. component of her reading stamina problem.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  740. &lt;div class=&quot;MsoListParagraphCxSpLast&quot;&gt;
  741. &lt;br /&gt;&lt;/div&gt;
  742. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  743. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Memory issues&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  744. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  745. &lt;br /&gt;&lt;/div&gt;
  746. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  747. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;If a person has a short visual span, then the number of &lt;b&gt;bits&lt;/b&gt; of visual data needed to ‘read’ a
  748. sentence will be much greater than for someone with the ‘normal visual span’
  749. .To &lt;b&gt;read&lt;/b&gt; and comprehend a sentence
  750. would make a much greater demand for working memory&amp;nbsp; from the ‘central executive’( Alan Baddeley’s
  751. model) leaving reduced resources&amp;nbsp; for
  752. comparison of the concepts intrinsic in the sentence with the concepts in long
  753. term memory. Other /additional memory strategies would be needed. Study time
  754. would need to be greater.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  755. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  756. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;By increasing the visual span, memory difficulties, when reading should
  757. be ameliorated.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  758. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  759. &lt;br /&gt;&lt;/div&gt;
  760. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  761. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The decreasing reading speed in default reading conditions and associated
  762. limited reading stamina consequence, would further limit her total read/study
  763. time.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  764. &lt;div class=&quot;MsoListParagraphCxSpLast&quot;&gt;
  765. &lt;br /&gt;&lt;/div&gt;
  766. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  767. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Reading speed, screen
  768. pixel luminosity&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  769. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  770. &lt;br /&gt;&lt;/div&gt;
  771. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  772. &lt;br /&gt;&lt;/div&gt;
  773. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  774. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Overall
  775. screen brightness.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  776. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  777. &lt;a href=&quot;http://1.bp.blogspot.com/-huqpbjN9v7U/Up2f7vaTRaI/AAAAAAAAAQE/1cePn6fL8CU/s1600/read+speed+and+brightness.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;213&quot; src=&quot;http://1.bp.blogspot.com/-huqpbjN9v7U/Up2f7vaTRaI/AAAAAAAAAQE/1cePn6fL8CU/s320/read+speed+and+brightness.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  778. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  779. &lt;br /&gt;&lt;/div&gt;
  780. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  781. &lt;br /&gt;&lt;/div&gt;
  782. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  783. &lt;br /&gt;&lt;/div&gt;
  784. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  785. &lt;br /&gt;&lt;/div&gt;
  786. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  787. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;There is a relationship for The student &amp;nbsp;between overall screen brightness and reading
  788. performance.&amp;nbsp; This can be seen in the
  789. graph above.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  790. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  791. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The total amount of light entering her eyes is controlled by her pupil
  792. dilation. This reflex is designed to optimise the rate at which the photons are
  793. captured by the pigment molecules in the cone cells of her retinas; but it is
  794. controlled by ambient lighting intensity. There may be a difference between the
  795. optimal intensity landing on her fovea ( centre of focus of the images on the
  796. retina) and the peripheral retina. We do not know. In her case when font size
  797. has been optimised this is now limiting her reading performance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  798. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  799. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;158/255 is the brightness used for the rest of the testing..&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  800. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  801. &lt;br /&gt;&lt;/div&gt;
  802. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  803. &lt;br /&gt;&lt;/div&gt;
  804. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  805. &lt;br /&gt;&lt;/div&gt;
  806. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  807. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Changing the green pixel brightness&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  808. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  809. &lt;br /&gt;&lt;/div&gt;
  810. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  811. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;As the green pixels are dimmed then the rate at which the green pigment
  812. in the green cone cells gets bleached is reduced.&amp;nbsp; This will lead to a change in nerve impulse
  813. generation. Possibly to an increase in crowding effects and reduced visual span
  814. for The student .&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  815. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  816. &lt;br /&gt;&lt;/div&gt;
  817. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  818. &lt;br /&gt;&lt;/div&gt;
  819. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  820. &lt;a href=&quot;http://4.bp.blogspot.com/-GoBn2KDIlJs/Up2gcewEV6I/AAAAAAAAAQQ/pqsLu2ln0cs/s1600/speed+and+green.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;207&quot; src=&quot;http://4.bp.blogspot.com/-GoBn2KDIlJs/Up2gcewEV6I/AAAAAAAAAQQ/pqsLu2ln0cs/s320/speed+and+green.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  821. &lt;br /&gt;
  822. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  823. &lt;br /&gt;&lt;/div&gt;
  824. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  825. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%; text-align: left;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  826. &lt;div class=&quot;MsoListParagraphCxSpLast&quot;&gt;
  827. &lt;br /&gt;&lt;/div&gt;
  828. &lt;div class=&quot;MsoNormal&quot;&gt;
  829. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Changing the
  830. red pixel brightness&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  831. &lt;div class=&quot;MsoNormal&quot;&gt;
  832. &lt;br /&gt;&lt;/div&gt;
  833. &lt;div class=&quot;MsoNormal&quot;&gt;
  834. &lt;br /&gt;&lt;/div&gt;
  835. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  836. &lt;a href=&quot;http://4.bp.blogspot.com/-rZdHYU-LZv0/Up2gnMj5CXI/AAAAAAAAAQY/lMRk4be89L8/s1600/speed+and+red.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;225&quot; src=&quot;http://4.bp.blogspot.com/-rZdHYU-LZv0/Up2gnMj5CXI/AAAAAAAAAQY/lMRk4be89L8/s320/speed+and+red.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  837. &lt;div class=&quot;MsoNormal&quot;&gt;
  838. &lt;br /&gt;&lt;/div&gt;
  839. &lt;table align=&quot;left&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot;&gt;
  840. &lt;tbody&gt;
  841. &lt;tr&gt;
  842.  &lt;td height=&quot;191&quot; width=&quot;117&quot;&gt;&lt;/td&gt;
  843.  &lt;td width=&quot;34&quot;&gt;&lt;br /&gt;&lt;/td&gt;&lt;td width=&quot;53&quot;&gt;&lt;br /&gt;&lt;/td&gt;&lt;td width=&quot;34&quot;&gt;&lt;br /&gt;&lt;/td&gt;&lt;td width=&quot;82&quot;&gt;&lt;br /&gt;&lt;/td&gt;&lt;td width=&quot;34&quot;&gt;&lt;br /&gt;&lt;/td&gt;&lt;td width=&quot;85&quot;&gt;&lt;br /&gt;&lt;/td&gt;&lt;td width=&quot;34&quot;&gt;&lt;br /&gt;&lt;/td&gt;&lt;/tr&gt;
  844. &lt;/tbody&gt;&lt;/table&gt;
  845. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  846. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  847. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  848. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  849. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  850. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  851. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  852. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  853. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  854. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  855. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;This is
  856. completely different to the effect of changing the green component. Although in
  857. a way we are really still changing the ratio of red : green stimulation.This
  858. ratio is the basis of the colour vision /colour recognition process which must
  859. ultimately be based on changing the impulses per second delivering information
  860. to the visual cortex and hence the mediator in object edge detection..visual
  861. processing.&lt;/span&gt;&lt;br /&gt;
  862. &lt;div class=&quot;MsoNormal&quot;&gt;
  863. &lt;br /&gt;&lt;/div&gt;
  864. &lt;div class=&quot;MsoNormal&quot;&gt;
  865. &lt;br /&gt;&lt;/div&gt;
  866. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  867. &lt;a href=&quot;http://4.bp.blogspot.com/-7WzhL82JPw4/Up2g6wwo6dI/AAAAAAAAAQg/yGcaByoUiGc/s1600/red+green+ratio+and+speed.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;219&quot; src=&quot;http://4.bp.blogspot.com/-7WzhL82JPw4/Up2g6wwo6dI/AAAAAAAAAQg/yGcaByoUiGc/s320/red+green+ratio+and+speed.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  868. &lt;div class=&quot;MsoNormal&quot;&gt;
  869. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  870. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  871. &lt;br /&gt;&lt;/div&gt;
  872. &lt;div class=&quot;MsoNormal&quot;&gt;
  873. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;This graph
  874. shows clearly the mathematical relationship between the ratio of green to red pixel
  875. brightness and the reading performance of The student .&lt;/span&gt;&lt;/div&gt;
  876. &lt;div class=&quot;MsoNormal&quot;&gt;
  877. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  878. &lt;div class=&quot;MsoNormal&quot;&gt;
  879. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;All the
  880. red:green optimisation to this point has been undertaken with the blue value
  881. set at 158 as determined by the initial screen brightness study.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  882. &lt;div class=&quot;MsoNormal&quot;&gt;
  883. &lt;br /&gt;&lt;/div&gt;
  884. &lt;div class=&quot;MsoNormal&quot;&gt;
  885. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Changing the
  886. blue pixel brightness.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  887. &lt;div class=&quot;MsoNormal&quot;&gt;
  888. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  889. &lt;div class=&quot;MsoNormal&quot;&gt;
  890. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  891. &lt;div class=&quot;MsoNormal&quot;&gt;
  892. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The cone
  893. cells containing the blue sensitive pigment &lt;b&gt;are not found&lt;/b&gt; in the centre of the fovea.&amp;nbsp; There is a response to changing the blue
  894. pixel brightness but often very little and there appears to be a change with
  895. use of the background on screen for reading.&lt;/span&gt;&lt;/div&gt;
  896. &lt;div class=&quot;MsoNormal&quot;&gt;
  897. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  898. &lt;div class=&quot;MsoNormal&quot;&gt;
  899. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;There is good research evidence
  900. that the amount of blue light affects the magnocellular system particularly (
  901. see research by John Stein al.). The red/green ratio is likely to be more
  902. associated with the ‘parvocellular system’, the edge detection system; the
  903. system which collects the data to identify the ‘object being looked
  904. at’/receiving attention.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  905. &lt;div class=&quot;MsoNormal&quot;&gt;
  906. &lt;br /&gt;&lt;/div&gt;
  907. &lt;div class=&quot;MsoNormal&quot;&gt;
  908. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The graph
  909. below shows the effect on one aspect of reading performance (scanning).&amp;nbsp; However, in terms of visual clarity when
  910. using an overlay or reading The student , preferred not to have the blue
  911. reduced. As such a cyan overlay closely mimicking the optimal red green ratio
  912. was provided for her to use with printed material.&amp;nbsp; Looking at the graph about reducing the red,
  913. it must be remembered that if the cyan filter removed too much red then this
  914. ‘same colour’ would&amp;nbsp; start to limit her
  915. reading performance, similarly if the cyan did not remove enough red then there
  916. would only be a partial benefit to her.&amp;nbsp;
  917. The computer screen setting will provide the optimal red/ green.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  918. &lt;div class=&quot;MsoNormal&quot;&gt;
  919. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;On her
  920. computer screen she has the option of using a low blue&amp;nbsp;&amp;nbsp; ( green looking!) screen or the optimal
  921. red:green screen ( grey/Cyan).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  922. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  923. &lt;a href=&quot;http://1.bp.blogspot.com/-mEYsn-6aRD4/Up2hLDine7I/AAAAAAAAAQo/9LV1qNTcChI/s1600/effect+of+blue.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;216&quot; src=&quot;http://1.bp.blogspot.com/-mEYsn-6aRD4/Up2hLDine7I/AAAAAAAAAQo/9LV1qNTcChI/s320/effect+of+blue.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  924. &lt;div class=&quot;MsoNormal&quot;&gt;
  925. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  926. &lt;div class=&quot;MsoNormal&quot;&gt;
  927. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;In two
  928. months time a second consultation will determine changes in her visual system’s
  929. need and then precisely coloured prescription glasses mimicking her optimal
  930. screen settings can&amp;nbsp; be provided as an
  931. alternative to overlays or screen colour management.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  932. &lt;div class=&quot;MsoNormal&quot;&gt;
  933. &lt;br /&gt;&lt;/div&gt;
  934. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  935. &lt;br /&gt;&lt;/div&gt;
  936. &lt;div class=&quot;MsoNormal&quot;&gt;
  937. &lt;br /&gt;&lt;/div&gt;
  938. &lt;div class=&quot;MsoNormal&quot;&gt;
  939. &lt;br /&gt;&lt;/div&gt;
  940. &lt;div class=&quot;MsoNormal&quot;&gt;
  941. &lt;b&gt;&lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Summary&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  942. &lt;div class=&quot;MsoNormal&quot;&gt;
  943. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The student &amp;nbsp;needs the following interventions to optimise
  944. /maximise her reading performance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  945. &lt;div class=&quot;MsoNormal&quot;&gt;
  946. &lt;br /&gt;&lt;/div&gt;
  947. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 36.0pt;&quot;&gt;
  948. &lt;/div&gt;
  949. &lt;ol style=&quot;text-align: left;&quot;&gt;
  950. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;Printed material where possible printed at
  951. font 21.&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  952. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Where possible all
  953. documents to be provided electronically to enable optimal reading conditions.&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  954. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;To be able to make use
  955. of her cyan overlay whenever appropriate.&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  956. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;In lectures meetings,
  957. to be able to sit to the&amp;nbsp; left of the
  958. main centre of visual attention to minimise distractibility.&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  959. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;At the next
  960. consultation the possible provision of optimally tinted prescription glasses&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt; .&lt;/span&gt;&lt;/li&gt;
  961. &lt;/ol&gt;
  962. &lt;br /&gt;
  963. &lt;div class=&quot;MsoNormal&quot;&gt;
  964. &lt;br /&gt;&lt;/div&gt;
  965. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  966. &lt;br /&gt;&lt;/div&gt;
  967. &lt;br /&gt;
  968. &lt;div class=&quot;MsoNormal&quot;&gt;
  969. &lt;br /&gt;&lt;/div&gt;
  970. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 370.0pt; text-align: center;&quot;&gt;
  971. &lt;b&gt;&lt;u&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Comparison of eye movements using default conditions and
  972. optimal conditions.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/b&gt;&lt;/div&gt;
  973. &lt;div class=&quot;MsoNormal&quot;&gt;
  974. &lt;br /&gt;&lt;/div&gt;
  975. &lt;div class=&quot;MsoNormal&quot;&gt;
  976. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;With default conditions
  977. the distance between the two graphs keeps changing. Whereas with the optimal
  978. conditions it stays more consistent.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  979. &lt;div class=&quot;MsoNormal&quot;&gt;
  980. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;If we look at the more
  981. detailed graphs, shorter time periods the difference between the two conditions
  982. is clearer.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  983. &lt;div class=&quot;MsoNormal&quot;&gt;
  984. &lt;br /&gt;&lt;/div&gt;
  985. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  986. &lt;a href=&quot;http://3.bp.blogspot.com/-N23ynzRS2i8/Up2hbOpnM0I/AAAAAAAAAQ0/WhoSJeXHpZc/s1600/eye+tracking+default.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;205&quot; src=&quot;http://3.bp.blogspot.com/-N23ynzRS2i8/Up2hbOpnM0I/AAAAAAAAAQ0/WhoSJeXHpZc/s320/eye+tracking+default.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  987. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 370.0pt; text-align: center;&quot;&gt;
  988. &lt;br /&gt;&lt;/div&gt;
  989. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 370.0pt; text-align: center;&quot;&gt;
  990. &lt;br /&gt;&lt;/div&gt;
  991. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 370.0pt; text-align: center;&quot;&gt;
  992. &lt;b&gt;&lt;span style=&quot;font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  993. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  994. &lt;b&gt;&lt;a href=&quot;http://2.bp.blogspot.com/-6ndeA75rqyI/Up2iEryhZHI/AAAAAAAAAQ4/mH9qjDizews/s1600/optimal+eye+trace.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;208&quot; src=&quot;http://2.bp.blogspot.com/-6ndeA75rqyI/Up2iEryhZHI/AAAAAAAAAQ4/mH9qjDizews/s320/optimal+eye+trace.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/b&gt;&lt;/div&gt;
  995. &lt;b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;br /&gt;
  996. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 370.0pt; text-align: center;&quot;&gt;
  997. &lt;br /&gt;&lt;/div&gt;
  998. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  999. &lt;a href=&quot;http://3.bp.blogspot.com/-YbJRs9mRV9s/Up2iO7wVFZI/AAAAAAAAARA/_snjRmvxRbU/s1600/one+line+opt.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;220&quot; src=&quot;http://3.bp.blogspot.com/-YbJRs9mRV9s/Up2iO7wVFZI/AAAAAAAAARA/_snjRmvxRbU/s320/one+line+opt.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1000. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 370.0pt; text-align: center;&quot;&gt;
  1001. &lt;br /&gt;&lt;/div&gt;
  1002. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1003. &lt;a href=&quot;http://2.bp.blogspot.com/-UQCoPs_7M98/Up2iY93KEOI/AAAAAAAAARI/Fy4uyDFnlME/s1600/default+97+fix.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;196&quot; src=&quot;http://2.bp.blogspot.com/-UQCoPs_7M98/Up2iY93KEOI/AAAAAAAAARI/Fy4uyDFnlME/s320/default+97+fix.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1004. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1005. &lt;br /&gt;&lt;/div&gt;
  1006. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 148.1pt center 225.65pt; text-align: center;&quot;&gt;
  1007. &lt;br /&gt;&lt;/div&gt;
  1008. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 148.1pt center 225.65pt; text-align: center;&quot;&gt;
  1009. &lt;br /&gt;&lt;/div&gt;
  1010. &lt;div class=&quot;MsoNormal&quot;&gt;
  1011. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Graph showing the detail of saccades
  1012. and fixations by both eyes using optimal conditions for a 2 second period for comparison with a 2 second period using default conditions.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1013. &lt;div class=&quot;MsoNormal&quot;&gt;
  1014. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1015. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1016. &lt;a href=&quot;http://4.bp.blogspot.com/-odKHW38mdbE/Up2i-ZhfSoI/AAAAAAAAARQ/MhtvnNjO0qE/s1600/2+sec+opt.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;206&quot; src=&quot;http://4.bp.blogspot.com/-odKHW38mdbE/Up2i-ZhfSoI/AAAAAAAAARQ/MhtvnNjO0qE/s320/2+sec+opt.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1017. &lt;div class=&quot;MsoNormal&quot;&gt;
  1018. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1019. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1020. &lt;a href=&quot;http://3.bp.blogspot.com/-pIuYFCE7IM4/Up2jDNNQLFI/AAAAAAAAARY/nQDe0KLyoIU/s1600/2+sec+defa.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;207&quot; src=&quot;http://3.bp.blogspot.com/-pIuYFCE7IM4/Up2jDNNQLFI/AAAAAAAAARY/nQDe0KLyoIU/s320/2+sec+defa.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1021. &lt;div class=&quot;MsoNormal&quot;&gt;
  1022. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1023. &lt;div class=&quot;MsoNormal&quot;&gt;
  1024. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1025. &lt;div class=&quot;MsoNormal&quot;&gt;
  1026. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1027. &lt;div class=&quot;MsoNormal&quot;&gt;
  1028. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1029. &lt;div class=&quot;MsoNormal&quot;&gt;
  1030. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The graph shows that both eyes are in
  1031. general working together.&amp;nbsp; If this is
  1032. compared with the eye movements when reading on default it is easily seen that
  1033. the left eye is hardly saccading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1034. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 148.1pt center 225.65pt; text-align: center;&quot;&gt;
  1035. &lt;br /&gt;&lt;/div&gt;
  1036. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 148.1pt center 225.65pt; text-align: center;&quot;&gt;
  1037. &lt;br /&gt;&lt;/div&gt;
  1038. &lt;br /&gt;
  1039. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;tab-stops: 148.1pt center 225.65pt; text-align: center;&quot;&gt;
  1040. &lt;br /&gt;&lt;/div&gt;
  1041. &lt;/div&gt;
  1042. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/8646799424391341894/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/12/report-on-outcomes-of-consultation.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/8646799424391341894'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/8646799424391341894'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/12/report-on-outcomes-of-consultation.html' title=' Report on the outcomes of a consultation looking at visual intervention with a student identified as being Dyspraxic and dyslexic.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://1.bp.blogspot.com/-FJn69uh_Ugg/Up2fTAGa-hI/AAAAAAAAAPk/fTo3k8kM8_4/s72-c/font+size+effect.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-7228045327229950918</id><published>2013-11-28T02:42:00.000-08:00</published><updated>2013-11-28T02:46:35.500-08:00</updated><title type='text'>Comments on an article from Harvard about e-readers and dyslexia. A visual component acknowledged in the USA!</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  1043. &lt;br /&gt;
  1044. &lt;br /&gt;
  1045. &lt;br /&gt;
  1046. &lt;div class=&quot;MsoNormal&quot;&gt;
  1047. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;I have been
  1048. thinking a great deal about the ‘research’ that has come out of Harvard
  1049. recently.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1050. &lt;div class=&quot;MsoNormal&quot;&gt;
  1051. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The abstract
  1052. I reprint below.&amp;nbsp; This research has been
  1053. published on PLOS ONE, a peer reviewed, open access journal.&amp;nbsp; &lt;a href=&quot;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0075634&quot;&gt;http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0075634&lt;/a&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1054. &lt;div class=&quot;MsoNormal&quot;&gt;
  1055. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The
  1056. original, article makes very interesting reading especially in the context of
  1057. the USA &amp;nbsp;where to even imply the
  1058. possibility of a visual component in dyslexia can bring down the ‘wrath of the
  1059. IDA’ !&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1060. &lt;div class=&quot;MsoNormal&quot;&gt;
  1061. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;After
  1062. re-reading the original article, which I commend everyone to read, the
  1063. conclusions seem a bit guarded. I have highlighted components of the abstract
  1064. which I feel need much more consideration.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1065. &lt;div class=&quot;MsoNormal&quot;&gt;
  1066. &lt;span style=&quot;background: white; color: red; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;E-readers are fast rivalling
  1067. print as a dominant method for reading&lt;b&gt;.
  1068. Because they offer accessibility options that are impossible in print&lt;/b&gt;, they
  1069. are potentially beneficial for those with impairments, such as dyslexia. Yet,
  1070. little is known about how the use of these devices influences reading in those
  1071. who struggle. Here, we observe reading comprehension and speed in 103 high
  1072. school students with dyslexia. Reading on paper was compared with reading on a
  1073. small handheld e-reader device, formatted to display few words per line.&lt;b&gt; We found that use of the device
  1074. significantly improved speed and comprehension,&lt;/b&gt; when compared with
  1075. traditional presentations on paper for specific subsets of these individuals&lt;b&gt;: Those who struggled most with phoneme
  1076. decoding or efficient sight word reading&lt;/b&gt; read more rapidly using the
  1077. device, &lt;b&gt;and those with limited VA Spans
  1078. gained in comprehension&lt;/b&gt;. Prior eye tracking studies demonstrated that short
  1079. lines facilitate reading in dyslexia, suggesting that it is the use of short
  1080. lines (and not the device per se) that leads to the observed benefits. We
  1081. propose that these findings may be understood as a consequence of visual
  1082. attention deficits, in some with dyslexia, that make it difficult to allocate
  1083. attention to uncrowded text near fixation, as the gaze advances during reading.
  1084. Short lines ameliorate this by guiding attention to the uncrowded span.&lt;/span&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/div&gt;
  1085. &lt;div class=&quot;MsoNormal&quot;&gt;
  1086. &lt;br /&gt;&lt;/div&gt;
  1087. &lt;div class=&quot;MsoNormal&quot;&gt;
  1088. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In the actual paper, they state that
  1089. they were comparing reading performance on a font 14 in the print with font 42
  1090. on the e reader.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1091. &lt;div class=&quot;MsoNormal&quot;&gt;
  1092. &lt;br /&gt;&lt;/div&gt;
  1093. &lt;div class=&quot;MsoNormal&quot;&gt;
  1094. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 42.0pt; line-height: 115%;&quot;&gt;In the actual paper, they state that
  1095. they were comparing reading performance on a font 14&amp;nbsp; in the print with font 42 on the e reader&lt;/span&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1096. &lt;div class=&quot;MsoNormal&quot;&gt;
  1097. &lt;br /&gt;&lt;/div&gt;
  1098. &lt;div class=&quot;MsoNormal&quot;&gt;
  1099. &lt;br /&gt;&lt;/div&gt;
  1100. &lt;div class=&quot;MsoNormal&quot;&gt;
  1101. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Now don’t get
  1102. me wrong, but perhaps they should have looked at other font sizes on
  1103. paper?&amp;nbsp; They did say that the e reader
  1104. allows accessibility options so really they were not really looking at e
  1105. readers, but at font size. If you read other postings in this blog, this would
  1106. not surprise you at all.&amp;nbsp; The graph on optimal
  1107. font size for an individual shows the critical importance of font size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1108. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1109. &lt;a href=&quot;http://3.bp.blogspot.com/-X69wV0ds9X0/UpcdpWRB4eI/AAAAAAAAAPM/Buam_XrJYEo/s1600/font+size+and+ran+output.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;212&quot; src=&quot;http://3.bp.blogspot.com/-X69wV0ds9X0/UpcdpWRB4eI/AAAAAAAAAPM/Buam_XrJYEo/s320/font+size+and+ran+output.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1110. &lt;div class=&quot;MsoNormal&quot;&gt;
  1111. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1112. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1113. &lt;br /&gt;&lt;/div&gt;
  1114. &lt;div class=&quot;MsoNormal&quot;&gt;
  1115. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;Each
  1116. individual appears to have an optimal font size. For most students in the UK which
  1117. myself or my colleagues have seen it is far greater than font 14, the default
  1118. used on the printed task.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1119. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1120. &lt;a href=&quot;http://3.bp.blogspot.com/-swm26vKKbeY/Upcd36Mw-LI/AAAAAAAAAPU/fprbVehgn0E/s1600/opt+font+size+histo.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;205&quot; src=&quot;http://3.bp.blogspot.com/-swm26vKKbeY/Upcd36Mw-LI/AAAAAAAAAPU/fprbVehgn0E/s320/opt+font+size+histo.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1121. &lt;div class=&quot;MsoNormal&quot;&gt;
  1122. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1123. &lt;div class=&quot;MsoNormal&quot;&gt;
  1124. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1125. &lt;div class=&quot;MsoNormal&quot;&gt;
  1126. &lt;br /&gt;&lt;/div&gt;
  1127. &lt;div class=&quot;MsoNormal&quot;&gt;
  1128. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;The ‘pretty ‘graph
  1129. above shows how the optimal font size varies in a population of dyslexic
  1130. students.&amp;nbsp; The modal size is font 17.
  1131. About half the students need a font greater than this. Very few though benefit
  1132. from a size greater than 24.&amp;nbsp; This data
  1133. is collected from students who have full optometric correction. The range of
  1134. font optimal font sizes will reflect issues such as...&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1135. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18.0pt;&quot;&gt;
  1136. &lt;/div&gt;
  1137. &lt;ol style=&quot;text-align: left;&quot;&gt;
  1138. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Crowding effects associated with cone cell size.&lt;/span&gt;&lt;/li&gt;
  1139. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Diffraction issues associated with corneal problems&lt;/span&gt;&lt;/li&gt;
  1140. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Other low vision issues not correctible by optometrists.&lt;/span&gt;&lt;/li&gt;
  1141. &lt;/ol&gt;
  1142. &lt;br /&gt;
  1143. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  1144. &lt;br /&gt;&lt;/div&gt;
  1145. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1146. &lt;br /&gt;&lt;/div&gt;
  1147. &lt;div class=&quot;MsoListParagraphCxSpLast&quot;&gt;
  1148. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;In other postings there are graphs showing the effects on reading
  1149. performance of &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1150. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 36.0pt;&quot;&gt;
  1151. &lt;/div&gt;
  1152. &lt;ol style=&quot;text-align: left;&quot;&gt;
  1153. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Changing the background brightness to the text for individuals&lt;/span&gt;&lt;/li&gt;
  1154. &lt;li&gt;&lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;Changing the relative brightness of the red, green and blue
  1155. pixels.&lt;/span&gt;&lt;/li&gt;
  1156. &lt;/ol&gt;
  1157. &lt;br /&gt;
  1158. &lt;div class=&quot;MsoNormal&quot;&gt;
  1159. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;These
  1160. effects will be affected by the individual’s working cone pigment densities,
  1161. how quickly the epithelial cells they are plugged into can re-activate the
  1162. pigment molecules after they are bleached, as they read as well as the ability
  1163. of the individual’s iris to dilate and constrict to optimise the rate at which
  1164. the pigments in general are being bleached.&amp;nbsp;
  1165. I could even ‘hypothesize’ that changing the relative stimulation of the
  1166. red and green cells, which is the basis of foveal edge detection, will change
  1167. the rate of data transfer about those edges to the visual cortex.&amp;nbsp; I challenge anyone to explain it differently!
  1168. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1169. &lt;div class=&quot;MsoNormal&quot;&gt;
  1170. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;As such for
  1171. each individual there would be a specific ratio which sends the most data per
  1172. millisecond and this would provide the best provision of data for phonological
  1173. processing, and ‘gaze’ management.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1174. &lt;div class=&quot;MsoNormal&quot;&gt;
  1175. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1176. &lt;br /&gt;
  1177. &lt;div class=&quot;MsoNormal&quot;&gt;
  1178. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%;&quot;&gt;But I am not
  1179. a Harvard researcher. So I will have to wait until they catch up.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1180. &lt;/div&gt;
  1181. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/7228045327229950918/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/11/comments-on-article-from-harvard-about.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/7228045327229950918'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/7228045327229950918'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/11/comments-on-article-from-harvard-about.html' title='Comments on an article from Harvard about e-readers and dyslexia. A visual component acknowledged in the USA!'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://3.bp.blogspot.com/-X69wV0ds9X0/UpcdpWRB4eI/AAAAAAAAAPM/Buam_XrJYEo/s72-c/font+size+and+ran+output.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-1171252726376261899</id><published>2013-11-12T02:21:00.000-08:00</published><updated>2013-11-12T02:21:08.030-08:00</updated><title type='text'>Eye movements for a student with nystagmus  reading compared with a fluent reader. </title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  1182. &lt;br /&gt;
  1183. &lt;div class=&quot;MsoNormal&quot;&gt;
  1184. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;It has been
  1185. said that Nystagmus is one of the most common forms of visual disability
  1186. experienced by Schoolchildren. The same would then of course be true of all age
  1187. groups, since it does not ‘ go away’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1188. &lt;div class=&quot;MsoNormal&quot;&gt;
  1189. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1190. &lt;div class=&quot;MsoNormal&quot;&gt;
  1191. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;What I have
  1192. done in this blog is to try to explain and demonstrate how a ‘nystagmus’
  1193. actually affects the biology of reading. I have been privileged in my work with
  1194. undergraduates in the UK; working with and assisting many adults who despite
  1195. their nystagmus have made it into Higher education. With each one I have had
  1196. the opportunity to work with them for several hours in my work with OmniRead
  1197. and before that TintaVision. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1198. &lt;div class=&quot;MsoNormal&quot;&gt;
  1199. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1200. &lt;div class=&quot;MsoNormal&quot;&gt;
  1201. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;I have been
  1202. able to work with them to &lt;b&gt;reduce&lt;/b&gt; the
  1203. barriers to studying which their disability creates.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1204. &lt;div class=&quot;MsoNormal&quot;&gt;
  1205. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1206. &lt;div class=&quot;MsoNormal&quot;&gt;
  1207. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;All this work
  1208. is done objectively, using a binocular eyetracker which allows me to compare
  1209. the actual dynamics of their eye movements as they read to those students with
  1210. no reading difficulties.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1211. &lt;div class=&quot;MsoNormal&quot;&gt;
  1212. &lt;br /&gt;&lt;/div&gt;
  1213. &lt;div class=&quot;MsoNormal&quot;&gt;
  1214. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;Together we
  1215. then calculate the conditions which will maximise their reading performance, by
  1216. careful&amp;nbsp; adjustment of the
  1217. parameters&amp;nbsp; which control the visual
  1218. system’s ability to collect and transmit visual data as they read.&amp;nbsp; All the optimisation work is done using the
  1219. controlled reading environment of a computer screen using the protocols and software developed by OmniRead and before by TintaVision.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1220. &lt;div class=&quot;MsoNormal&quot;&gt;
  1221. &lt;br /&gt;&lt;/div&gt;
  1222. &lt;div class=&quot;MsoNormal&quot;&gt;
  1223. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;Each person
  1224. needs their own specific conditions to read the most effectively.&amp;nbsp; When they use these conditions then the way
  1225. their eyes collect visual data mimics much more closely the way the most fluent
  1226. readers do so.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1227. &lt;div class=&quot;MsoNormal&quot;&gt;
  1228. &lt;br /&gt;&lt;/div&gt;
  1229. &lt;div class=&quot;MsoNormal&quot;&gt;
  1230. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;Enjoy this
  1231. posting . Please post comments or ask any questions that will help you further
  1232. . There are other postings in the blog which put this work into context.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1233. &lt;div class=&quot;MsoNormal&quot;&gt;
  1234. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The graph
  1235. below shows the eye movements of a Higher education student in the UK reading
  1236. from a computer screen. This is for a period of 14 seconds.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1237. &lt;div class=&quot;MsoNormal&quot;&gt;
  1238. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The data was
  1239. collected using an infra red eye tracker measuring horizontal eye movement at
  1240. 300Hz.&amp;nbsp;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1241. &lt;div class=&quot;MsoNormal&quot;&gt;
  1242. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1243. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1244. &lt;a href=&quot;http://1.bp.blogspot.com/-eChENoWL2mI/UoH-dd2cVaI/AAAAAAAAAN8/B0pT9ElXrOo/s1600/student+with+Nystagmus.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;212&quot; src=&quot;http://1.bp.blogspot.com/-eChENoWL2mI/UoH-dd2cVaI/AAAAAAAAAN8/B0pT9ElXrOo/s320/student+with+Nystagmus.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1245. &lt;div class=&quot;MsoNormal&quot;&gt;
  1246. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1247. &lt;div class=&quot;MsoNormal&quot;&gt;
  1248. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1249. &lt;div class=&quot;MsoNormal&quot;&gt;
  1250. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;Summary&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1251. &lt;div class=&quot;MsoNormal&quot;&gt;
  1252. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;A student
  1253. with a nystagmus ….&lt;/span&gt;&lt;/div&gt;
  1254. &lt;div class=&quot;MsoNormal&quot;&gt;
  1255. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1256. &lt;div class=&quot;MsoNormal&quot;&gt;
  1257. &lt;span style=&quot;font-size: 14pt; line-height: 115%;&quot;&gt;&lt;span style=&quot;font-family: Arial, sans-serif;&quot;&gt;1.&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Collects and
  1258. transmits a very small amount of visual data per second compared with a fluent
  1259. reader.&lt;/span&gt;&lt;/div&gt;
  1260. &lt;div class=&quot;MsoNormal&quot;&gt;
  1261. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1262. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  1263. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&amp;nbsp;2.&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Almost
  1264. certainly need to use more computational resources making greater demands on
  1265. their central executive for visual processing than a fluent reader.&lt;/span&gt;&lt;/div&gt;
  1266. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  1267. &lt;br /&gt;&lt;/div&gt;
  1268. &lt;div class=&quot;MsoListParagraphCxSpLast&quot;&gt;
  1269. &lt;br /&gt;&lt;/div&gt;
  1270. &lt;div class=&quot;MsoNormal&quot;&gt;
  1271. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;3. Collects
  1272. reducing amounts of visual data per second as the reading time extends.There is
  1273. a serious stamina problem.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1274. &lt;div class=&quot;MsoListParagraph&quot;&gt;
  1275. &lt;br /&gt;&lt;/div&gt;
  1276. &lt;div class=&quot;MsoNormal&quot;&gt;
  1277. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;4. Using
  1278. optimised reading conditions increases the amount of visual data collected and
  1279. transmitted per second and can improve the quality of the data, thereby
  1280. probably reducing the demand for resources from the central executive with the
  1281. major benefits ensuing from this.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1282. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1283. &lt;br /&gt;&lt;/div&gt;
  1284. &lt;div class=&quot;MsoNormal&quot;&gt;
  1285. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;5. A person with
  1286. a nystagmus has difficulty maintaining a&lt;b&gt;
  1287. fixation&lt;/b&gt;. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1288. &lt;div class=&quot;MsoNormal&quot;&gt;
  1289. &lt;br /&gt;&lt;/div&gt;
  1290. &lt;div class=&quot;MsoNormal&quot;&gt;
  1291. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;A fixation is
  1292. when the eye stops to collect the visual data allowing edge detection. The
  1293. computation of the data into lines /edges can be converted into visual images matched
  1294. against visual images retained in long term memory and enable reading.&amp;nbsp; This is not really ‘ like photography’ as
  1295. taught in schools but&amp;nbsp; more like the way
  1296. the digital data&amp;nbsp; from a roadside camera
  1297. can be used to identify a car number plate. Or the way data is used in object
  1298. recognition in airport baggage security systems.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1299. &lt;div class=&quot;MsoNormal&quot;&gt;
  1300. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1301. &lt;div class=&quot;MsoNormal&quot;&gt;
  1302. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The best way
  1303. of seeing&amp;nbsp; what is going on is to compare
  1304. the eye movement of a person with a nystagmus with the eye movement of a fluent
  1305. reader using a binocular eyetracker.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1306. &lt;div class=&quot;MsoNormal&quot;&gt;
  1307. &lt;br /&gt;&lt;/div&gt;
  1308. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1309. &lt;a href=&quot;http://2.bp.blogspot.com/-oE6ekI6fjVo/UoH-kTpGj8I/AAAAAAAAAOE/qj6j7aOV5ws/s1600/brilliant+reader.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;209&quot; src=&quot;http://2.bp.blogspot.com/-oE6ekI6fjVo/UoH-kTpGj8I/AAAAAAAAAOE/qj6j7aOV5ws/s320/brilliant+reader.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1310. &lt;br /&gt;
  1311. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1312. &lt;a href=&quot;http://3.bp.blogspot.com/-p7fxqorbYT8/UoH-mdq9xjI/AAAAAAAAAOM/-dSOzP1IaD8/s1600/flent+2+sec+with+dixations.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;211&quot; src=&quot;http://3.bp.blogspot.com/-p7fxqorbYT8/UoH-mdq9xjI/AAAAAAAAAOM/-dSOzP1IaD8/s320/flent+2+sec+with+dixations.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1313. &lt;div class=&quot;MsoNormal&quot;&gt;
  1314. &lt;br /&gt;&lt;/div&gt;
  1315. &lt;div class=&quot;MsoNormal&quot;&gt;
  1316. &lt;br /&gt;&lt;/div&gt;
  1317. &lt;div class=&quot;MsoNormal&quot;&gt;
  1318. &lt;br /&gt;&lt;/div&gt;
  1319. &lt;div class=&quot;MsoNormal&quot;&gt;
  1320. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The graph
  1321. above shows the eye movements of a typical fluent reader. If we look at the
  1322. graph as sets of stairs, the flat parts of the steps are when the eyes effectively
  1323. stop moving for a while ,&lt;b&gt;the fixations&lt;/b&gt;,
  1324. to collect visual data to do the actual ‘reading’. The vertical lines are when
  1325. the eye moves extremely quickly to position the eyes to take the next picture.&amp;nbsp; These fast movements are called &lt;b&gt;saccades&lt;/b&gt;. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1326. &lt;div class=&quot;MsoNormal&quot;&gt;
  1327. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1328. &lt;div class=&quot;MsoNormal&quot;&gt;
  1329. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The longer
  1330. vertical lines are the saccades back to the beginning of the next line of text.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1331. &lt;div class=&quot;MsoNormal&quot;&gt;
  1332. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1333. &lt;div class=&quot;MsoNormal&quot;&gt;
  1334. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;There are 9
  1335. to 10 &amp;nbsp;fixations during this 2 seconds. I
  1336. have marked the fixations in &lt;span style=&quot;color: #00b050;&quot;&gt;green&lt;/span&gt;.&lt;/span&gt;&lt;/div&gt;
  1337. &lt;div class=&quot;MsoNormal&quot;&gt;
  1338. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1339. &lt;div class=&quot;MsoNormal&quot;&gt;
  1340. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;During this 2
  1341. seconds of reading, the system is not collecting and transmitting visual data
  1342. for around 10 milliseconds per fixation, during the rapid movements.&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  1343. &lt;div class=&quot;MsoNormal&quot;&gt;
  1344. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1345. &lt;div class=&quot;MsoNormal&quot;&gt;
  1346. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;b&gt;That &amp;nbsp;is&amp;nbsp; for around 100 milliseconds&amp;nbsp; 5% of the time&lt;/b&gt;.&lt;/span&gt;&lt;/div&gt;
  1347. &lt;div class=&quot;MsoNormal&quot;&gt;
  1348. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1349. &lt;div class=&quot;MsoNormal&quot;&gt;
  1350. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;This pattern
  1351. of eye movement is really a &lt;i&gt;&lt;u&gt;modified&lt;/u&gt;&lt;/i&gt;
  1352. &lt;b&gt;‘nystagmus’.&amp;nbsp;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  1353. &lt;div class=&quot;MsoNormal&quot;&gt;
  1354. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  1355. &lt;div class=&quot;MsoNormal&quot;&gt;
  1356. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;b&gt;The nystagmus eye movement
  1357. pattern &lt;/b&gt;&amp;nbsp;can be considered as a ‘&lt;b&gt;&lt;i&gt;primitive
  1358. eye&amp;nbsp; visual search mechanism&lt;/i&gt;’&lt;/b&gt;
  1359. from before a mechanism developed to allow more extended time to collect and
  1360. analyse visual data in a more detailed way.&amp;nbsp;
  1361. This is partly possible by the development of the types of muscle fibres
  1362. found in the muscles which control the eye movement. I need to write a posting
  1363. on that !&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1364. &lt;div class=&quot;MsoNormal&quot;&gt;
  1365. &lt;br /&gt;&lt;/div&gt;
  1366. &lt;div class=&quot;MsoNormal&quot;&gt;
  1367. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;Let’s now
  1368. look again at what happens when a person, with a nystagmus is reading. Look at the
  1369. graphs below.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1370. &lt;div class=&quot;MsoNormal&quot;&gt;
  1371. &lt;br /&gt;&lt;/div&gt;
  1372. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1373. &lt;a href=&quot;http://2.bp.blogspot.com/-eChENoWL2mI/UoH-dd2cVaI/AAAAAAAAAOA/mQE4wmxBpsM/s1600/student+with+Nystagmus.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;212&quot; src=&quot;http://2.bp.blogspot.com/-eChENoWL2mI/UoH-dd2cVaI/AAAAAAAAAOA/mQE4wmxBpsM/s320/student+with+Nystagmus.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1374. &lt;div class=&quot;MsoNormal&quot;&gt;
  1375. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1376. &lt;div class=&quot;MsoNormal&quot;&gt;
  1377. &lt;br /&gt;&lt;/div&gt;
  1378. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1379. &lt;br /&gt;&lt;/div&gt;
  1380. &lt;div class=&quot;MsoNormal&quot;&gt;
  1381. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;What you can
  1382. see is the eyes moving from left to&amp;nbsp;
  1383. right ( the wobbly lines moving gradually up the graph) and after 10
  1384. seconds a sudden move back to the left of the page.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1385. &lt;div class=&quot;MsoNormal&quot;&gt;
  1386. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1387. &lt;div class=&quot;MsoNormal&quot;&gt;
  1388. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The left &amp;nbsp;eye appears to be continually ‘wobbling’. The right
  1389. &amp;nbsp;eye sometimes wobbles, sometimes it does
  1390. not.&amp;nbsp; After 11 seconds both eyes start to
  1391. wobble with a much greater amplitude.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1392. &lt;div class=&quot;MsoNormal&quot;&gt;
  1393. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1394. &lt;div class=&quot;MsoNormal&quot;&gt;
  1395. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;During the 10&lt;sup&gt;th&lt;/sup&gt;
  1396. second the left eye looks like it is reading moving along the line while the
  1397. right eye wobbles.&amp;nbsp; There are 5 wobbles
  1398. during this 10&lt;sup&gt;th&lt;/sup&gt; second.&amp;nbsp; What
  1399. is important is that the reading pattern by the system does ‘change’ over time;
  1400. sometimes the ‘wobble’ is more obvious, sometimes not.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1401. &lt;div class=&quot;MsoNormal&quot;&gt;
  1402. &lt;br /&gt;&lt;/div&gt;
  1403. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1404. &lt;br /&gt;&lt;/div&gt;
  1405. &lt;div class=&quot;MsoNormal&quot;&gt;
  1406. &lt;br /&gt;&lt;/div&gt;
  1407. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1408. &lt;a href=&quot;http://3.bp.blogspot.com/-55gpEKeEnow/UoH_KutQQhI/AAAAAAAAAOU/EUEdqMnHK7A/s1600/after+10+sec+with+nystagmus.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;209&quot; src=&quot;http://3.bp.blogspot.com/-55gpEKeEnow/UoH_KutQQhI/AAAAAAAAAOU/EUEdqMnHK7A/s320/after+10+sec+with+nystagmus.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1409. &lt;br /&gt;
  1410. &lt;div class=&quot;MsoNormal&quot;&gt;
  1411. &lt;br /&gt;&lt;/div&gt;
  1412. &lt;div class=&quot;MsoNormal&quot;&gt;
  1413. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The duration
  1414. of the ‘slow stages ( data collection and transmission times) is not consistent.
  1415. Sometimes the left eye and sometimes the right eye appears to be collecting /sending
  1416. the most data.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1417. &lt;div class=&quot;MsoNormal&quot;&gt;
  1418. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1419. &lt;div class=&quot;MsoNormal&quot;&gt;
  1420. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The graph
  1421. below shows the eye movements after 3 seconds of reading. During these two
  1422. seconds the right eye ‘wobbles’ 7 times. The left eye appears to wobble about 5
  1423. times while the right eye appears to go through an extended fixation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1424. &lt;div class=&quot;MsoNormal&quot;&gt;
  1425. &lt;br /&gt;&lt;/div&gt;
  1426. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1427. &lt;a href=&quot;http://3.bp.blogspot.com/-LeFebS55jX0/UoH_Q3kHWsI/AAAAAAAAAOc/bTc5rHRrriY/s1600/2+seconds+after+3+aseconds.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;207&quot; src=&quot;http://3.bp.blogspot.com/-LeFebS55jX0/UoH_Q3kHWsI/AAAAAAAAAOc/bTc5rHRrriY/s320/2+seconds+after+3+aseconds.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1428. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1429. &lt;br /&gt;&lt;/div&gt;
  1430. &lt;table align=&quot;left&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot;&gt;
  1431. &lt;tbody&gt;
  1432. &lt;tr&gt;
  1433.  &lt;td height=&quot;164&quot; width=&quot;284&quot;&gt;&lt;/td&gt;
  1434. &lt;/tr&gt;
  1435. &lt;tr&gt;
  1436.  &lt;td&gt;&lt;/td&gt;
  1437.  &lt;td&gt;&lt;img height=&quot;2&quot; src=&quot;file:///C:/Users/Peter/AppData/Local/Temp/msohtmlclip1/01/clip_image001.gif&quot; v:shapes=&quot;_x0000_s1026&quot; width=&quot;3&quot; /&gt;&lt;/td&gt;
  1438. &lt;/tr&gt;
  1439. &lt;/tbody&gt;&lt;/table&gt;
  1440. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1441. &lt;!--[if gte vml 1]&gt;&lt;v:shape
  1442. id=&quot;_x0000_s1026&quot; style=&#39;position:absolute;left:0;text-align:left;
  1443. margin-left:213.5pt;margin-top:123.55pt;width:1.25pt;height:.45pt;z-index:251705344&#39;
  1444. coordsize=&quot;25,9&quot; path=&quot;m,9hdc8,6,25,,25,,25,,8,6,,9xe&quot;&gt;
  1445. &lt;v:path arrowok=&quot;t&quot;/&gt;
  1446. &lt;/v:shape&gt;&lt;![endif]--&gt;&lt;!--[if !vml]--&gt;
  1447.  
  1448.  
  1449.  
  1450. &lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  1451. &lt;br clear=&quot;ALL&quot; /&gt;
  1452.  
  1453. &lt;br /&gt;
  1454. &lt;div class=&quot;MsoNormal&quot;&gt;
  1455. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;If we compare
  1456. this to what happens after 11 seconds when the system goes into a more obvious ‘wobble’/nystagmus;
  1457. in this 2 seconds there are 6 ‘wobbles’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1458. &lt;div class=&quot;MsoNormal&quot;&gt;
  1459. &lt;br /&gt;&lt;/div&gt;
  1460. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1461. &lt;br /&gt;&lt;/div&gt;
  1462. &lt;br /&gt;
  1463. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1464. &lt;a href=&quot;http://3.bp.blogspot.com/-EsRbdxvupWw/UoH_pTO0IyI/AAAAAAAAAOs/dsI23WRW0YI/s1600/2+sec+nystagmus+with+fix+times+in+green.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;208&quot; src=&quot;http://3.bp.blogspot.com/-EsRbdxvupWw/UoH_pTO0IyI/AAAAAAAAAOs/dsI23WRW0YI/s320/2+sec+nystagmus+with+fix+times+in+green.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1465. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1466. &lt;br /&gt;&lt;/div&gt;
  1467. &lt;div class=&quot;MsoNormal&quot;&gt;
  1468. &lt;br /&gt;&lt;/div&gt;
  1469. &lt;div class=&quot;MsoNormal&quot;&gt;
  1470. &lt;br /&gt;&lt;/div&gt;
  1471. &lt;div class=&quot;MsoNormal&quot;&gt;
  1472. &lt;br /&gt;&lt;/div&gt;
  1473. &lt;div class=&quot;MsoNormal&quot;&gt;
  1474. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;Most people when
  1475. reading take three or four pictures per second, so that is effectively the same
  1476. as the number of ‘wobbles our &amp;nbsp;student
  1477. was experiencing.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1478. &lt;div class=&quot;MsoNormal&quot;&gt;
  1479. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1480. &lt;div class=&quot;MsoNormal&quot;&gt;
  1481. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;If we look at
  1482. the amount of time being spent actually collecting and sending visual data to
  1483. the ‘brain’, you can see quite clearly that the left and right eye are able to
  1484. send different amounts of data and that the&amp;nbsp;&amp;nbsp;
  1485. two eyes although acting ‘sort of together’ are to some extent out of
  1486. step, or phase, with each other. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1487. &lt;div class=&quot;MsoNormal&quot;&gt;
  1488. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;In the first
  1489. few seconds of reading by the student with the nystagmus….&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1490. &lt;div class=&quot;MsoNormal&quot;&gt;
  1491. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;the ‘green’ (data transmission)
  1492. time is far less than the 95%&amp;nbsp; of time
  1493. for the fluent reader&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1494. &lt;div class=&quot;MsoNormal&quot;&gt;
  1495. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1496. &lt;div class=&quot;MsoNormal&quot;&gt;
  1497. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;1. The fast
  1498. movements are slower than for the fluent reader. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1499. &lt;div class=&quot;MsoNormal&quot;&gt;
  1500. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1501. &lt;div class=&quot;MsoNormal&quot;&gt;
  1502. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&amp;nbsp;2.&amp;nbsp;The ‘slow’ stages are very unstable and
  1503. actually hardly stop at all, so that the ‘computing of &amp;nbsp;steady images will be more demanding on
  1504. the&amp;nbsp; central executive&amp;nbsp; leaving fewer resources to&amp;nbsp; make sense of the ideas in the text.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1505. &lt;div class=&quot;MsoNormal&quot;&gt;
  1506. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1507. &lt;div class=&quot;MsoNormal&quot;&gt;
  1508. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;(Please note
  1509. though that for even for a fluent reader, when you look really carefully at the
  1510. eyes during fixations, the eyes do not actually stop. There have to be small
  1511. movements continuously or they stop collecting and sending data; but these are
  1512. very small movements.)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1513. &lt;div class=&quot;MsoNormal&quot;&gt;
  1514. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1515. &lt;div class=&quot;MsoNormal&quot;&gt;
  1516. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The graph of
  1517. the reading after 11 seconds, shows that the ‘slow movement (visual data
  1518. collection and transmission time) is becoming more restricted.&amp;nbsp; Increasing the demand on the visual processing
  1519. system.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1520. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1521. &lt;br /&gt;&lt;/div&gt;
  1522. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1523. &lt;br /&gt;&lt;/div&gt;
  1524. &lt;div class=&quot;MsoNormal&quot;&gt;
  1525. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&amp;nbsp;Now consider what happens in terms of vision
  1526. during the nystagmus eye movements.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1527. &lt;div class=&quot;MsoNormal&quot;&gt;
  1528. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1529. &lt;div class=&quot;MsoNormal&quot;&gt;
  1530. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;There is no
  1531. data transmission from retina to ‘the brain’ while the eyes are travelling
  1532. rapidly,during the saccades.&amp;nbsp; The
  1533. transmission only takes place during the moments when the eye is ‘stationary’(
  1534. the fixations) OR during the slow phases of the nystagmus eye movement, as the
  1535. eye changes direction.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1536. &lt;div class=&quot;MsoNormal&quot;&gt;
  1537. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;In the graphs
  1538. for the student with nystagmus above the slowest phases the eye effectively
  1539. stops. Often it seems to ‘stall’ as if it is being ‘held back’ as if there is a
  1540. feedback inhibiting the ‘fast movement’ or saccade.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1541. &lt;div class=&quot;MsoNormal&quot;&gt;
  1542. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1543. &lt;div class=&quot;MsoNormal&quot;&gt;
  1544. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;There is a
  1545. mechanism for ‘fixing’ but the feedback seems very weak and variable.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1546. &lt;div class=&quot;MsoNormal&quot;&gt;
  1547. &lt;br /&gt;&lt;/div&gt;
  1548. &lt;div class=&quot;MsoNormal&quot;&gt;
  1549. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The following graphs were made
  1550. using data when the student was reading using optimised conditions&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1551. &lt;div class=&quot;MsoNormal&quot;&gt;
  1552. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1553. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1554. &lt;a href=&quot;http://4.bp.blogspot.com/-mG_4mwdcxao/UoIAPDel6uI/AAAAAAAAAO0/CW3Fwgm_IfA/s1600/all+data+opt.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;210&quot; src=&quot;http://4.bp.blogspot.com/-mG_4mwdcxao/UoIAPDel6uI/AAAAAAAAAO0/CW3Fwgm_IfA/s320/all+data+opt.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1555. &lt;div class=&quot;MsoNormal&quot;&gt;
  1556. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1557. &lt;div class=&quot;MsoNormal&quot;&gt;
  1558. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1559. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1560. &lt;a href=&quot;http://2.bp.blogspot.com/-l54T6ebDyC0/UoIAbYAuP5I/AAAAAAAAAO8/exVfNkMbeF0/s1600/2+seconds+optimal.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;230&quot; src=&quot;http://2.bp.blogspot.com/-l54T6ebDyC0/UoIAbYAuP5I/AAAAAAAAAO8/exVfNkMbeF0/s320/2+seconds+optimal.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1561. &lt;div class=&quot;MsoNormal&quot;&gt;
  1562. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1563. &lt;div class=&quot;MsoNormal&quot;&gt;
  1564. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The first
  1565. graph shows all the data collected by the binocular eyetracker with a period of
  1566. about 2 seconds before they saw the text. This shows the ‘typical eye movement
  1567. of a person with a nystagmus. There is then a period of around 12 seconds of
  1568. reading ,when the eye movements are much more organised, starting to look much more
  1569. like those of a fluent reader.&amp;nbsp; This
  1570. reading period is followed by 3 seconds when the text has been removed from the
  1571. computer screen. The eye movements revert to the typical nystagmus ‘style’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1572. &lt;div class=&quot;MsoNormal&quot;&gt;
  1573. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1574. &lt;div class=&quot;MsoNormal&quot;&gt;
  1575. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;Using the
  1576. optimised conditions the visual data collection and transmission time ( green &amp;nbsp;sections) is a far
  1577. greater proportion of the time.&amp;nbsp; There
  1578. are now quite clear ( although still unstable) fixations.&amp;nbsp; The fast movement phases are ‘faster’ and a
  1579. much smaller proportion of the reading time.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1580. &lt;div class=&quot;MsoNormal&quot;&gt;
  1581. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1582. &lt;div class=&quot;MsoNormal&quot;&gt;
  1583. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;The student
  1584. starts to enjoy reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1585. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1586. &lt;br /&gt;&lt;/div&gt;
  1587. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1588. &lt;br /&gt;&lt;/div&gt;
  1589. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1590. &lt;br /&gt;&lt;/div&gt;
  1591. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1592. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1593. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1594. &lt;br /&gt;&lt;/div&gt;
  1595. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1596. &lt;br /&gt;&lt;/div&gt;
  1597. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1598. &lt;br /&gt;&lt;/div&gt;
  1599. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1600. &lt;br /&gt;&lt;/div&gt;
  1601. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1602. &lt;br /&gt;&lt;/div&gt;
  1603. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1604. &lt;br /&gt;&lt;/div&gt;
  1605. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1606. &lt;span style=&quot;font-size: 14.0pt; line-height: 115%; mso-fareast-language: EN-GB; mso-no-proof: yes;&quot;&gt;…..&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1607. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1608. &lt;br /&gt;&lt;/div&gt;
  1609. &lt;br /&gt;
  1610. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1611. &lt;br /&gt;&lt;/div&gt;
  1612. &lt;/div&gt;
  1613. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/1171252726376261899/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/11/eye-movements-for-student-with.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/1171252726376261899'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/1171252726376261899'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/11/eye-movements-for-student-with.html' title='Eye movements for a student with nystagmus  reading compared with a fluent reader. '/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://1.bp.blogspot.com/-eChENoWL2mI/UoH-dd2cVaI/AAAAAAAAAN8/B0pT9ElXrOo/s72-c/student+with+Nystagmus.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-4119550193447540416</id><published>2013-11-06T02:16:00.002-08:00</published><updated>2013-11-06T02:16:22.296-08:00</updated><title type='text'>Reducing the barriers to computer use for a Dyspraxic student ( Not a dyslexic student)</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  1614. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1615. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&lt;u&gt;Reducing
  1616. the barriers for a Dyspraxic student&lt;/u&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1617. &lt;div class=&quot;MsoNormal&quot;&gt;
  1618. &lt;br /&gt;&lt;/div&gt;
  1619. &lt;div class=&quot;MsoNormal&quot;&gt;
  1620. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;I
  1621. recently worked with a Dyspraxic student looking at ways to reduce the
  1622. difficulties/ barriers she experiences with text/reading/writing.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1623. &lt;div class=&quot;MsoNormal&quot;&gt;
  1624. &lt;br /&gt;&lt;/div&gt;
  1625. &lt;div class=&quot;MsoNormal&quot;&gt;
  1626. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;The
  1627. student has been diagnosed as &lt;b&gt;Dyspraxic,&lt;/b&gt;
  1628. not dyslexic.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1629. &lt;div class=&quot;MsoNormal&quot;&gt;
  1630. &lt;br /&gt;&lt;/div&gt;
  1631. &lt;div class=&quot;MsoNormal&quot;&gt;
  1632. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;There
  1633. appears to be visual processing components to the barriers&amp;nbsp;that………………
  1634. experiences.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1635. &lt;div class=&quot;MsoNormal&quot;&gt;
  1636. &lt;br /&gt;&lt;/div&gt;
  1637. &lt;div class=&quot;MsoNormal&quot;&gt;
  1638. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;By
  1639. optimising the following aspects of the computer screen we were able to reduce/remove
  1640. these barriers. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1641. &lt;div class=&quot;MsoNormal&quot;&gt;
  1642. &lt;br /&gt;&lt;/div&gt;
  1643. &lt;div class=&quot;MsoNormal&quot;&gt;
  1644. &lt;br /&gt;&lt;/div&gt;
  1645. &lt;div class=&quot;MsoNormal&quot;&gt;
  1646. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Font size……&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Increase needed&lt;b&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  1647. &lt;div class=&quot;MsoNormal&quot;&gt;
  1648. &lt;br /&gt;&lt;/div&gt;
  1649. &lt;div class=&quot;MsoNormal&quot;&gt;
  1650. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Screen brightness/
  1651. ambient lighting&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;…..Reduction
  1652. in ambient lighting and screen brightness.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1653. &lt;div class=&quot;MsoNormal&quot;&gt;
  1654. &lt;br /&gt;&lt;/div&gt;
  1655. &lt;div class=&quot;MsoNormal&quot;&gt;
  1656. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Screen background ‘colour’&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;….. Precise, slight
  1657. reduction in green pixel brightness compared with red and blue.&lt;b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  1658. &lt;div class=&quot;MsoNormal&quot;&gt;
  1659. &lt;br /&gt;&lt;/div&gt;
  1660. &lt;div class=&quot;MsoNormal&quot;&gt;
  1661. &lt;br /&gt;&lt;/div&gt;
  1662. &lt;div class=&quot;MsoNormal&quot;&gt;
  1663. &lt;br /&gt;&lt;/div&gt;
  1664. &lt;div class=&quot;MsoNormal&quot;&gt;
  1665. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;These
  1666. I believe compound &amp;nbsp;the issue of her convergence
  1667. ‘difficulties at near’;&amp;nbsp; &amp;nbsp;that are associated with her very strong
  1668. correction for near vision &amp;nbsp;which probably leads to her needing to be too
  1669. close to the screen/ text when reading/writing, as if she is ‘short-sighted’.&amp;nbsp;
  1670. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1671. &lt;div class=&quot;MsoNormal&quot;&gt;
  1672. &lt;br /&gt;&lt;/div&gt;
  1673. &lt;div class=&quot;MsoNormal&quot;&gt;
  1674. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;The intermittent alternate
  1675. monocular visual suppression which is the visual system’s response to this
  1676. would exacerbate her dyspraxia. &lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;There would be an associated clumsiness when
  1677. reading or for 30 seconds to a minute after reading as ‘distance judging for
  1678. fine motor activities would be compromised. More demand would be made for
  1679. accurate Cerebellar calculations in terms of muscle tone management. &lt;b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  1680. &lt;div class=&quot;MsoNormal&quot;&gt;
  1681. &lt;br /&gt;&lt;/div&gt;
  1682. &lt;div class=&quot;MsoNormal&quot;&gt;
  1683. &lt;br /&gt;&lt;/div&gt;
  1684. &lt;div class=&quot;MsoNormal&quot;&gt;
  1685. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;The
  1686. viewing distance is possibly not actually a direct association with the long
  1687. sight correction but in order to ensure that the image size on her retinas is
  1688. an appropriate to maximise her ‘visual attention span’.&amp;nbsp; Raising the font
  1689. would increase the this optimal viewing distance, reduce the convergence/fusion
  1690. problems and hence give rise to&amp;nbsp; increased fluency, reduced demand on
  1691. working memory and increased reading stamina. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1692. &lt;div class=&quot;MsoNormal&quot;&gt;
  1693. &lt;br /&gt;&lt;/div&gt;
  1694. &lt;div class=&quot;MsoNormal&quot;&gt;
  1695. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;It
  1696. is also likely that the substantially reduced ambient lighting (from the&amp;nbsp;wraparound
  1697. shades) will increase the pupil diameter, contributing to and assisting the
  1698. reduced background brightness which allows optimisation of the edge detection
  1699. data process.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1700. &lt;div class=&quot;MsoNormal&quot;&gt;
  1701. &lt;br /&gt;&lt;/div&gt;
  1702. &lt;div class=&quot;MsoNormal&quot;&gt;
  1703. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;There
  1704. was a slight but precise adjustment to the ‘colour of the background which
  1705. further contributed to the barrier reduction.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1706. &lt;div class=&quot;MsoNormal&quot;&gt;
  1707. &lt;br /&gt;&lt;/div&gt;
  1708. &lt;br /&gt;
  1709. &lt;div class=&quot;MsoNormal&quot;&gt;
  1710. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Please
  1711. note each of these comments is based on measured responses to changes in the
  1712. viewing parameters.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1713. &lt;/div&gt;
  1714. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/4119550193447540416/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/11/reducing-barriers-to-computer-use-for.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4119550193447540416'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4119550193447540416'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/11/reducing-barriers-to-computer-use-for.html' title='Reducing the barriers to computer use for a Dyspraxic student ( Not a dyslexic student)'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-3571699532859138660</id><published>2013-10-08T07:29:00.001-07:00</published><updated>2013-10-08T07:29:14.115-07:00</updated><title type='text'>No real change in the reading performance in Britain for the last 60years</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  1715. &lt;br /&gt;
  1716. &lt;br /&gt;
  1717. &lt;div class=&quot;MsoNormal&quot;&gt;
  1718. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;No real change in the reading performance in Britain for
  1719. the last 60 years.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1720. &lt;div class=&quot;MsoNormal&quot;&gt;
  1721. &lt;br /&gt;&lt;/div&gt;
  1722. &lt;div class=&quot;MsoNormal&quot;&gt;
  1723. &lt;br /&gt;&lt;/div&gt;
  1724. &lt;div class=&quot;MsoNormal&quot;&gt;
  1725. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Why should there be a change. There has been free
  1726. universal access to education in Britain since 1944.&amp;nbsp; Changes in teachi&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;ng method or style does really seem to have any effect.&lt;/span&gt;&lt;/div&gt;
  1727. &lt;div class=&quot;MsoNormal&quot;&gt;
  1728. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1729. &lt;div class=&quot;MsoNormal&quot;&gt;
  1730. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;All the ideas that have developed from the work I and
  1731. others have been doing, supports the idea that your reading performance is a function of visual biology, need for glasses, retinal design/physiology, &amp;nbsp;font size, available working memory and the ‘nature
  1732. of the language’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1733. &lt;div class=&quot;MsoNormal&quot;&gt;
  1734. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1735. &lt;div class=&quot;MsoNormal&quot;&gt;
  1736. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;These control&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1737. &lt;div class=&quot;MsoNormal&quot;&gt;
  1738. &lt;/div&gt;
  1739. &lt;ul style=&quot;text-align: left;&quot;&gt;
  1740. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Your reading speed.&lt;/span&gt;&lt;/li&gt;
  1741. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Your reading stamina.&lt;/span&gt;&lt;/li&gt;
  1742. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Your ability to understand what you have read in the
  1743. context of your previous reading..and hence your enjoyment.&lt;/span&gt;&lt;/li&gt;
  1744. &lt;/ul&gt;
  1745. &lt;br /&gt;
  1746. &lt;div class=&quot;MsoNormal&quot;&gt;
  1747. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;These all combine to control your ‘total reading
  1748. experience and hence your ‘literacy’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1749. &lt;div class=&quot;MsoNormal&quot;&gt;
  1750. &lt;br /&gt;&lt;/div&gt;
  1751. &lt;div class=&quot;MsoNormal&quot;&gt;
  1752. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Read the rest of the posts in my blog, going back over
  1753. the last year.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1754. &lt;div class=&quot;MsoNormal&quot;&gt;
  1755. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1756. &lt;div class=&quot;MsoNormal&quot;&gt;
  1757. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Only if we change the way we present text can we get more
  1758. people to higher levels of literacy&lt;/span&gt;&lt;/div&gt;
  1759. &lt;div class=&quot;MsoNormal&quot;&gt;
  1760. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1761. &lt;div class=&quot;MsoNormal&quot;&gt;
  1762. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Ours is probably the most opaque language. Tough.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1763. &lt;div class=&quot;MsoNormal&quot;&gt;
  1764. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1765. &lt;br /&gt;
  1766. &lt;div class=&quot;MsoNormal&quot;&gt;
  1767. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The USA has at least simplified some of the spellings!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1768. &lt;div class=&quot;MsoNormal&quot;&gt;
  1769. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1770. &lt;div class=&quot;MsoNormal&quot;&gt;
  1771. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Finland has the simplest language to read /write. That is why it is at the top.&lt;/span&gt;&lt;/div&gt;
  1772. &lt;br /&gt;
  1773. &lt;div class=&quot;MsoNormal&quot;&gt;
  1774. &lt;br /&gt;&lt;/div&gt;
  1775. &lt;/div&gt;
  1776. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/3571699532859138660/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/10/no-real-change-in-reading-performance.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3571699532859138660'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3571699532859138660'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/10/no-real-change-in-reading-performance.html' title='No real change in the reading performance in Britain for the last 60years'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-3305942704293083780</id><published>2013-10-01T01:31:00.001-07:00</published><updated>2013-10-01T01:31:35.332-07:00</updated><title type='text'>IT is not the ‘COLOR’ background that controls the reading of many dyslexic and other people.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  1777. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1778. &lt;b&gt;&lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 16.0pt; line-height: 115%;&quot;&gt;IT
  1779. is not the ‘COLOR’ background that controls the reading of many dyslexic and
  1780. other people&lt;/span&gt;&lt;/u&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1781. &lt;div class=&quot;MsoNormal&quot;&gt;
  1782. &lt;br /&gt;&lt;/div&gt;
  1783. &lt;div class=&quot;MsoNormal&quot;&gt;
  1784. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In this blog I have tried to put down many of my
  1785. experiences in helping dyslexic adults and people who find reading ‘hard work.
  1786. I have also tried to put it in the context of the theories and hypotheses that
  1787. abound in reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1788. &lt;div class=&quot;MsoNormal&quot;&gt;
  1789. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1790. &lt;div class=&quot;MsoNormal&quot;&gt;
  1791. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I have to some extent fallen into the trap of writing
  1792. about my work using mental constructs /ideas/language that really get in the
  1793. way of the explanations.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1794. &lt;div class=&quot;MsoNormal&quot;&gt;
  1795. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1796. &lt;div class=&quot;MsoNormal&quot;&gt;
  1797. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I write of…… color background and reading,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1798. &lt;div class=&quot;MsoNormal&quot;&gt;
  1799. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; &amp;nbsp;…… font size and reading&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1800. &lt;div class=&quot;MsoNormal&quot;&gt;
  1801. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1802. &lt;div class=&quot;MsoNormal&quot;&gt;
  1803. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I write of……Reading speed&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1804. &lt;div class=&quot;MsoNormal&quot;&gt;
  1805. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ……Reading
  1806. performance&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1807. &lt;div class=&quot;MsoNormal&quot;&gt;
  1808. &lt;br /&gt;&lt;/div&gt;
  1809. &lt;div class=&quot;MsoNormal&quot;&gt;
  1810. &lt;br /&gt;&lt;/div&gt;
  1811. &lt;div class=&quot;MsoNormal&quot;&gt;
  1812. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I really want to write about the Biology of reading. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1813. &lt;div class=&quot;MsoNormal&quot;&gt;
  1814. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1815. &lt;div class=&quot;MsoNormal&quot;&gt;
  1816. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;On a computer
  1817. screen, when we change the background screen settings; all we really do is
  1818. change the rate at which red, green and blue absorbing pigment molecules are
  1819. able to capture photons and release electrons.&amp;nbsp;
  1820. These electrons ultimately give rise to a burst of ‘waves of
  1821. depolarisations’ (nerve impulses) &amp;nbsp;which
  1822. supply ‘digital’ data allowing ‘edge detection and the ability for our visual cortex
  1823. to discriminate between edges in the visual scene, the edges/ lines and nodes
  1824. which we call letters on the page. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1825. &lt;div class=&quot;MsoNormal&quot;&gt;
  1826. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1827. &lt;div class=&quot;MsoNormal&quot;&gt;
  1828. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;If the image stays
  1829. static, the eye is not moving relative to the letters, then the data stops being
  1830. sent.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1831. &lt;div class=&quot;MsoNormal&quot;&gt;
  1832. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;Since the eye is
  1833. continually moving as it ‘takes its pictures,’ the digital data has to be
  1834. detailed enough, accurate enough and coordinated with data on the ‘movement’
  1835. for the visual cortex to compute for us a clear image such that the reading speed
  1836. we achieve is fast enough for us to enjoy, understand the ideas being conveyed
  1837. by the word sequence.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1838. &lt;div class=&quot;MsoNormal&quot;&gt;
  1839. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1840. &lt;div class=&quot;MsoNormal&quot;&gt;
  1841. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Changing the relative stimulation of the red and green
  1842. cone cells, by changing the red and green component of the light from the
  1843. background pixels, has to change the ‘rate’ at which the nerve impulses arrive
  1844. at the visual cortex or we would not ‘notice any color change’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1845. &lt;div class=&quot;MsoNormal&quot;&gt;
  1846. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1847. &lt;div class=&quot;MsoNormal&quot;&gt;
  1848. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It is only change in impulse frequency that ever changes.
  1849. The impulses are all the same size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1850. &lt;div class=&quot;MsoNormal&quot;&gt;
  1851. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1852. &lt;div class=&quot;MsoNormal&quot;&gt;
  1853. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;So for each person there has to be a mathematical
  1854. relationship between the red/green balance and the rate of data transfer from
  1855. eye to ‘brain’/visual cortex.&amp;nbsp; There has
  1856. to be a particular ratio/balance which sends the highest amount of data.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1857. &lt;div class=&quot;MsoNormal&quot;&gt;
  1858. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1859. &lt;div class=&quot;MsoNormal&quot;&gt;
  1860. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Is this what affects crowding and visual attention span
  1861. and ultimately the development of automaticity reading fluency/performance and attention?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1862. &lt;br /&gt;
  1863. &lt;div class=&quot;MsoNormal&quot;&gt;
  1864. &lt;br /&gt;&lt;/div&gt;
  1865. &lt;/div&gt;
  1866. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/3305942704293083780/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/10/it-is-not-color-background-that.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3305942704293083780'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3305942704293083780'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/10/it-is-not-color-background-that.html' title='IT is not the ‘COLOR’ background that controls the reading of many dyslexic and other people.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-2366657923709882907</id><published>2013-09-20T06:59:00.003-07:00</published><updated>2013-09-20T06:59:33.371-07:00</updated><title type='text'> Possible reasons for about a quarter of schoolchildren  in the UK having spelling and grammar problems.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  1867. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1868. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/u&gt;
  1869. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Possible reasons for about a quarter of schoolchildren &amp;nbsp;in the UK having spelling and grammar problems.&lt;/span&gt;&lt;/u&gt;&lt;br /&gt;
  1870. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/u&gt;
  1871. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Font size and biological diversity&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  1872. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1873. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;(Font size matters)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  1874. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1875. &lt;br /&gt;&lt;/div&gt;
  1876. &lt;div class=&quot;MsoNormal&quot;&gt;
  1877. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Font size is an interesting variable. My colleagues and I have been measuring (calculating) which font size is optimal for each student for a couple of years now. This is an essential component of the protocols we have developed and has to be worked out before we consider other factors.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1878. &lt;div class=&quot;MsoNormal&quot;&gt;
  1879. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1880. &lt;div class=&quot;MsoNormal&quot;&gt;
  1881. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Most people will think of font size in the context of reading glasses; trips to the optician and deciding which of those lines of letters you can read clearly, or in low vision problems, where a person needs a larger font because of degrading eyesight from issues such as macular degeneration, or cataracts.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1882. &lt;div class=&quot;MsoNormal&quot;&gt;
  1883. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1884. &lt;div class=&quot;MsoNormal&quot;&gt;
  1885. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Another issue is the tendency to associate larger font size with poor academic performance, low intelligence or ageing. &amp;nbsp;These associations unfortunately leave a negative feeling and resistance towards the use of large size fonts, when they may be needed by people in the main stream population.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1886. &lt;div class=&quot;MsoNormal&quot;&gt;
  1887. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1888. &lt;div class=&quot;MsoNormal&quot;&gt;
  1889. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The inverse, the attitude to the use of small fonts, is that as we progress through the levels of education, the texts we have to encounter get increasingly smaller. In higher education there is an assumption that intelligent people can read small fonts. The decision makers (academically successful usually) in society tend to find small fonts easy. This use of small fonts, in itself of course as acts a ‘font ceiling’, restricting access to the higher levels of education to those who can cope with the small font sizes.&amp;nbsp;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1890. &lt;div class=&quot;MsoNormal&quot;&gt;
  1891. &lt;br /&gt;&lt;/div&gt;
  1892. &lt;div class=&quot;MsoNormal&quot;&gt;
  1893. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Into this set of prejudices and assumptions appears the issue of wearing glasses. Too often, people assume that ‘the correct pair of glasses will enable a person to read small text. For a young person you can extrapolate this to the situation many schoolchildren find themselves in.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1894. &lt;div class=&quot;MsoNormal&quot;&gt;
  1895. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1896. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  1897. &lt;span style=&quot;font-family: Symbol; font-size: 14pt; line-height: 21px;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;They go to an optician because of difficulties they experience with their eyes when they are reading&lt;/span&gt;&lt;br /&gt;
  1898. &lt;span style=&quot;font-family: Symbol; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;get a pair of glasses,&lt;/span&gt;&lt;/div&gt;
  1899. &lt;ul style=&quot;text-align: left;&quot;&gt;
  1900. &lt;li&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;go back into class&lt;/span&gt;&lt;/li&gt;
  1901. &lt;li&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;Find that they still have problems, often still very severe when they try to read.&lt;/span&gt;&lt;/li&gt;
  1902. &lt;/ul&gt;
  1903. &lt;br /&gt;
  1904. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18pt;&quot;&gt;
  1905. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;They then have two choices.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1906. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 18pt;&quot;&gt;
  1907. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1908. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  1909. &lt;/div&gt;
  1910. &lt;ol&gt;
  1911. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;b style=&quot;text-indent: -18pt;&quot;&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Carry on wearing them&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;&amp;nbsp;and get called ‘stupid’ because they still find reading slow, difficult and possibly painful.&lt;/span&gt;&lt;/li&gt;
  1912. &lt;li&gt;&lt;b style=&quot;text-indent: -18pt;&quot;&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Stop wearing them&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;, and get told off because ‘if you had your glasses you would be able to read’. The teachers regarding them and often making it quite clear, that they believe the child is ‘lazy’, ‘uncooperative’ not interested in learning and probably a trouble maker.&lt;/span&gt;&lt;/li&gt;
  1913. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/li&gt;
  1914. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;But a bigger font size might be all they need!&lt;/span&gt;&lt;/li&gt;
  1915. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px; text-indent: -18pt;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/li&gt;
  1916. &lt;/ol&gt;
  1917. &lt;br /&gt;
  1918. &lt;br /&gt;
  1919. &lt;div class=&quot;MsoNormal&quot;&gt;
  1920. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;b&gt;What I will do now is to try and look at the issues of ‘size’ diversity in the human visual system and start the consideration how this diversity could impact on the ‘font size needs’ of the population&lt;/b&gt;.&lt;u&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/u&gt;&lt;/span&gt;&lt;/div&gt;
  1921. &lt;div class=&quot;MsoNormal&quot;&gt;
  1922. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  1923. &lt;div class=&quot;MsoNormal&quot;&gt;
  1924. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;I will ignore, focussing, assuming that an optician has ensured that the physics of focussing has been dealt with. If the person needs glasses they have them (unfortunately this is often not true).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1925. &lt;div class=&quot;MsoNormal&quot;&gt;
  1926. &lt;br /&gt;&lt;/div&gt;
  1927. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  1928. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Physical size/dimension variations between people.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  1929. &lt;div class=&quot;MsoNormal&quot;&gt;
  1930. &lt;br /&gt;&lt;/div&gt;
  1931. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot;&gt;
  1932. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The retina.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1933. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1934. &lt;br /&gt;&lt;/div&gt;
  1935. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1936. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The light sensitive cells at the back of the eye are arranged in a hexagonal arrangement (like honey comb).&amp;nbsp; There are two types.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1937. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 54pt; text-indent: -18pt;&quot;&gt;
  1938. &lt;span style=&quot;font-size: 14pt; line-height: 21px;&quot;&gt;a.&lt;span style=&quot;font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Rod cells... tiny cells used for night vision. Not used in reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1939. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 54pt; text-indent: -18pt;&quot;&gt;
  1940. &lt;b&gt;&lt;span style=&quot;font-size: 14pt; line-height: 21px;&quot;&gt;b.&lt;span style=&quot;font-size: 7pt; font-weight: normal; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/b&gt;&lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Cone cells. larger cells used in reading&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  1941. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 54pt; text-indent: -18pt;&quot;&gt;
  1942. &lt;span style=&quot;font-size: 14pt; line-height: 21px;&quot;&gt;c.&lt;span style=&quot;font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;This picture shows a part of a person’s retina. The red and green cells are the main ones mainly involved in collecting the image when reading. The blue cells have a role, but there are very few of them and probably mainly concerned with getting the image of the word at the fovea.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1943. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 54pt; text-indent: -18pt;&quot;&gt;
  1944. &lt;b&gt;&lt;span style=&quot;font-size: 14pt; line-height: 21px;&quot;&gt;d.&lt;span style=&quot;font-size: 7pt; font-weight: normal; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Notice that the ratio of red to green cells is unequal and they are clumped. This distribution is thought to be controlled by a similar mechanism to that controlling the stripes on a Tiger.&amp;nbsp;&lt;b&gt;Each person is different.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  1945. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  1946. &lt;a href=&quot;http://4.bp.blogspot.com/-hh_SilJ3oqc/UKye8eR5TLI/AAAAAAAAAA8/GFLRayeb5OA/s1600/retina+pic.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;289&quot; src=&quot;http://4.bp.blogspot.com/-hh_SilJ3oqc/UKye8eR5TLI/AAAAAAAAAA8/GFLRayeb5OA/s320/retina+pic.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  1947. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1948. &lt;br /&gt;&lt;/div&gt;
  1949. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1950. &lt;br /&gt;&lt;/div&gt;
  1951. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1952. &lt;br /&gt;&lt;/div&gt;
  1953. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1954. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The cone cells at the centre are smaller than those at the edge and packed very closely.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1955. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1956. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1957. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1958. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Right at the centre (the fovea) they are extremely small... There are no rod shaped cells here. Actually the cone cells here are so small they are similar in size to the tiny rod cells.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1959. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1960. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1961. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1962. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The diameter of the cone cells and ‘proximity’ or tightness of packing is one important variable which controls how ‘coarse’ the image will be.&amp;nbsp; . The smaller the cone cells and more closely packed, the more detail.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1963. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1964. &lt;br /&gt;&lt;/div&gt;
  1965. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  1966. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;A bit like the number of megapixels in a digital camera&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1967. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-align: center;&quot;&gt;
  1968. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The more the better.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1969. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1970. &lt;br /&gt;&lt;/div&gt;
  1971. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1972. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The fovea itself, with its tiny close packed cone cells, at the centre of the retina, is the reason why the eyes move quickly from object to object in a visual scene.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1973. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1974. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;In the rest of the retina the cone cells are much larger, &amp;nbsp;and further apart from each other (more numerous rod cells in between them), getting larger towards the edge of the retina.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1975. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1976. &lt;br /&gt;&lt;/div&gt;
  1977. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1978. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The data from the each foveal cone cells is treated independently whereas the data from the rest is processed in groups.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1979. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  1980. &lt;br /&gt;&lt;/div&gt;
  1981. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1982. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;1)&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;So the way they are wired, the size of the groups of cells, together can vary from person to person.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1983. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1984. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1985. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1986. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;2)&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The size of the cone cells in the centre of the fovea can vary from person to person.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1987. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1988. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1989. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1990. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;3)&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The width of the fovea itself (the zone of small cone cells in the middle of the retina.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1991. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1992. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1993. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1994. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;4)&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The size of the cone cells as we move to the edge of the retina.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1995. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1996. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  1997. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;margin-left: 72pt; text-indent: -18pt;&quot;&gt;
  1998. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;5)&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The ratio of red to green cells varies dramatically from person to person. Some people have many times as many red as green and vice versa.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  1999. &lt;div class=&quot;MsoNormal&quot;&gt;
  2000. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;If we could give a numerical value to each of the five ‘size variables’ above we can see that there is a dramatic range of combinations in design and in a way the number of ‘megapixels in your cameras’...&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2001. &lt;div class=&quot;MsoNormal&quot;&gt;
  2002. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;For example if we consider the width of the Fovea&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;, the central area of small close packed red and green cone cells.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2003. &lt;div class=&quot;MsoNormal&quot;&gt;
  2004. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2005. &lt;div class=&quot;MsoNormal&quot;&gt;
  2006. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;If a person’s fovea is smaller than the average,&lt;/span&gt;&lt;/div&gt;
  2007. &lt;div class=&quot;MsoNormal&quot;&gt;
  2008. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&amp;nbsp;then the smaller fovea will&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2009. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2010. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;a.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&amp;nbsp;‘Process’ fewer letters per fixation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2011. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2012. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2013. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2014. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;b.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&amp;nbsp;More pictures will be needed to get through a sentence. Each ‘picture takes about the same time, about a third of a second.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2015. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2016. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2017. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2018. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;c.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&amp;nbsp;It will take longer to get through the sentence.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2019. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2020. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2021. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2022. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;d.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Working memory will be compromised&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2023. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2024. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2025. &lt;div class=&quot;MsoNormal&quot;&gt;
  2026. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Beginnings of sentences may well be forgotten by the time the person has taken enough photographs to get to the end.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2027. &lt;div class=&quot;MsoNormal&quot;&gt;
  2028. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2029. &lt;div class=&quot;MsoNormal&quot;&gt;
  2030. &lt;span style=&quot;color: red; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;There is also what you may call a double whammy here. It is thought that if you have developed a smaller fovea then the cone cells in your fovea will be bigger than for those people with a bigger fovea!&amp;nbsp;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2031. &lt;div class=&quot;MsoNormal&quot;&gt;
  2032. &lt;br /&gt;&lt;/div&gt;
  2033. &lt;div class=&quot;MsoNormal&quot;&gt;
  2034. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Eye movement during picture taking&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  2035. &lt;div class=&quot;MsoNormal&quot;&gt;
  2036. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  2037. &lt;div class=&quot;MsoNormal&quot;&gt;
  2038. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;An additional complication is that if the eyes are absolutely steady during a fixation then they stop working completely. They have to be constantly wobbling at very low amplitude so that the image is moving across the edges of the cells. It is the switching on and off of the cells which gives rise to the data that is computed by the brain to create the image. It sort of has to scan the image, the words.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2039. &lt;div class=&quot;MsoNormal&quot;&gt;
  2040. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;This movement is a consequence of&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2041. &lt;div class=&quot;MsoNormal&quot;&gt;
  2042. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2043. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2044. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;a.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Muscle&amp;nbsp; contraction in the neck or movement of the object being viewed&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2045. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2046. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2047. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2048. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;b.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Changing contraction /muscle tone in the six muscles which otherwise move the object on to the fovea. The eye muscles have the job of micro movement of the image on the retina.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2049. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2050. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2051. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2052. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;c.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;All this muscle control is being managed by the cerebellum in the brain and feedback from the muscles themselves and feedback from the computation of the image on the retina. (A link to dyspraxia?)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2053. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;text-indent: -18pt;&quot;&gt;
  2054. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2055. &lt;div class=&quot;MsoNormal&quot;&gt;
  2056. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The amplitude and frequency of these micro movements needs to be appropriate to the size of the cells collecting the data. &amp;nbsp;If there is a problem of muscle tone management in the eye movement muscles this will change this micro movement in terms of amplitude and possibly frequency.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2057. &lt;div class=&quot;MsoNormal&quot;&gt;
  2058. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;Essentially all of these variables contribute to not whether you can see a word, but to how many milliseconds it will take for your system to collect enough data to identify the icons/ letter/word you are looking at and match that the phonics/sounds associated with it. That time will depend in addition on what patterns have been seen and identified before and how often they have been seen and identified in addition in the context of language, the syntax from the sequence of sounds which will affect the amount of visual data needed to identify each word.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2059. &lt;div class=&quot;MsoNormal&quot;&gt;
  2060. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2061. &lt;div class=&quot;MsoNormal&quot;&gt;
  2062. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;The reading process (visual data collection and computation, in my world) requires an integrated system affected in its functioning by all these variables and most likely more.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2063. &lt;div class=&quot;MsoNormal&quot;&gt;
  2064. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2065. &lt;div class=&quot;MsoNormal&quot;&gt;
  2066. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;If one is compromised, such as the contribution of head/ neck movement musculature, this is almost certain to compromise/ limit the reading process. Many people with whiplash or upper body trauma find their reading performance diminishes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2067. &lt;div class=&quot;MsoNormal&quot;&gt;
  2068. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2069. &lt;div class=&quot;MsoNormal&quot;&gt;
  2070. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;I could go on much further, but I will stop here. I hope that you can be aware then that there are considerable variations in the ‘sizes’ of the components of the visual system which influence what size of font will work best for you. Most people reading this blog will read best on around a font 12 or smaller, but in the general population it looks like over half of the people need a font greater than 14 to read fluently for long periods. If you need a bigger font copy it onto a word doc.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2071. &lt;div class=&quot;MsoNormal&quot;&gt;
  2072. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2073. &lt;div class=&quot;MsoNormal&quot;&gt;
  2074. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2075. &lt;div class=&quot;MsoNormal&quot;&gt;
  2076. &lt;span style=&quot;font-family: Arial, sans-serif;&quot;&gt;&lt;span style=&quot;font-size: 19px; line-height: 21px;&quot;&gt;Read thye other posts for further technical information.&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2077. &lt;/div&gt;
  2078. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/2366657923709882907/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/09/possible-reasons-for-about-quarter-of.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/2366657923709882907'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/2366657923709882907'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/09/possible-reasons-for-about-quarter-of.html' title=' Possible reasons for about a quarter of schoolchildren  in the UK having spelling and grammar problems.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://4.bp.blogspot.com/-hh_SilJ3oqc/UKye8eR5TLI/AAAAAAAAAA8/GFLRayeb5OA/s72-c/retina+pic.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-3753239779043051287</id><published>2013-07-03T01:00:00.002-07:00</published><updated>2013-07-03T01:00:59.076-07:00</updated><title type='text'>The Myth of Yellow overlays and Glasses for dyslexic adults?</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  2079. &lt;div class=&quot;MsoNormal&quot;&gt;
  2080. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;The issue of ‘yellow’ overlays is
  2081. associated, I think with the idea that ‘ it makes the text stand out’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2082. &lt;div class=&quot;MsoNormal&quot;&gt;
  2083. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;The &lt;b&gt;fovea
  2084. &lt;/b&gt;really only has red and green sensitive cells in it.&amp;nbsp; The Blue sensitive cells are just not
  2085. there.&amp;nbsp; You can argue that a person will
  2086. always respond to a small yellow component in a visual scene. ( exploited by
  2087. wasps and poisonous ‘beasties’&amp;nbsp; warning
  2088. you ‘ not to touch’!&amp;nbsp; Basically any ‘yellow
  2089. (red/green cell stimulating) object on a scene will elicit a saccade to it so that
  2090. you can &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2091. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-list: l0 level1 lfo1; text-indent: -18.0pt;&quot;&gt;
  2092. &lt;/div&gt;
  2093. &lt;ul style=&quot;text-align: left;&quot;&gt;
  2094. &lt;li&gt;&lt;span style=&quot;color: #1f497d; font-family: Symbol; font-size: 14pt; text-indent: -18pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  2095. &lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #1f497d; font-family: Arial, sans-serif; font-size: 14pt; text-indent: -18pt;&quot;&gt;work out where it is.&lt;/span&gt;&lt;/li&gt;
  2096. &lt;li&gt;&lt;span style=&quot;color: #1f497d; font-family: Symbol; font-size: 14pt; text-indent: -18pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  2097. &lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #1f497d; font-family: Arial, sans-serif; font-size: 14pt; text-indent: -18pt;&quot;&gt;&amp;nbsp;examine it.&lt;/span&gt;&lt;/li&gt;
  2098. &lt;li&gt;&lt;span style=&quot;color: #1f497d; font-family: Symbol; font-size: 14pt; text-indent: -18pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  2099. &lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: #1f497d; font-family: Arial, sans-serif; font-size: 14pt; text-indent: -18pt;&quot;&gt;&amp;nbsp;&amp;nbsp;avoid it.&lt;/span&gt;&lt;/li&gt;
  2100. &lt;/ul&gt;
  2101. &lt;!--[if !supportLists]--&gt;&lt;br /&gt;
  2102. &lt;div class=&quot;MsoNormal&quot;&gt;
  2103. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;Car rear number plates are black and yellow
  2104. for that purpose ..sort of!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2105. &lt;div class=&quot;MsoNormal&quot;&gt;
  2106. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;Lawyers I believe use yellow paper often..
  2107. Possibly for the idea of a ‘quick’ read as well.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2108. &lt;div class=&quot;MsoNormal&quot;&gt;
  2109. &lt;br /&gt;&lt;/div&gt;
  2110. &lt;div class=&quot;MsoNormal&quot;&gt;
  2111. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;John’s ( Stein) &amp;nbsp;work on magnocellular difference (
  2112. deficit)shows a connection between blue light stimulating the magnocellular
  2113. system through the blue/yellow channel and some other cells in the retina has
  2114. supported the ‘idea that yellow or Blue is ‘good’ for dyslexic people and
  2115. especially with his glasses from the DRT.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2116. &lt;div class=&quot;MsoNormal&quot;&gt;
  2117. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;However in discussions with him at the Oxford
  2118. Symposium, he was happy to point out that because of the pupil reflex the
  2119. glasses also either &lt;b&gt;decreased the red
  2120. component or increased&lt;/b&gt; it relative to the green which made my ideas and his
  2121. much closer than he had realised!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2122. &lt;div class=&quot;MsoNormal&quot;&gt;
  2123. &lt;br /&gt;&lt;/div&gt;
  2124. &lt;div class=&quot;MsoNormal&quot;&gt;
  2125. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;The ‘’yellow’ idea also can affect the way
  2126. that the Intuitive colorimeter has been used. When I was working in collaboration
  2127. with the IOO and collaborating with Cerium Visual technologies around 12 years
  2128. ago, we used to send students off to a particular Hospital optometry department
  2129. where they were using the Intuitive colorimeter, when following the protocols
  2130. in force, it had become clear that there was a ‘definite benefit’ for the
  2131. student.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2132. &lt;div class=&quot;MsoNormal&quot;&gt;
  2133. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;Ok the rule was that ‘ the glasses colour
  2134. would not be the same as the overlay that the student had &lt;b&gt;chosen&amp;nbsp; by the forced choice system
  2135. protocols’ &lt;/b&gt;of the Intuitive Overlays from the IOO.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2136. &lt;div class=&quot;MsoNormal&quot;&gt;
  2137. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;BUT at the time we were the only people actually
  2138. measuring the benefit of interventions.&amp;nbsp; I
  2139. always try to ensure &amp;nbsp;proper audit.&amp;nbsp; The students came back with the coloured glasses
  2140. and we compared their performance with them compared with the overlays and the
  2141. coloured computer screen.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2142. &lt;div class=&quot;MsoNormal&quot;&gt;
  2143. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;This particular leading hospital suddenly
  2144. started to send everyone back with yellow glasses. The students got very little
  2145. benefit from them.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2146. &lt;div class=&quot;MsoNormal&quot;&gt;
  2147. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;I followed up with conversation with the
  2148. quality control people at Cerium, where the glasses were being made.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2149. &lt;div class=&quot;MsoNormal&quot;&gt;
  2150. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;No one there had noticed any change, there
  2151. was no auditing system in place. When I checked with the hospital, it turned
  2152. out that the person trained to use the Intuitive Colorimeter had moved on and a
  2153. new person was now in charge of it. They had never been on the course with
  2154. Cerium and thought that ‘Yellow was good for dyslexics’ and had effectively
  2155. been guiding the students!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2156. &lt;div class=&quot;MsoNormal&quot;&gt;
  2157. &lt;br /&gt;&lt;/div&gt;
  2158. &lt;div class=&quot;MsoNormal&quot;&gt;
  2159. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;There is a tendency to use ‘cream’ or buff
  2160. as well but this&amp;nbsp; is likely to be just
  2161. about reducing the luminance down to around 80% which is you look at the data
  2162. we have collected appears to be the modal luminance for the thousands of
  2163. dyslexic students my colleagues have worked with.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2164. &lt;div class=&quot;MsoNormal&quot;&gt;
  2165. &lt;br /&gt;&lt;/div&gt;
  2166. &lt;div class=&quot;MsoNormal&quot;&gt;
  2167. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;There is &lt;b&gt;no data &lt;/b&gt;&amp;nbsp;supports the ‘colour’
  2168. cream as being better than any other ’pastel shade’ it has just become a bit of
  2169. an accepted myth propagated by many websites that give it as a default,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2170. &lt;br /&gt;
  2171. &lt;div class=&quot;MsoNormal&quot;&gt;
  2172. &lt;span style=&quot;color: #1f497d; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-themecolor: dark2;&quot;&gt;One of the problems of these myths is that
  2173. because most people/students do not respond positively to them there are loads
  2174. of false negatives and as a result nobody actually looks for what might work in
  2175. a logical fashion. This leaves many ‘coping’ with avoidable visual problems,
  2176. small visual attention spans and reinforces the idea ‘ that you have to live
  2177. with your problems’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2178. &lt;/div&gt;
  2179. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/3753239779043051287/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/07/the-myth-of-yellow-overlays-and-glasses.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3753239779043051287'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/3753239779043051287'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/07/the-myth-of-yellow-overlays-and-glasses.html' title='The Myth of Yellow overlays and Glasses for dyslexic adults?'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-6868054237953564418</id><published>2013-06-28T02:47:00.000-07:00</published><updated>2013-06-28T02:53:30.057-07:00</updated><title type='text'>Font size.  Such an easy starting point to reduce barriers to reading. Critical Print Size</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  2180. &lt;div class=&quot;MsoNormal&quot;&gt;
  2181. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;u&gt;&lt;b&gt;Font size. &amp;nbsp;Such an
  2182. easy starting point to reduce barriers to reading. Critical Print Size &lt;/b&gt;&lt;/u&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2183. &lt;div class=&quot;MsoNormal&quot;&gt;
  2184. &lt;br /&gt;&lt;/div&gt;
  2185. &lt;div class=&quot;MsoNormal&quot;&gt;
  2186. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Yesterday I met the daughter of a friend who I taught
  2187. with years ago. She always had difficulties in school, which were ‘diagnosed’
  2188. as Dyslexia when she went to the local FE College.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2189. &lt;div class=&quot;MsoNormal&quot;&gt;
  2190. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2191. &lt;div class=&quot;MsoNormal&quot;&gt;
  2192. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;No one at school suggested that she may have a barrier to
  2193. reading that could be reduced or removed. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2194. &lt;div class=&quot;MsoNormal&quot;&gt;
  2195. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2196. &lt;div class=&quot;MsoNormal&quot;&gt;
  2197. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The conversation which took place went over her
  2198. experiences as a person growing up with dyslexia and how she was ‘assisted’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2199. &lt;div class=&quot;MsoNormal&quot;&gt;
  2200. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2201. &lt;div class=&quot;MsoNormal&quot;&gt;
  2202. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;She recounted how her difficulties got worse when she
  2203. started in secondary school.&amp;nbsp; The drop in
  2204. font size was a real problem for her. So much so that at the age of 12 she went
  2205. to an optician where she was identified as significantly short sighted with an
  2206. astigmatism in both eyes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2207. &lt;div class=&quot;MsoNormal&quot;&gt;
  2208. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2209. &lt;div class=&quot;MsoNormal&quot;&gt;
  2210. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In secondary school, she did not like practical work
  2211. which involved reading instructions or writing. She was very messy or clumsy if
  2212. she mixed the practical work with reading and writing. This is a very typical
  2213. story that I hear from adult dyslexic people.&amp;nbsp;
  2214. Where possible she would work in a team and leave the reading and
  2215. writing to other members of the team…. No problems then.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2216. &lt;div class=&quot;MsoNormal&quot;&gt;
  2217. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2218. &lt;div class=&quot;MsoNormal&quot;&gt;
  2219. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This did not solve her problem though.&amp;nbsp; In a way it must have reinforced in her the
  2220. idea that she just was not really academic. The optician could not fix her
  2221. problem.&amp;nbsp;&amp;nbsp; She was still very aware
  2222. that the reading was really limited by the small font sizes being offered to her,
  2223. in all the books and print outs.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2224. &lt;div class=&quot;MsoNormal&quot;&gt;
  2225. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2226. &lt;div class=&quot;MsoNormal&quot;&gt;
  2227. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;With smaller fonts the letters seemed to crowd each
  2228. other, especially the ends of the words, which she would guess at. After a
  2229. short period of slow reading the letters and lines would start to move, become
  2230. unstable.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2231. &lt;div class=&quot;MsoNormal&quot;&gt;
  2232. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2233. &lt;div class=&quot;MsoNormal&quot;&gt;
  2234. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;At the FE College, she was referred to an Educational
  2235. Psychologist, who duly tested her and pronounced her ‘dyslexic’. Unfortunately,
  2236. she was unable to read the ‘report’ and did not understand the ideas when
  2237. explained to her.&amp;nbsp; This is a common
  2238. experience of dyslexic undergraduates.&amp;nbsp;
  2239. It is often as if they do not recognise the report as really being about
  2240. them.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2241. &lt;div class=&quot;MsoNormal&quot;&gt;
  2242. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2243. &lt;div class=&quot;MsoNormal&quot;&gt;
  2244. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Back to my friend’s daughter.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2245. &lt;div class=&quot;MsoNormal&quot;&gt;
  2246. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;At the college the support staff went through ‘testing
  2247. for ‘colour’. A range of ‘coloured plastic sheets’ were placed on to text.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2248. &lt;div class=&quot;MsoNormal&quot;&gt;
  2249. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Some stabilised the text for a short time, then the
  2250. movement and crowding would start again. She has a ‘&lt;b&gt;bluish &lt;/b&gt;filter’ which sort
  2251. of helps sometimes.&amp;nbsp; But a larger font
  2252. always does!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2253. &lt;div class=&quot;MsoNormal&quot;&gt;
  2254. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2255. &lt;div class=&quot;MsoNormal&quot;&gt;
  2256. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I am writing this today, after a few weeks without a blog
  2257. following a spinal problem which has made it difficult to use my computer,
  2258. because yesterday I received an email from a group of dyslexia specialists
  2259. which I am a member of which included a link to a particular website.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2260. &lt;div class=&quot;MsoNormal&quot;&gt;
  2261. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://www.dnamatters.co.uk/&quot;&gt;http://www.dnamatters.co.uk&lt;/a&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2262. &lt;div class=&quot;MsoNormal&quot;&gt;
  2263. &lt;br /&gt;&lt;/div&gt;
  2264. &lt;div class=&quot;MsoNormal&quot;&gt;
  2265. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Now the people
  2266. who run this website are great people, I have tremendous respect for them. I
  2267. have tried to engage them in a dialogue, but just get ignored. Perhaps they
  2268. know something about me that I do not. Let’s consider the website, please look
  2269. at it as you read this.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2270. &lt;div class=&quot;MsoNormal&quot;&gt;
  2271. &lt;br /&gt;&lt;/div&gt;
  2272. &lt;div class=&quot;MsoNormal&quot;&gt;
  2273. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;The first thing
  2274. that hits you is the bit of graphics on the home page with the philosophy of
  2275. the two main people at DNA and amongst others, that well respected ‘honourable
  2276. /co-opted dyslexic Albert Einstein.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2277. &lt;div class=&quot;MsoNormal&quot;&gt;
  2278. &lt;br /&gt;&lt;/div&gt;
  2279. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2280. &lt;a href=&quot;http://4.bp.blogspot.com/-wpskL3I719o/Uc1YIeN4Z9I/AAAAAAAAAMI/y6tFD42RwNM/s455/normalising.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;99&quot; src=&quot;http://4.bp.blogspot.com/-wpskL3I719o/Uc1YIeN4Z9I/AAAAAAAAAMI/y6tFD42RwNM/s320/normalising.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2281. &lt;div class=&quot;MsoNormal&quot;&gt;
  2282. &lt;br /&gt;&lt;/div&gt;
  2283. &lt;div class=&quot;MsoNormal&quot;&gt;
  2284. &lt;br /&gt;&lt;/div&gt;
  2285. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2286. &lt;a href=&quot;http://4.bp.blogspot.com/-riCPeYeyiS4/Uc1YS-tGDqI/AAAAAAAAAMQ/Ow3OpXLhm0o/s455/attitude.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;94&quot; src=&quot;http://4.bp.blogspot.com/-riCPeYeyiS4/Uc1YS-tGDqI/AAAAAAAAAMQ/Ow3OpXLhm0o/s320/attitude.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2287. &lt;div class=&quot;MsoNormal&quot;&gt;
  2288. &lt;br /&gt;&lt;/div&gt;
  2289. &lt;div class=&quot;MsoNormal&quot;&gt;
  2290. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Now this is a
  2291. good start. &amp;nbsp;Large font, not a white
  2292. background.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2293. &lt;div class=&quot;MsoNormal&quot;&gt;
  2294. &lt;br /&gt;&lt;/div&gt;
  2295. &lt;div class=&quot;MsoNormal&quot;&gt;
  2296. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Then we get
  2297. into body of the website.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2298. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2299. &lt;a href=&quot;http://4.bp.blogspot.com/--25bDuqtLY0/Uc1YYdsCpRI/AAAAAAAAAMY/8tUiZufZZTA/s277/font+10.5.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://4.bp.blogspot.com/--25bDuqtLY0/Uc1YYdsCpRI/AAAAAAAAAMY/8tUiZufZZTA/s277/font+10.5.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2300. &lt;div class=&quot;MsoNormal&quot;&gt;
  2301. &lt;br /&gt;&lt;/div&gt;
  2302. &lt;div class=&quot;MsoNormal&quot;&gt;
  2303. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;Welcome to DnA, a social
  2304. enterprise story &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2305. &lt;div class=&quot;MsoNormal&quot;&gt;
  2306. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;designed and led by
  2307. dyslexic and disabled&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2308. &lt;div class=&quot;MsoNormal&quot;&gt;
  2309. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;&amp;nbsp;adults working with the sole purpose to&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2310. &lt;div class=&quot;MsoNormal&quot;&gt;
  2311. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;&amp;nbsp;provide support, strategies, Assistive&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2312. &lt;div class=&quot;MsoNormal&quot;&gt;
  2313. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;&amp;nbsp;Technology training and shared wellbeing&lt;/span&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2314. &lt;div class=&quot;MsoNormal&quot;&gt;
  2315. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;The website
  2316. appears to be defaulted to Arial 10.5 font.&amp;nbsp;
  2317. From work with dyslexic undergraduates in the UK the following histogram
  2318. has been produced showing the ‘optimum font size, needed to stop the dyslexic
  2319. student’s reading performance being limited by font size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2320. &lt;div class=&quot;MsoNormal&quot;&gt;
  2321. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2322. &lt;div class=&quot;MsoNormal&quot;&gt;
  2323. &lt;br /&gt;&lt;/div&gt;
  2324. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2325. &lt;a href=&quot;http://3.bp.blogspot.com/-rbUzdG73ehc/Uc1YqNX11MI/AAAAAAAAAMg/HFBHBryAjgk/s602/opt+font+size+histo.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;205&quot; src=&quot;http://3.bp.blogspot.com/-rbUzdG73ehc/Uc1YqNX11MI/AAAAAAAAAMg/HFBHBryAjgk/s320/opt+font+size+histo.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2326. &lt;div class=&quot;MsoNormal&quot;&gt;
  2327. &lt;br /&gt;&lt;/div&gt;
  2328. &lt;div class=&quot;MsoNormal&quot;&gt;
  2329. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Ignore the
  2330. pretty colours but look at the column on the left.&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  2331. &lt;div class=&quot;MsoNormal&quot;&gt;
  2332. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2333. &lt;div class=&quot;MsoNormal&quot;&gt;
  2334. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;b&gt;There were 3 students who had a critical font
  2335. (print size) less than 11!&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2336. &lt;div class=&quot;MsoNormal&quot;&gt;
  2337. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2338. &lt;div class=&quot;MsoNormal&quot;&gt;
  2339. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;In this
  2340. histogram of the last 345 dyslexic students seen by my colleague, 99% would be
  2341. restricted by the font size on the website. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2342. &lt;div class=&quot;MsoNormal&quot;&gt;
  2343. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2344. &lt;div class=&quot;MsoNormal&quot;&gt;
  2345. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Over half of
  2346. them needed a font size of 16. They would still be restricted if the default
  2347. was font 16.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2348. &lt;div class=&quot;MsoNormal&quot;&gt;
  2349. &lt;br /&gt;&lt;/div&gt;
  2350. &lt;div class=&quot;MsoNormal&quot;&gt;
  2351. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;This is in no
  2352. way a new idea. Other studies have found a close relationship between font size
  2353. and reading performance. One report suggested that font size management is a
  2354. major reason for the popularity of Kindles, in addition to that lovely grey
  2355. background.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2356. &lt;div class=&quot;MsoNormal&quot;&gt;
  2357. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2358. &lt;div class=&quot;MsoNormal&quot;&gt;
  2359. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;In work being
  2360. undertaken with a primary school, font size is the starting point in reducing
  2361. barriers to reading. You can see a close link between oral reading fluency and
  2362. critical print size.&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;An adjustment that could be made in all printed
  2363. materials at the school and in extreme cases using a computer screen.&lt;/span&gt;&lt;/div&gt;
  2364. &lt;div class=&quot;MsoNormal&quot;&gt;
  2365. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2366. &lt;div class=&quot;MsoNormal&quot;&gt;
  2367. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;I will publish
  2368. this in Font 20 as well. There are issues in terms of restricting the space for
  2369. advertising on the web… sorry to you graphics artists.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2370. &lt;div class=&quot;MsoNormal&quot;&gt;
  2371. &lt;br /&gt;&lt;/div&gt;
  2372. &lt;div class=&quot;MsoNormal&quot;&gt;
  2373. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Back to the
  2374. website.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2375. &lt;div class=&quot;MsoNormal&quot;&gt;
  2376. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2377. &lt;div class=&quot;MsoNormal&quot;&gt;
  2378. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Taking our cue
  2379. from the expressed philosophy let’s consider accessibility. How can the user of
  2380. the website reduce the barriers for themselves?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2381. &lt;div class=&quot;MsoNormal&quot;&gt;
  2382. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;There is an
  2383. accessibility option at the top of the site.&amp;nbsp;
  2384. This gives the opportunity to raise the font to a massive Font 12!!!!!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2385. &lt;div class=&quot;MsoNormal&quot;&gt;
  2386. &lt;br /&gt;&lt;/div&gt;
  2387. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2388. &lt;a href=&quot;http://4.bp.blogspot.com/-gMgtHP8GXZE/Uc1ZEEVIWcI/AAAAAAAAAMo/tqqYPQ9GHQw/s271/font+12+instruction.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://4.bp.blogspot.com/-gMgtHP8GXZE/Uc1ZEEVIWcI/AAAAAAAAAMo/tqqYPQ9GHQw/s271/font+12+instruction.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2389. &lt;div class=&quot;MsoNormal&quot;&gt;
  2390. &lt;br /&gt;&lt;/div&gt;
  2391. &lt;div class=&quot;MsoNormal&quot;&gt;
  2392. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Welcome to DnA, a social
  2393. enterprise&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2394. &lt;div class=&quot;MsoNormal&quot;&gt;
  2395. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;story designed and led by dyslexic and&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2396. &lt;div class=&quot;MsoNormal&quot;&gt;
  2397. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;disabled adults working with the sole&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2398. &lt;div class=&quot;MsoNormal&quot;&gt;
  2399. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;purpose to provide support, strategies,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2400. &lt;div class=&quot;MsoNormal&quot;&gt;
  2401. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://www.dnamatters.co.uk/about-us/what-we-do.html&quot;&gt;&lt;span style=&quot;background: white; color: #0099cc; text-decoration: none; text-underline: none;&quot;&gt;Assistive
  2402. Technology&lt;/span&gt;&lt;/a&gt;&lt;span class=&quot;apple-converted-space&quot;&gt;&lt;span style=&quot;background: white; color: #666666;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;background: white; color: #666666;&quot;&gt;training and&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2403. &lt;div class=&quot;MsoNormal&quot;&gt;
  2404. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;shared wellbeing&lt;/span&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2405. &lt;div class=&quot;MsoNormal&quot;&gt;
  2406. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2407. &lt;div class=&quot;MsoNormal&quot;&gt;
  2408. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Ok that fantastic
  2409. possibility will now bring improved access to…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2410. &lt;div class=&quot;MsoNormal&quot;&gt;
  2411. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;..&lt;b&gt;another 7%&lt;/b&gt; …..of the dyslexic adults reading this site, &lt;b&gt;leaving another 92% struggling because of
  2412. font size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2413. &lt;div class=&quot;MsoNormal&quot;&gt;
  2414. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Mind you they probably
  2415. think they are struggling because they are dyslexic!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2416. &lt;div class=&quot;MsoNormal&quot;&gt;
  2417. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I will quote someone who,
  2418. on the occasions when I talked with him gave me great hope about what could be.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2419. &lt;div class=&quot;MsoNormal&quot;&gt;
  2420. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;‘&lt;b&gt;Attitude is indeed the biggest disablement. We all have the ability to
  2421. change the attitude of others. ‘&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2422. &lt;div class=&quot;MsoNormal&quot;&gt;
  2423. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Unfortunately that
  2424. ‘attitudes’ that we strike up for ourselves; unwillingness to remove /reduce
  2425. obvious boundaries restricts our ability to change the attitude in others&lt;b&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2426. &lt;div class=&quot;MsoNormal&quot;&gt;
  2427. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2428. &lt;br /&gt;
  2429. &lt;div class=&quot;MsoNormal&quot;&gt;
  2430. &lt;span style=&quot;background-color: white; color: #666666; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;I worked for a few years with a group of
  2431. inspiring, severely physically disabled young people at Hephaistos School, when
  2432. I first started teaching. They taught me a great deal.&amp;nbsp; First remove /reduce the barriers.&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2433. &lt;div class=&quot;MsoNormal&quot;&gt;
  2434. &lt;b&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2435. &lt;div class=&quot;MsoNormal&quot;&gt;
  2436. &lt;b&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;And now at font 20&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2437. &lt;div class=&quot;MsoNormal&quot;&gt;
  2438. &lt;b&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2439. &lt;div class=&quot;MsoNormal&quot;&gt;
  2440. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;Font size. &amp;nbsp;Such an
  2441. easy starting point to reduce barriers to reading. Critical Print Size&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2442. &lt;div class=&quot;MsoNormal&quot;&gt;
  2443. &lt;br /&gt;&lt;/div&gt;
  2444. &lt;div class=&quot;MsoNormal&quot;&gt;
  2445. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;Yesterday I met the daughter of a friend who I taught
  2446. with years ago. She always had difficulties in school, which were ‘diagnosed’
  2447. as Dyslexia when she went to the local FE College.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2448. &lt;div class=&quot;MsoNormal&quot;&gt;
  2449. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2450. &lt;div class=&quot;MsoNormal&quot;&gt;
  2451. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;No one at school suggested that she may have a barrier to
  2452. reading that could be reduced or removed. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2453. &lt;div class=&quot;MsoNormal&quot;&gt;
  2454. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;The conversation which took place went over her
  2455. experiences as a person growing up with dyslexia and how she was ‘assisted’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2456. &lt;div class=&quot;MsoNormal&quot;&gt;
  2457. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2458. &lt;div class=&quot;MsoNormal&quot;&gt;
  2459. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;She recounted how her difficulties got worse when she
  2460. started in secondary school.&amp;nbsp; The drop in
  2461. font size was a real problem for her. So much so that at the age of 12 she went
  2462. to an optician where she was identified as significantly short sighted with an astigmatism
  2463. in both eyes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2464. &lt;div class=&quot;MsoNormal&quot;&gt;
  2465. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2466. &lt;div class=&quot;MsoNormal&quot;&gt;
  2467. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;In secondary school, she did not like practical work
  2468. which involved reading instructions or writing. She was very messy or clumsy if
  2469. she mixed the practical work with reading and writing. This is a very typical
  2470. story that I hear from adult dyslexic people.&amp;nbsp;
  2471. Where possible she would work in a team and leave the reading and
  2472. writing to other members of the team…. No problems then.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2473. &lt;div class=&quot;MsoNormal&quot;&gt;
  2474. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2475. &lt;div class=&quot;MsoNormal&quot;&gt;
  2476. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;This did not solve her problem though.&amp;nbsp; In a way it must have reinforced in her the
  2477. idea that she just was not really academic. The optician could not fix her
  2478. problem.&amp;nbsp;&amp;nbsp; She was still though very aware
  2479. that the reading was really limited by the small font sizes being offered to her,
  2480. in all the books and print outs.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2481. &lt;div class=&quot;MsoNormal&quot;&gt;
  2482. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;With smaller fonts the letters seemed to crowd each
  2483. other, especially the ends of the words, which she would guess at. After a
  2484. short period of slow reading the letters and lines would start to move, become
  2485. unstable.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2486. &lt;div class=&quot;MsoNormal&quot;&gt;
  2487. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2488. &lt;div class=&quot;MsoNormal&quot;&gt;
  2489. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;At the FE College, she was referred to an Educational Psychologist,
  2490. who duly tested her and pronounced her ‘dyslexic’. Unfortunately, she was
  2491. unable to read the ‘report’ and did not understand the ideas when explained to
  2492. her.&amp;nbsp; Again this is a common experience of
  2493. dyslexic undergraduates.&amp;nbsp; It is often as
  2494. if they do not recognise the report as really being about them.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2495. &lt;div class=&quot;MsoNormal&quot;&gt;
  2496. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;Back to my friend’s daughter.&lt;/span&gt;&lt;/div&gt;
  2497. &lt;div class=&quot;MsoNormal&quot;&gt;
  2498. &lt;br /&gt;&lt;/div&gt;
  2499. &lt;div class=&quot;MsoNormal&quot;&gt;
  2500. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;At the college the support staff went through ‘testing
  2501. for ‘colour’. A range of ‘coloured plastic sheets’ were placed on to text.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2502. &lt;div class=&quot;MsoNormal&quot;&gt;
  2503. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2504. &lt;div class=&quot;MsoNormal&quot;&gt;
  2505. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;Some stabilised the text for a short time, then the
  2506. movement and crowding would start again. She has a ‘bluish filter’ which sort
  2507. of helps sometimes.&amp;nbsp; But a larger font
  2508. always does!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2509. &lt;div class=&quot;MsoNormal&quot;&gt;
  2510. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2511. &lt;div class=&quot;MsoNormal&quot;&gt;
  2512. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;I am writing this today, after a few weeks without a blog
  2513. following a spinal problem which has made it difficult to use my computer,
  2514. because yesterday I received an email from a group of dyslexia specialists
  2515. which I am a member of which included a link to a particular website.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2516. &lt;div class=&quot;MsoNormal&quot;&gt;
  2517. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2518. &lt;div class=&quot;MsoNormal&quot;&gt;
  2519. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;a href=&quot;http://www.dnamatters.co.uk/&quot;&gt;http://www.dnamatters.co.uk&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2520. &lt;div class=&quot;MsoNormal&quot;&gt;
  2521. &lt;br /&gt;&lt;/div&gt;
  2522. &lt;div class=&quot;MsoNormal&quot;&gt;
  2523. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Now the people
  2524. who run this website are great people, I have tremendous respect for them. I have
  2525. tried to engage them in a dialogue, but just get ignored. Perhaps they know
  2526. something about me that I do not. Let’s consider the website, please look at it
  2527. as you read this.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2528. &lt;div class=&quot;MsoNormal&quot;&gt;
  2529. &lt;br /&gt;&lt;/div&gt;
  2530. &lt;div class=&quot;MsoNormal&quot;&gt;
  2531. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;The first thing
  2532. that hits you is the bit of graphics on the home page with the philosophy of
  2533. the two main people at DNA and amongst others, that well respected ‘honourable
  2534. /co-opted dyslexic Albert Einstein.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2535. &lt;div class=&quot;MsoNormal&quot;&gt;
  2536. &lt;br /&gt;&lt;/div&gt;
  2537. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2538. &lt;a href=&quot;http://2.bp.blogspot.com/-wpskL3I719o/Uc1YIeN4Z9I/AAAAAAAAAMM/Q_pTJJNkdiA/s455/normalising.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;99&quot; src=&quot;http://2.bp.blogspot.com/-wpskL3I719o/Uc1YIeN4Z9I/AAAAAAAAAMM/Q_pTJJNkdiA/s320/normalising.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2539. &lt;div class=&quot;MsoNormal&quot;&gt;
  2540. &lt;br /&gt;&lt;/div&gt;
  2541. &lt;div class=&quot;MsoNormal&quot;&gt;
  2542. &lt;br /&gt;&lt;/div&gt;
  2543. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2544. &lt;a href=&quot;http://3.bp.blogspot.com/-riCPeYeyiS4/Uc1YS-tGDqI/AAAAAAAAAMU/pBZy4PqQBYk/s455/attitude.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;94&quot; src=&quot;http://3.bp.blogspot.com/-riCPeYeyiS4/Uc1YS-tGDqI/AAAAAAAAAMU/pBZy4PqQBYk/s320/attitude.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2545. &lt;div class=&quot;MsoNormal&quot;&gt;
  2546. &lt;br /&gt;&lt;/div&gt;
  2547. &lt;div class=&quot;MsoNormal&quot;&gt;
  2548. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Now this is a
  2549. good start.&amp;nbsp; Large font, not a white
  2550. background.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2551. &lt;div class=&quot;MsoNormal&quot;&gt;
  2552. &lt;br /&gt;&lt;/div&gt;
  2553. &lt;div class=&quot;MsoNormal&quot;&gt;
  2554. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Then we get
  2555. into body of the website.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2556. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2557. &lt;a href=&quot;http://3.bp.blogspot.com/--25bDuqtLY0/Uc1YYdsCpRI/AAAAAAAAAMc/GUNmQZoUsiY/s277/font+10.5.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://3.bp.blogspot.com/--25bDuqtLY0/Uc1YYdsCpRI/AAAAAAAAAMc/GUNmQZoUsiY/s277/font+10.5.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2558. &lt;div class=&quot;MsoNormal&quot;&gt;
  2559. &lt;br /&gt;&lt;/div&gt;
  2560. &lt;div class=&quot;MsoNormal&quot;&gt;
  2561. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;Welcome to DnA, a social
  2562. enterprise story &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2563. &lt;div class=&quot;MsoNormal&quot;&gt;
  2564. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;designed and led by
  2565. dyslexic and disabled&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2566. &lt;div class=&quot;MsoNormal&quot;&gt;
  2567. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;&amp;nbsp;adults working with the sole purpose to&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2568. &lt;div class=&quot;MsoNormal&quot;&gt;
  2569. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;&amp;nbsp;provide support, strategies, Assistive&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2570. &lt;div class=&quot;MsoNormal&quot;&gt;
  2571. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 10.5pt; line-height: 115%;&quot;&gt;&amp;nbsp;Technology training and shared wellbeing&lt;/span&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2572. &lt;div class=&quot;MsoNormal&quot;&gt;
  2573. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;The website
  2574. appears to be defaulted to Arial 10.5 font.&amp;nbsp;
  2575. From work with dyslexic undergraduates in the UK the following histogram
  2576. has been produced showing the ‘optimum font size, needed to stop the dyslexic
  2577. student’s reading performance being limited by font size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2578. &lt;div class=&quot;MsoNormal&quot;&gt;
  2579. &lt;br /&gt;&lt;/div&gt;
  2580. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2581. &lt;a href=&quot;http://3.bp.blogspot.com/-rbUzdG73ehc/Uc1YqNX11MI/AAAAAAAAAMk/4Owwh1_Fq5Q/s602/opt+font+size+histo.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;205&quot; src=&quot;http://3.bp.blogspot.com/-rbUzdG73ehc/Uc1YqNX11MI/AAAAAAAAAMk/4Owwh1_Fq5Q/s320/opt+font+size+histo.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2582. &lt;br /&gt;
  2583. &lt;div class=&quot;MsoNormal&quot;&gt;
  2584. &lt;br /&gt;&lt;/div&gt;
  2585. &lt;div class=&quot;MsoNormal&quot;&gt;
  2586. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Ignore the
  2587. pretty colours but look at the column on the left.&amp;nbsp; There were 3 students who had a critical font
  2588. (print size) less than 11!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2589. &lt;div class=&quot;MsoNormal&quot;&gt;
  2590. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2591. &lt;div class=&quot;MsoNormal&quot;&gt;
  2592. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;In this
  2593. histogram of the last 345 dyslexic students seen by my colleague, 99% would be
  2594. restricted by the font size on the website. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2595. &lt;div class=&quot;MsoNormal&quot;&gt;
  2596. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2597. &lt;div class=&quot;MsoNormal&quot;&gt;
  2598. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Over half of
  2599. them needed a font size of 16. They would still be restricted if the default
  2600. was font 16.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2601. &lt;div class=&quot;MsoNormal&quot;&gt;
  2602. &lt;br /&gt;&lt;/div&gt;
  2603. &lt;div class=&quot;MsoNormal&quot;&gt;
  2604. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;This is in no
  2605. way a new idea. Other studies have found a close relationship between font size
  2606. and reading performance. One report suggested that font size management is a
  2607. major reason for the popularity of Kindles, in addition to that lovely grey
  2608. background.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2609. &lt;div class=&quot;MsoNormal&quot;&gt;
  2610. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;In work being
  2611. undertaken with a primary school, font size is the starting point in reducing
  2612. barriers to reading.&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  2613. &lt;div class=&quot;MsoNormal&quot;&gt;
  2614. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2615. &lt;div class=&quot;MsoNormal&quot;&gt;
  2616. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;You can see a close link between oral reading fluency and
  2617. critical print size. &amp;nbsp;An adjustment that could be made in all printed materials at the school and in extreme cases using a computer screen.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2618. &lt;div class=&quot;MsoNormal&quot;&gt;
  2619. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2620. &lt;div class=&quot;MsoNormal&quot;&gt;
  2621. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;I will publish
  2622. this in Font 20 as well. There are issues in terms of restricting the space for
  2623. advertising on the web… sorry to you graphics artists.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2624. &lt;div class=&quot;MsoNormal&quot;&gt;
  2625. &lt;br /&gt;&lt;/div&gt;
  2626. &lt;div class=&quot;MsoNormal&quot;&gt;
  2627. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Back to the
  2628. website.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2629. &lt;div class=&quot;MsoNormal&quot;&gt;
  2630. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2631. &lt;div class=&quot;MsoNormal&quot;&gt;
  2632. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;Taking our cue
  2633. from the expressed philosophy let’s consider accessibility. How can the user of
  2634. the website reduce the barriers for themselves?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2635. &lt;div class=&quot;MsoNormal&quot;&gt;
  2636. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;There is an
  2637. accessibility option at the top of the site.&amp;nbsp;
  2638. This gives the opportunity to raise the font to a massive Font 12!!!!!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2639. &lt;div class=&quot;MsoNormal&quot;&gt;
  2640. &lt;br /&gt;&lt;/div&gt;
  2641. &lt;div class=&quot;MsoNormal&quot;&gt;
  2642. &lt;br /&gt;&lt;/div&gt;
  2643. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  2644. &lt;a href=&quot;http://2.bp.blogspot.com/-gMgtHP8GXZE/Uc1ZEEVIWcI/AAAAAAAAAMs/3zOuTTX3dQI/s271/font+12+instruction.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://2.bp.blogspot.com/-gMgtHP8GXZE/Uc1ZEEVIWcI/AAAAAAAAAMs/3zOuTTX3dQI/s271/font+12+instruction.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  2645. &lt;div class=&quot;MsoNormal&quot;&gt;
  2646. &lt;br /&gt;&lt;/div&gt;
  2647. &lt;div class=&quot;MsoNormal&quot;&gt;
  2648. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Welcome to DnA, a social
  2649. enterprise&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2650. &lt;div class=&quot;MsoNormal&quot;&gt;
  2651. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;story designed and led by dyslexic and&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2652. &lt;div class=&quot;MsoNormal&quot;&gt;
  2653. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;disabled adults working with the sole&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2654. &lt;div class=&quot;MsoNormal&quot;&gt;
  2655. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;purpose to provide support, strategies,&lt;/span&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/div&gt;
  2656. &lt;div class=&quot;MsoNormal&quot;&gt;
  2657. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://www.dnamatters.co.uk/about-us/what-we-do.html&quot;&gt;&lt;span style=&quot;background: white; color: #0099cc; text-decoration: none; text-underline: none;&quot;&gt;Assistive
  2658. Technology&lt;/span&gt;&lt;/a&gt;&lt;span class=&quot;apple-converted-space&quot;&gt;&lt;span style=&quot;background: white; color: #666666;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;background: white; color: #666666;&quot;&gt;training and&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2659. &lt;div class=&quot;MsoNormal&quot;&gt;
  2660. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;shared wellbeing.&lt;/span&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/div&gt;
  2661. &lt;div class=&quot;MsoNormal&quot;&gt;
  2662. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2663. &lt;div class=&quot;MsoNormal&quot;&gt;
  2664. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;Ok that fantastic
  2665. possibility will now bring improved access to…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2666. &lt;div class=&quot;MsoNormal&quot;&gt;
  2667. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;..&lt;b&gt;another 7%&lt;/b&gt; …..of the dyslexic adults reading this site, &lt;b&gt;leaving another 92% struggling because of
  2668. font size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2669. &lt;div class=&quot;MsoNormal&quot;&gt;
  2670. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2671. &lt;div class=&quot;MsoNormal&quot;&gt;
  2672. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;Mind you they probably
  2673. think they are struggling because they are dyslexic!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2674. &lt;div class=&quot;MsoNormal&quot;&gt;
  2675. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2676. &lt;div class=&quot;MsoNormal&quot;&gt;
  2677. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;I will quote someone who, on
  2678. the occasions when I talked with him gave me great hope about what could be.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2679. &lt;div class=&quot;MsoNormal&quot;&gt;
  2680. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2681. &lt;div class=&quot;MsoNormal&quot;&gt;
  2682. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;‘&lt;b&gt;Attitude is indeed the biggest disablement. We all have the ability to
  2683. change the attitude of others. ‘&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2684. &lt;div class=&quot;MsoNormal&quot;&gt;
  2685. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;Unfortunately that ‘attitudes’
  2686. that we strike up for ourselves; unwillingness to remove /reduce obvious
  2687. boundaries restricts our ability to change the attitude in others&lt;b&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2688. &lt;div class=&quot;MsoNormal&quot;&gt;
  2689. &lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2690. &lt;div class=&quot;MsoNormal&quot;&gt;
  2691. &lt;/div&gt;
  2692. &lt;div class=&quot;MsoNormal&quot;&gt;
  2693. &lt;b&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 20.0pt; line-height: 115%;&quot;&gt;I worked for a few years with a group of inspiring,
  2694. severely physically disabled young people at Hephaistos School, when I first
  2695. started teaching. They taught me a great deal.&amp;nbsp;
  2696. First remove /reduce the barriers.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2697. &lt;div class=&quot;MsoNormal&quot;&gt;
  2698. &lt;b&gt;&lt;span style=&quot;background: white; color: #666666; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2699. &lt;/div&gt;
  2700. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/6868054237953564418/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/06/font-size-such-easy-starting-point-to.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6868054237953564418'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6868054237953564418'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/06/font-size-such-easy-starting-point-to.html' title='Font size.  Such an easy starting point to reduce barriers to reading. Critical Print Size'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://4.bp.blogspot.com/-wpskL3I719o/Uc1YIeN4Z9I/AAAAAAAAAMI/y6tFD42RwNM/s72-c/normalising.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-4828538237667435105</id><published>2013-06-03T01:58:00.003-07:00</published><updated>2013-06-03T01:58:31.905-07:00</updated><title type='text'>Dyslexia, Reading fluency, Colour, parafoveal processing and logic</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  2701. &lt;div class=&quot;MsoNormal&quot;&gt;
  2702. &lt;br /&gt;&lt;/div&gt;
  2703. &lt;div class=&quot;MsoNormal&quot;&gt;
  2704. &lt;br /&gt;&lt;/div&gt;
  2705. &lt;div class=&quot;MsoNormal&quot;&gt;
  2706. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This weekend I was talking with a relative who is also a
  2707. teacher.&amp;nbsp; She told me that the new school
  2708. she is working at was using colour overlays to help the pupils.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2709. &lt;div class=&quot;MsoNormal&quot;&gt;
  2710. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2711. &lt;div class=&quot;MsoNormal&quot;&gt;
  2712. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The school has a high proportion of students with ‘Special
  2713. educational needs’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2714. &lt;div class=&quot;MsoNormal&quot;&gt;
  2715. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;They are aiming to get around 90% of their pupils into
  2716. the 5+ GCSE grades ABC.&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  2717. &lt;div class=&quot;MsoNormal&quot;&gt;
  2718. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2719. &lt;div class=&quot;MsoNormal&quot;&gt;
  2720. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Most SEN pupils have relatively low reading speeds, and there
  2721. are good arguments to think that the low reading speeds are really about
  2722. limited &lt;b&gt;visual attention span&lt;/b&gt;, the
  2723. number of letters that can be processed in parallel as they read. (see previous
  2724. posts) or the number of milliseconds it takes to compute&amp;nbsp; the visual data this block of letters and
  2725. others that are in the parafovea; how many letter can be processed within affixation…&lt;b&gt;the perceptual span&lt;/b&gt;. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2726. &lt;div class=&quot;MsoNormal&quot;&gt;
  2727. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2728. &lt;div class=&quot;MsoNormal&quot;&gt;
  2729. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;If this is true, and it is looking increasingly certain
  2730. as more research comes out, then the gains that are experienced when using a
  2731. coloured filter, has to be caused by.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2732. &lt;div class=&quot;MsoNormal&quot;&gt;
  2733. &lt;/div&gt;
  2734. &lt;ol style=&quot;text-align: left;&quot;&gt;
  2735. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;A decrease in the retinal data compute time … increased
  2736. data transfer rate per millisecond&lt;/span&gt;&lt;/li&gt;
  2737. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Better spatial and temporal data integration as the ‘lines’
  2738. or edges’ move across t&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;he centre-surround
  2739. arrangement of the cone cells of the retina; leading to reduced crowding
  2740. effects.&lt;/span&gt;&lt;/li&gt;
  2741. &lt;/ol&gt;
  2742. &lt;br /&gt;
  2743. &lt;div class=&quot;MsoNormal&quot;&gt;
  2744. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Research into this is totally possible, but I do not have
  2745. the resources. All published research seems to treat &#39;colour&#39; as anything other than white or grey.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2746. &lt;div class=&quot;MsoNormal&quot;&gt;
  2747. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2748. &lt;div class=&quot;MsoNormal&quot;&gt;
  2749. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Usually &#39;red&#39; , &#39;green&#39;, &amp;nbsp;&#39;blue&#39; &amp;nbsp;or yellow. With no real thought about the biochemistry of pigments and the metrics of pigment bleaching in the cone cells or the edge detection process.&lt;/span&gt;&lt;/div&gt;
  2750. &lt;div class=&quot;MsoNormal&quot;&gt;
  2751. &lt;br /&gt;&lt;/div&gt;
  2752. &lt;div class=&quot;MsoNormal&quot;&gt;
  2753. &lt;br /&gt;&lt;/div&gt;
  2754. &lt;div class=&quot;MsoNormal&quot;&gt;
  2755. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;My own work tells me that it is not actually really about
  2756. ‘colour’ anyway.&amp;nbsp; Unfortunately, it requires
  2757. a different mindset about ‘colour’ than appears to be dominant.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2758. &lt;div class=&quot;MsoNormal&quot;&gt;
  2759. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2760. &lt;div class=&quot;MsoNormal&quot;&gt;
  2761. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The filters that most schools use are from a very restricted
  2762. palette. For example there is &lt;b&gt;one cyan&lt;/b&gt;
  2763. usually.&amp;nbsp; Cyan is not really a colour. It
  2764. is what is perceived when the red cone stimulation is reduced compared with the
  2765. green cone cells.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2766. &lt;div class=&quot;MsoNormal&quot;&gt;
  2767. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2768. &lt;div class=&quot;MsoNormal&quot;&gt;
  2769. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;About half the population tested by my colleagues and me (from
  2770. a sample of around 12,000) actually benefit from the use of &lt;b&gt;‘a cyan’. &lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2771. &lt;div class=&quot;MsoNormal&quot;&gt;
  2772. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2773. &lt;div class=&quot;MsoNormal&quot;&gt;
  2774. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;But there are thousands of ‘cyans’;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;If the filter takes
  2775. out too much red then it may be worse than a white background.&lt;/span&gt;&lt;/div&gt;
  2776. &lt;div class=&quot;MsoNormal&quot;&gt;
  2777. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2778. &lt;div class=&quot;MsoNormal&quot;&gt;
  2779. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;There may be other limiting factors not checked properly.&lt;/span&gt;&lt;/div&gt;
  2780. &lt;div class=&quot;MsoNormal&quot;&gt;
  2781. &lt;/div&gt;
  2782. &lt;div&gt;
  2783. &lt;span style=&quot;font-family: Arial, sans-serif;&quot;&gt;&lt;span style=&quot;font-size: 19px; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2784. &lt;ul style=&quot;text-align: left;&quot;&gt;
  2785. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;It may be that unless the font size is big enough, then
  2786. the changing the amount of red will have no effect. It is not the controlling
  2787. factor.&lt;/span&gt;&lt;/li&gt;
  2788. &lt;/ul&gt;
  2789. &lt;div&gt;
  2790. &lt;span style=&quot;font-family: Arial, sans-serif;&quot;&gt;&lt;span style=&quot;font-size: 19px; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2791. &lt;ul style=&quot;text-align: left;&quot;&gt;
  2792. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;It may be that the ambient lighting is too bright and
  2793. again the Cyan filter will have no effect.&lt;/span&gt;&lt;/li&gt;
  2794. &lt;/ul&gt;
  2795. &lt;div&gt;
  2796. &lt;span style=&quot;font-family: Arial, sans-serif;&quot;&gt;&lt;span style=&quot;font-size: 19px; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2797. &lt;ul style=&quot;text-align: left;&quot;&gt;
  2798. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Perhaps they need ophthalmic glasses first &amp;nbsp;to get any benefit.&lt;/span&gt;&lt;/li&gt;
  2799. &lt;/ul&gt;
  2800. &lt;br /&gt;
  2801. &lt;div class=&quot;MsoNormal&quot;&gt;
  2802. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2803. &lt;div class=&quot;MsoNormal&quot;&gt;
  2804. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The danger is that many young people at this school and
  2805. other colleges and universities, will actually get minimal or no benefit when
  2806. they could have got a great deal by teachers/schools/support staff not really
  2807. understanding what they are doing.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2808. &lt;div class=&quot;MsoNormal&quot;&gt;
  2809. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2810. &lt;br /&gt;
  2811. &lt;div class=&quot;MsoNormal&quot;&gt;
  2812. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A few will gain a great deal, and will be what spurs
  2813. people on to use this very ‘cheap’ approach. Many, the majority, will get a ‘false
  2814. negative’ and will have their failures reinforced.&lt;/span&gt;&lt;/div&gt;
  2815. &lt;div class=&quot;MsoNormal&quot;&gt;
  2816. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2817. &lt;div class=&quot;MsoNormal&quot;&gt;
  2818. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;This costs them and our country
  2819. a fortune unnecessarily. &amp;nbsp;The false negatives, and minimal benefits &amp;nbsp;that most children get is actually very expensive.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2820. &lt;/div&gt;
  2821. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/4828538237667435105/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/06/dyslexia-reading-fluency-colour.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4828538237667435105'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4828538237667435105'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/06/dyslexia-reading-fluency-colour.html' title='Dyslexia, Reading fluency, Colour, parafoveal processing and logic'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-6504515385555030389</id><published>2013-05-25T05:15:00.003-07:00</published><updated>2013-05-25T05:20:19.321-07:00</updated><title type='text'>A very important research article concerning the relationship between perceptual span and reading rate in adults. </title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  2822. &lt;div class=&quot;MsoNormal&quot;&gt;
  2823. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;This article by a team led by Keith Rayner, one of the world&#39;s leading researchers in this field, should be read by all seriously involved in working with dyslexic adults and anyone interested in how we read.&lt;/span&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/div&gt;
  2824. &lt;div class=&quot;MsoNormal&quot;&gt;
  2825. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2826. &lt;div class=&quot;MsoNormal&quot;&gt;
  2827. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3075059/&quot;&gt;http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3075059/&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;br /&gt;
  2828. &lt;br /&gt;&lt;/div&gt;
  2829. &lt;div class=&quot;MsoNormal&quot;&gt;
  2830. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;As in most research into reading, this looks at the
  2831. reading performance of effective ‘fluent readers’. But it again reinforces the
  2832. need for maximal parafoveal processing. Being able to process visually and
  2833. hence phonologically, the characters in the direction you are reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2834. &lt;div class=&quot;MsoNormal&quot;&gt;
  2835. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2836. &lt;div class=&quot;MsoNormal&quot;&gt;
  2837. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The article refers to ‘fast’ and ‘slow’ readers. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2838. &lt;div class=&quot;MsoNormal&quot;&gt;
  2839. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2840. &lt;div class=&quot;MsoNormal&quot;&gt;
  2841. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;fast
  2842. readers (reading over 258 wpm, with an average reading rate of 337 wpm with
  2843. normally spaced fonts) &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2844. &lt;div class=&quot;MsoNormal&quot;&gt;
  2845. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  2846. &lt;div class=&quot;MsoNormal&quot;&gt;
  2847. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The slow readers (reading
  2848. less than 258 wpm, with an average reading rate of 207 wpm with normally spaced
  2849. fonts).&lt;/span&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/div&gt;
  2850. &lt;div class=&quot;MsoNormal&quot;&gt;
  2851. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2852. &lt;div class=&quot;MsoNormal&quot;&gt;
  2853. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;These must have been silent
  2854. reading speeds, with&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;background-color: white; font-family: Arial, sans-serif; font-size: 19px; line-height: 21px;&quot;&gt;I believe,&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;background-color: white; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;most of the slow reading groups sub vocalising.&lt;/span&gt;&lt;/div&gt;
  2855. &lt;div class=&quot;MsoNormal&quot;&gt;
  2856. &lt;br /&gt;&lt;/div&gt;
  2857. &lt;div class=&quot;MsoNormal&quot;&gt;
  2858. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The slow reading group were
  2859. unable to use of visual data more than one extra word in the direction of
  2860. reading. Whereas the fast reading group were able to make use of 2, 3 or more
  2861. words ahead.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2862. &lt;div class=&quot;MsoNormal&quot;&gt;
  2863. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2864. &lt;div class=&quot;MsoNormal&quot;&gt;
  2865. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Read the article. The evidence
  2866. is very supportive of the model being developed here, which is mainly
  2867. based on working&lt;b&gt; for adults reading at
  2868. an average speed of 134 words per minute&lt;/b&gt;, and very rarely over &lt;b&gt;160&lt;/b&gt; words
  2869. per minute. (See the previous post).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2870. &lt;div class=&quot;MsoNormal&quot;&gt;
  2871. &lt;br /&gt;&lt;/div&gt;
  2872. &lt;div class=&quot;MsoNormal&quot;&gt;
  2873. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Think again about &amp;nbsp;of the relevance of particular numbers.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2874. &lt;div class=&quot;MsoNormal&quot;&gt;
  2875. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2876. &lt;div class=&quot;MsoNormal&quot;&gt;
  2877. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;For the &lt;b&gt;slow readers&lt;/b&gt;, when
  2878. they could only see the word they were reading,with no parafoveal visual information
  2879. their mean reading speed dropped to that &lt;b&gt;160&lt;/b&gt;wpm again.&amp;nbsp;&amp;nbsp;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2880. &lt;div class=&quot;MsoNormal&quot;&gt;
  2881. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2882. &lt;div class=&quot;MsoNormal&quot;&gt;
  2883. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;For years, I used to have
  2884. the number written large the wall where I was working. It always intrigued
  2885. me.&amp;nbsp;&amp;nbsp;So......&lt;/span&gt;&lt;/div&gt;
  2886. &lt;div class=&quot;MsoNormal&quot;&gt;
  2887. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;b&gt;.......160&lt;/b&gt; wpm is the mean reading
  2888. speed if you can only visually/phonologically process one word at a time.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2889. &lt;div class=&quot;MsoNormal&quot;&gt;
  2890. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2891. &lt;div class=&quot;MsoNormal&quot;&gt;
  2892. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The majority of dyslexic
  2893. adults, typically cannot process a whole word in one fixation. Research referred to in previous postssuggests this is likely to be associate to some extent with lack of phonological cues from parafoveal processing.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2894. &lt;div class=&quot;MsoNormal&quot;&gt;
  2895. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2896. &lt;div class=&quot;MsoNormal&quot;&gt;
  2897. &lt;/div&gt;
  2898. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  2899. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;At least with the way text is usually presented.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2900. &lt;/div&gt;
  2901. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/6504515385555030389/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/a-very-important-research-article.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6504515385555030389'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6504515385555030389'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/a-very-important-research-article.html' title='A very important research article concerning the relationship between perceptual span and reading rate in adults. '/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-683760057031475415</id><published>2013-05-25T01:16:00.000-07:00</published><updated>2013-05-25T01:16:11.322-07:00</updated><title type='text'>An easy (and free way) way of finding out if you, your child,your friend or your student is likely to be diagnosed as dyslexic.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  2902. &lt;div class=&quot;MsoNormal&quot;&gt;
  2903. &lt;br /&gt;&lt;/div&gt;
  2904. &lt;div class=&quot;MsoNormal&quot;&gt;
  2905. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2906. &lt;div class=&quot;MsoNormal&quot;&gt;
  2907. &lt;/div&gt;
  2908. &lt;ol style=&quot;text-align: left;&quot;&gt;
  2909. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;b&gt;The good reader sits beside the person to be checked, so
  2910. that they both can see the printed body of text.&lt;/b&gt;&lt;/span&gt;&lt;/li&gt;
  2911. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;b&gt;The printed text is laid flat on a table.&lt;/b&gt;&lt;/span&gt;&lt;/li&gt;
  2912. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;b&gt;The person thought to be dyslexic reads aloud to the good
  2913. reader.&lt;/b&gt;&lt;/span&gt;&lt;/li&gt;
  2914. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;b&gt;After approximately about 20 seconds, the good reader, as
  2915. they hear a word being read places a finger across the next word to be read.&lt;/b&gt;&lt;/span&gt;&lt;/li&gt;
  2916. &lt;/ol&gt;
  2917. &lt;br /&gt;
  2918. &lt;div class=&quot;MsoNormal&quot;&gt;
  2919. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A reader who experiences difficulties, likely to be diagnosed
  2920. as dyslexic,&amp;nbsp;&lt;b&gt;will &lt;u&gt;stop reading&lt;/u&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2921. &lt;div class=&quot;MsoNormal&quot;&gt;
  2922. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  2923. &lt;div class=&quot;MsoNormal&quot;&gt;
  2924. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Fluent
  2925. readers will continue reading; they will already have visually and phonologically
  2926. processed the covered word.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2927. &lt;div class=&quot;MsoNormal&quot;&gt;
  2928. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2929. &lt;div class=&quot;MsoNormal&quot;&gt;
  2930. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A
  2931. really fluent reader will probably continue even if you cover up several of the
  2932. words ahead of the one just heard.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  2933. &lt;div class=&quot;MsoNormal&quot;&gt;
  2934. &lt;br /&gt;&lt;/div&gt;
  2935. &lt;div class=&quot;MsoNormal&quot;&gt;
  2936. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;All up to date models of reading, looking at the
  2937. relationship between, linguistics, eyetracking &amp;nbsp;and
  2938. reading performance, incorporate what is referred to as ‘word skipping’. This
  2939. is the way in which the eyes do not have to bring every word to focus on the
  2940. fovea in order to process it. But really this is about good, fluent
  2941. readers.&lt;/span&gt;&lt;/div&gt;
  2942. &lt;div class=&quot;MsoNormal&quot;&gt;
  2943. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2944. &lt;div class=&quot;MsoNormal&quot;&gt;
  2945. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The studies on which the models are based usually use data
  2946. collected from fluently reading undergraduates, or occasionally fluently
  2947. reading children.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2948. &lt;div class=&quot;MsoNormal&quot;&gt;
  2949. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;When you look at eye tracking data, each eye fixation
  2950. appears to take on average between 240ms and 300ms. (Between 3 and 4 per
  2951. second)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2952. &lt;div class=&quot;MsoNormal&quot;&gt;
  2953. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2954. &lt;div class=&quot;MsoNormal&quot;&gt;
  2955. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;When you measure &lt;b&gt;reading
  2956. aloud speed in adults&lt;/b&gt;, the mean for undergraduates is around &lt;b&gt;184 &lt;/b&gt;words per minute (this is also a
  2957. clear mode). In my work this appears to be independent of what the words are. Random
  2958. word sequences produce the same output and even random digit sequences. This
  2959. was also found by Uta frith in her work with undergraduates at University
  2960. College London. So I am in good company!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2961. &lt;div class=&quot;MsoNormal&quot;&gt;
  2962. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2963. &lt;div class=&quot;MsoNormal&quot;&gt;
  2964. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This is then quite a fundamental, important value.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2965. &lt;div class=&quot;MsoNormal&quot;&gt;
  2966. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2967. &lt;div class=&quot;MsoNormal&quot;&gt;
  2968. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;But when this same group of people are reading silently,
  2969. commonly people read around 480 words per minute ( this is a clear mode). BUT &amp;nbsp;the fixations still take the same amount of time. 2 to 3 words are being seen and processed in each fixation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2970. &lt;div class=&quot;MsoNormal&quot;&gt;
  2971. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2972. &lt;div class=&quot;MsoNormal&quot;&gt;
  2973. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2974. &lt;div class=&quot;MsoNormal&quot;&gt;
  2975. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Another mode for reading aloud by adults is c&lt;b&gt;160&lt;/b&gt; words per minute. Many people who
  2976. read aloud at around this speed also read silently at this speed. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2977. &lt;div class=&quot;MsoNormal&quot;&gt;
  2978. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This is all very mechanistic, there are mathematical patterns
  2979. around. Wherever you find patterns in science, there has to be reasons,
  2980. causation for the patterns.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2981. &lt;div class=&quot;MsoNormal&quot;&gt;
  2982. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2983. &lt;div class=&quot;MsoNormal&quot;&gt;
  2984. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The posts on visual crowding, parafoveal processing and
  2985. parallel processing of visual data are all mechanistic biology helping to make
  2986. sense of these patterns.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2987. &lt;div class=&quot;MsoNormal&quot;&gt;
  2988. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2989. &lt;div class=&quot;MsoNormal&quot;&gt;
  2990. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The post about musicians is highly pertinent.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2991. &lt;div class=&quot;MsoNormal&quot;&gt;
  2992. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The fluent sight reading pianist turns the page well
  2993. ahead of playing the notes on the page being turned.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2994. &lt;div class=&quot;MsoNormal&quot;&gt;
  2995. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  2996. &lt;div class=&quot;MsoNormal&quot;&gt;
  2997. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The fluently reading teacher appears to be hardly
  2998. glancing at the book as they read aloud to the children.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  2999. &lt;div class=&quot;MsoNormal&quot;&gt;
  3000. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3001. &lt;br /&gt;
  3002. &lt;div class=&quot;MsoNormal&quot;&gt;
  3003. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;When we improve the processing of parafoveal and even
  3004. peripheral visual data, &lt;b&gt;by modifying its appearance,&lt;/b&gt; then we get more fluent
  3005. phonological output.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3006. &lt;div class=&quot;MsoNormal&quot;&gt;
  3007. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3008. &lt;div class=&quot;MsoNormal&quot;&gt;
  3009. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Would covering up the next word still stop them reading?&lt;/span&gt;&lt;/div&gt;
  3010. &lt;/div&gt;
  3011. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/683760057031475415/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/an-easy-and-free-way-way-of-finding-out.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/683760057031475415'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/683760057031475415'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/an-easy-and-free-way-way-of-finding-out.html' title='An easy (and free way) way of finding out if you, your child,your friend or your student is likely to be diagnosed as dyslexic.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-1426743194742820653</id><published>2013-05-23T04:08:00.000-07:00</published><updated>2013-05-23T04:08:03.398-07:00</updated><title type='text'>Parafoveal data collected during the ‘lexical access period’ (L1) of a word enables the phonological processing of the subsequent word.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  3012. &lt;br /&gt;
  3013. &lt;br /&gt;
  3014. &lt;div class=&quot;MsoNormal&quot;&gt;
  3015. &lt;br /&gt;&lt;/div&gt;
  3016. &lt;div class=&quot;MsoNormal&quot;&gt;
  3017. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 16.0pt; line-height: 115%;&quot;&gt;Parafoveal data collected during the ‘lexical access
  3018. period’ (L1) of a word enables the phonological processing of the subsequent
  3019. word.&lt;/span&gt;&lt;span style=&quot;font-size: 16.0pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3020. &lt;div class=&quot;MsoNormal&quot;&gt;
  3021. &lt;br /&gt;&lt;/div&gt;
  3022. &lt;div class=&quot;MsoNormal&quot;&gt;
  3023. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I have just read an article, the Urll is given below
  3024. which is very supportive of the ideas developing in this blog.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3025. &lt;div class=&quot;MsoNormal&quot;&gt;
  3026. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3027. &lt;div class=&quot;MsoNormal&quot;&gt;
  3028. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Please read the article and if my interpretation is not
  3029. correct please let me know.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3030. &lt;div class=&quot;MsoNormal&quot;&gt;
  3031. &lt;br /&gt;&lt;/div&gt;
  3032. &lt;div class=&quot;MsoNormal&quot;&gt;
  3033. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://www.psy.gla.ac.uk/docs/download.php?type=PUBLS&amp;amp;id=88&quot;&gt;http://www.psy.gla.ac.uk/docs/download.php?type=PUBLS&amp;amp;id=88&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3034. &lt;div class=&quot;MsoNormal&quot;&gt;
  3035. &lt;br /&gt;&lt;/div&gt;
  3036. &lt;div class=&quot;MsoNormal&quot;&gt;
  3037. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The results suggest that the activation of phonological
  3038. codes is a very early component of reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3039. &lt;div class=&quot;MsoNormal&quot;&gt;
  3040. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3041. &lt;div class=&quot;MsoNormal&quot;&gt;
  3042. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Suggests that phonological codes are associated with L1&amp;nbsp; time period.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3043. &lt;div class=&quot;MsoNormal&quot;&gt;
  3044. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3045. &lt;div class=&quot;MsoNormal&quot;&gt;
  3046. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;So parafoveal data collected during the ‘lexical access
  3047. period’ (L1)enables phonological processing which then enables the subsequent
  3048. phonological processing of the following word, improving the ‘legibility’ (
  3049. Visual attention span increase)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3050. &lt;div class=&quot;MsoNormal&quot;&gt;
  3051. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3052. &lt;div class=&quot;MsoNormal&quot;&gt;
  3053. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This should enable faster fluent reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3054. &lt;div class=&quot;MsoNormal&quot;&gt;
  3055. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3056. &lt;div class=&quot;MsoNormal&quot;&gt;
  3057. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Any reduction of crowding in the parafoveal region should
  3058. increase reading fluency with knock on effects on working memory/central
  3059. executive.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3060. &lt;div class=&quot;MsoNormal&quot;&gt;
  3061. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3062. &lt;div class=&quot;MsoNormal&quot;&gt;
  3063. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This is of very great significance in the enjoyment and effectiveness of reading. &amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  3064. &lt;div class=&quot;MsoNormal&quot;&gt;
  3065. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3066. &lt;div class=&quot;MsoNormal&quot;&gt;
  3067. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Of major importance with adults who seem to have reached a limit totheir reading performance and are frustrated.&lt;/span&gt;&lt;/div&gt;
  3068. &lt;/div&gt;
  3069. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/1426743194742820653/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/parafoveal-data-collected-during.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/1426743194742820653'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/1426743194742820653'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/parafoveal-data-collected-during.html' title='Parafoveal data collected during the ‘lexical access period’ (L1) of a word enables the phonological processing of the subsequent word.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-2168969573000481436</id><published>2013-05-21T00:24:00.001-07:00</published><updated>2013-05-21T01:03:47.965-07:00</updated><title type='text'>Why do dyslexic adults get so easily distracted especially when reading? Are they ADD or ADHD?</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  3070. &lt;br /&gt;
  3071. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3072. &lt;b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&lt;br /&gt;
  3073. Why do dyslexic adults get so easily distracted especially when reading? Are
  3074. they ADD or ADHD?&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3075. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3076. &lt;br /&gt;&lt;/div&gt;
  3077. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3078. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Three years ago I posted on the blog about the issue of ADD/AHDD&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3079. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3080. &lt;br /&gt;&lt;/div&gt;
  3081. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3082. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;I have reposted it because, it is still very relevant and I believe
  3083. should be read by more people.&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Since then there has
  3084. been a huge increase in the number of you reading the blog. You will have can
  3085. see many graphs showing the binocular eye movements during reading in my other
  3086. posts.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3087. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3088. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;I hope this makes sense.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3089. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3090. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;If it does, then please&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;retweet&lt;/span&gt;&lt;/b&gt;&lt;b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;the tweet you received informing you of this post. Thanks.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3091. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3092. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3093. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3094. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;The other day, I met a little boy, 5 years old. He has been placed on
  3095. medication after his school wanted to expel him. He has been diagnosed as ADD
  3096. or ADHD.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3097. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3098. &lt;br /&gt;&lt;/div&gt;
  3099. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3100. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Not sure which but one or the other. Taking the medication is the
  3101. condition of his continuing in school.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3102. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3103. &lt;br /&gt;&lt;/div&gt;
  3104. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3105. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;He gave me a picture he had drawn; now framed and on my wall.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3106. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3107. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Ok. The medication leaves him calmer. But is that the only way? Why is
  3108. he so easily distracted?&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3109. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3110. &lt;br /&gt;&lt;/div&gt;
  3111. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3112. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;One of the characteristics of so many people when they are reading, is
  3113. that &lt;b&gt;one eye turns away from the page &lt;/b&gt;and ‘often gazes out of the window’ or goes ‘on
  3114. patrol’ searching the environment for something that might need to be looked
  3115. at…studied….checked out.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3116. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3117. &lt;br /&gt;&lt;/div&gt;
  3118. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3119. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;My Binocular Eyetracker shows me this&amp;nbsp;&lt;b&gt;eye turn &lt;/b&gt;happening with many dyslexic
  3120. students, many of whom find concentrating when they are reading, extremely
  3121. difficult. The dyslexic person does not &#39;feel the eye turn&#39; although many do get eye aches associated with it after a few minutes of reading. This build up appears to be associated with reading stamina problems.&lt;/span&gt;&lt;/div&gt;
  3122. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3123. &lt;br /&gt;&lt;/div&gt;
  3124. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3125. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;These students do not realise why, but if anything around them moves
  3126. they stop seeing the words and instead, find themselves looking at whatever is
  3127. moving! Or they turn their heads towards a new noise.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3128. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3129. &lt;br /&gt;&lt;/div&gt;
  3130. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3131. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;It was not until I was in Posnan, Poland, with the professor who was the
  3132. developer of the Binocular Eyetracker that this all seemed to make sense.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3133. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3134. &lt;br /&gt;&lt;/div&gt;
  3135. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3136. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;He had a very simple way of demonstrating what was going on.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3137. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3138. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;He used a ‘binocular viewer’, the old plastic ones where you looked at
  3139. two very similar photographs, through two lenses, one for each eye. The two
  3140. slightly different photos looked at like this gave you a 3-D image. Great fun
  3141. in the 1950’s!&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3142. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3143. &lt;br /&gt;&lt;/div&gt;
  3144. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3145. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Professor Ober used an adjusted pair of photographs. One was a picture
  3146. of an elaborate throne room in a castle. The other was a blank cyan (bluish)
  3147. square.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3148. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3149. &lt;br /&gt;&lt;/div&gt;
  3150. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3151. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;When you looked through the viewer you only ‘saw’ the elaborate throne
  3152. room, all reds and gold. Your brain completely ignores the cyan image. It suppresses it.&lt;/span&gt;&lt;br /&gt;
  3153. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3154. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3155. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;But he had adjusted the viewer in another way. In front of the cyan side
  3156. was a tiny piece of wire. Which he could move as you viewed. When he did this
  3157. your brain immediately switches attention to the blue side. You stop seeing the
  3158. throne! After several seconds your brain ‘decides that the cyan is not
  3159. interesting. ‘That eye is sort of switched off’ and your brain gives attention
  3160. again to the throne!&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3161. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3162. &lt;br /&gt;&lt;/div&gt;
  3163. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3164. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Using the Eyetracker, you can see that the eye looking around the throne
  3165. and the eye looking at the cyan were not looking at the same part of the two
  3166. pictures. The eye looking at the cyan, has turned sideways slightly.&lt;/span&gt;&lt;/div&gt;
  3167. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3168. &lt;br /&gt;&lt;/div&gt;
  3169. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3170. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;But as soon as the wire is moved, BOTH eyes move (called a saccade) move
  3171. to the part of the picture where the wire has moved. It brings it to ‘centre
  3172. stage’ focussed on your fovea or yellow spot. (The part of your retina which
  3173. has the most ‘megapixels’ per square millimetre.)&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3174. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3175. &lt;br /&gt;&lt;/div&gt;
  3176. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3177. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Now&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&amp;nbsp;if an eye us turned away from the target words,&amp;nbsp;&lt;/span&gt;&lt;b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;this is a reflex beyond your control.&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;It is what we have evolved to do. It protects us from ‘dangerous things
  3178. around us while we are concentrating. BUT when you are reading or concentrating
  3179. for a long time it can cause great problems and in schools is seen as a fault.
  3180. It is disruptive to others.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3181. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3182. &lt;br /&gt;&lt;/div&gt;
  3183. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3184. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;So let&#39;s return to the little boy. He has severe focussing problems; one
  3185. eye is different to the other. He is very long sighted. He loves his glasses
  3186. now he has them. They allow him to concentrate.&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3187. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3188. &lt;br /&gt;&lt;/div&gt;
  3189. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  3190. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Many of the dyslexic adults I have seen have an eye which has been
  3191. suppressed, often the eye needed but was not corrected by lenses when they were
  3192. at school, in addition they were often very light sensitive and going with it
  3193. ..Very easily distracted… With the reflex action described above, that is not
  3194. really surprising!&lt;/span&gt;&lt;span style=&quot;font-family: &#39;Times New Roman&#39;, serif; font-size: 13.5pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3195. &lt;br /&gt;
  3196. &lt;br /&gt;
  3197. &lt;div class=&quot;MsoNormal&quot;&gt;
  3198. &lt;br /&gt;&lt;/div&gt;
  3199. &lt;/div&gt;
  3200. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/2168969573000481436/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/why-do-dyslexic-adults-get-so-easily.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/2168969573000481436'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/2168969573000481436'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/why-do-dyslexic-adults-get-so-easily.html' title='Why do dyslexic adults get so easily distracted especially when reading? Are they ADD or ADHD?'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-6904786521433036906</id><published>2013-05-17T03:44:00.000-07:00</published><updated>2013-05-17T03:44:11.276-07:00</updated><title type='text'>How far has dyslexia come since the 1970s?  </title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  3201. &lt;br /&gt;
  3202. &lt;br /&gt;
  3203. &lt;br /&gt;
  3204. &lt;div class=&quot;MsoNormal&quot;&gt;
  3205. &lt;/div&gt;
  3206. &lt;div class=&quot;MsoNormal&quot;&gt;
  3207. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Steve McCue refers to the blog by Paul Ross.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3208. &lt;div class=&quot;MsoNormal&quot;&gt;
  3209. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Paul Ross asked the question in his blog. &lt;b&gt;How far has dyslexia come since the 1970s&lt;/b&gt;? This was my response.
  3210. What would yours be?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3211. &lt;div class=&quot;MsoNormal&quot;&gt;
  3212. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;This is my response to Steve McCue’s response &lt;/span&gt;&lt;span style=&quot;background: white; font-family: Wingdings; mso-ascii-font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-char-type: symbol; mso-hansi-font-family: Tahoma; mso-symbol-font-family: Wingdings;&quot;&gt;J&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;&lt;br /&gt;
  3213. &lt;br /&gt;
  3214. &lt;span style=&quot;background: white;&quot;&gt;‘&lt;i&gt;We still
  3215. do not have an agreed single definition for dyslexia. There is too much focus
  3216. on the medical model, our dyslexic brain is broken, we need to be cured and
  3217. remediated deficit model of dyslexia&lt;/i&gt;.’ &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  3218. &lt;div class=&quot;MsoNormal&quot;&gt;
  3219. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;I agree with this statement. I do not think that this is a ‘fault’. We
  3220. have created a society in which political and economic success is dependent for
  3221. most people on the ease with which they can access text. Or rather the way that
  3222. the text is presented to them in the text books, examinations, official forms etc.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3223. &lt;div class=&quot;MsoNormal&quot;&gt;
  3224. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Only two centuries ago in the UK, most people had few demands for
  3225. literacy on them it hardly affected them. Then as printing got cheaper and we
  3226. moved through industrialisation the control of literacy over people’s life
  3227. chances really expanded and with it the need for literacy based education. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3228. &lt;div class=&quot;MsoNormal&quot;&gt;
  3229. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Before the general use of computers started to really develop about 20
  3230. years ago, this was always printed materials and the printers/publishers
  3231. tailored the fonts and font size to match their markets.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3232. &lt;div class=&quot;MsoNormal&quot;&gt;
  3233. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;The markets for reading material were those who could read effectively,
  3234. small fonts and white backgrounds.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3235. &lt;div class=&quot;MsoNormal&quot;&gt;
  3236. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Different printed products were targeted at different markets.&amp;nbsp; For example, the ‘upmarket heavy newspapers,
  3237. targeted at the ‘higher socioeconomic groups, who had been successful in school
  3238. systems where the information was presented in small fonts on pages of crowded
  3239. text.&amp;nbsp; For these people larger fonts
  3240. would have been more difficult with fewer words ending upon each printed page.
  3241. The newspapers and books would have been heavier and more paper needed.&amp;nbsp; In addition there had developed an
  3242. association in the minds of the population that larger fonts were somehow
  3243. ‘childlike’, suitable for people with low ability or visually impaired.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3244. &lt;div class=&quot;MsoNormal&quot;&gt;
  3245. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Newspapers targeted at an audience with a lower level of educational
  3246. success....’The Tabloids’ used larger fonts, smaller sentences and less text/more
  3247. pictures. The stories were and remain less intellectually demanding.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3248. &lt;div class=&quot;MsoNormal&quot;&gt;
  3249. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;These ‘negative’ associations actually seem to inhibit adults from using
  3250. a larger font even when they already know that they need it and despite experiencing
  3251. difficulties with the usual small fonts, &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3252. &lt;div class=&quot;MsoNormal&quot;&gt;
  3253. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;The way that the small fonts also usually need high light intensity to
  3254. process, also seems to have influenced the tendency to use whiter and whiter
  3255. paper over the years.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3256. &lt;div class=&quot;MsoNormal&quot;&gt;
  3257. &lt;b&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;The best readers
  3258. usually seem to read best on the whiter papers, with the most contrast together
  3259. of course with small fonts.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  3260. &lt;div class=&quot;MsoNormal&quot;&gt;
  3261. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Most dyslexic adults who I know find the older books and papers with the
  3262. darker paper easier to read from. The popularity of the Kindle, with its grey
  3263. background may be partly accounted for by this.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3264. &lt;div class=&quot;MsoNormal&quot;&gt;
  3265. &lt;br /&gt;&lt;/div&gt;
  3266. &lt;div class=&quot;MsoNormal&quot;&gt;
  3267. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;The use of printed materials also makes the grey/white background
  3268. ‘normal’. There was no choice. So really until around 1998 with Microsoft Word
  3269. no one really studied in detail the effect of background.&amp;nbsp; Any consideration being through the use of
  3270. coloured glasses or overlays from a limited palette. A very hit and miss
  3271. approach with often confusing outcomes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3272. &lt;div class=&quot;MsoNormal&quot;&gt;
  3273. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;The computer screen allows very precise and objective measurement of any
  3274. changes in reading performance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3275. &lt;div class=&quot;MsoNormal&quot;&gt;
  3276. &lt;br /&gt;&lt;/div&gt;
  3277. &lt;div class=&quot;MsoNormal&quot;&gt;
  3278. &lt;br /&gt;&lt;/div&gt;
  3279. &lt;div class=&quot;MsoNormal&quot;&gt;
  3280. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;‘&lt;i&gt;Still too many dyslexic kids are
  3281. being let down by an education system that fails to teach them in ways they can
  3282. access the learning that takes place in schools.’ &lt;o:p&gt;&lt;/o:p&gt;&lt;/i&gt;&lt;/span&gt;&lt;/div&gt;
  3283. &lt;div class=&quot;MsoNormal&quot;&gt;
  3284. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;I find this an interesting perspective. Let’s avoid the term ‘dyslexic ‘for
  3285. a moment and consider the way &lt;b&gt;people who
  3286. find reading difficult&lt;/b&gt; are let down.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3287. &lt;div class=&quot;MsoNormal&quot;&gt;
  3288. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;When all text was presented printed on paper there was very little choice.&amp;nbsp; Ina previous post I have compared this as a
  3289. similar situation to being a sportsperson in a world where only elastic size 8 shoes
  3290. were available.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3291. &lt;div class=&quot;MsoNormal&quot;&gt;
  3292. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Different people would be the champions.&amp;nbsp;
  3293. It would be a stupid world.&amp;nbsp; If
  3294. your feet were smaller than 8, then you would get sore feet when you ran, would
  3295. never run far, be very unwilling to train and never get really fit.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3296. &lt;div class=&quot;MsoNormal&quot;&gt;
  3297. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;If your feet were larger than 8, you would squeeze in because of the
  3298. elasticity but your speed and training would again be limited.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3299. &lt;div class=&quot;MsoNormal&quot;&gt;
  3300. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;The great thing about a computer screen is that it is easy to fit the
  3301. text to your eyes and your visual system, just like a shoe can be fitted to
  3302. your feet.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3303. &lt;div class=&quot;MsoNormal&quot;&gt;
  3304. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;This is a simplistic view of the situation but is valid way of thinking
  3305. about the history of reading and reading difficulty.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3306. &lt;div class=&quot;MsoNormal&quot;&gt;
  3307. &lt;br /&gt;&lt;/div&gt;
  3308. &lt;div class=&quot;MsoNormal&quot;&gt;
  3309. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;It is not just about the eyes, it is the way the visual data is
  3310. processed, limitations on that processing and then the way the associations
  3311. between visual data and phonological data are processed. There are issues of
  3312. working memory, auditory problems, phonological problems, possibly cerebellum problems,
  3313. these will affect the efficiency with which the eyes collect the visual data on
  3314. which the system is based, in that it is where the muscle tone controlling that
  3315. collection is centred.&amp;nbsp; The work on the likely
  3316. role of the Magnocellular system and its biochemistry and histology is central
  3317. to both the visual data collection and its temporal and spatial processing, the
  3318. way the information is coordinated and collated. The extent of demand on the
  3319. central executive and its relationship with working memory, short term memory
  3320. and long term memory; but we are only really in this 21&lt;sup&gt;st&lt;/sup&gt; century
  3321. just starting to make sense of all the components and the ways they interact.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3322. &lt;div class=&quot;MsoNormal&quot;&gt;
  3323. &lt;br /&gt;&lt;/div&gt;
  3324. &lt;div class=&quot;MsoNormal&quot;&gt;
  3325. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;Virtually all of the brilliant neurobiology research pertaining to
  3326. reading that is going on now has only become possible because of the
  3327. development of IT, computing and electronics.&amp;nbsp;
  3328. We can now collect huge amounts of data and process it in seconds.&amp;nbsp; Before this era it was a slow laborious task.
  3329. One world leading researcher I was talking with 10 years ago commented that he
  3330. could probably conducted his lifetime of research in a few weeks if he had had
  3331. a computer and modern electronics!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3332. &lt;div class=&quot;MsoNormal&quot;&gt;
  3333. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;As our culture has become more and more dependent on text we make more
  3334. and more literacy demands on each other. Virtually all employment requires
  3335. functional literacy and better. In the last century, certainly before the
  3336. 1980’s it was relatively easy to survive economically and educationally by
  3337. avoiding text. Not true now.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3338. &lt;div class=&quot;MsoNormal&quot;&gt;
  3339. &lt;br /&gt;&lt;/div&gt;
  3340. &lt;div class=&quot;MsoNormal&quot;&gt;
  3341. &lt;br /&gt;&lt;/div&gt;
  3342. &lt;div class=&quot;MsoNormal&quot;&gt;
  3343. &lt;i&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;‘There are still too
  3344. many dyslexics in our prisons because they have been failed by the education
  3345. system&lt;/span&gt;&lt;/i&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;.’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3346. &lt;div class=&quot;MsoNormal&quot;&gt;
  3347. &lt;span style=&quot;background: white; font-family: &amp;quot;Tahoma&amp;quot;,&amp;quot;sans-serif&amp;quot;;&quot;&gt;I agree with this statement, although even when pupils are identified as
  3348. dyslexic, most interventions in the past had any real benefit. Very few
  3349. teachers had any idea what to do. Actually in Cambridgeshire in the 1970’s it
  3350. was almost forbidden to use the word.&amp;nbsp; I
  3351. was actually told off once for suggesting that a student might be dyslexic.&amp;nbsp; There seemed to be a fear that it might mean too
  3352. much ‘money was needed to help’. In retrospect, many of the students who I am
  3353. confident would have got more appropriate help now, were marginalised and I can
  3354. imagine the temptations to be outside the law, in the way they were almost
  3355. pushed outside of ‘society’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3356. &lt;h3 style=&quot;background: white; margin-top: 0cm;&quot;&gt;
  3357. &lt;span style=&quot;color: windowtext; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; font-weight: normal; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;The review by Dr
  3358. Michael Rice with Professor Greg Brooks of the NRDC (&lt;/span&gt;&lt;span style=&quot;color: windowtext; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; font-weight: normal; line-height: 115%; mso-bidi-font-weight: bold;&quot;&gt;The National
  3359. Research and Development Centre for Adult Literacy and Numeracy&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;in the UK)&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;color: windowtext; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB;&quot;&gt;, published in May 2004 is the classic work on this subject.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h3&gt;
  3360. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 12.1pt;&quot;&gt;
  3361. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB; mso-font-kerning: 18.0pt;&quot;&gt;‘Developmental dyslexia in adults: a research review’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3362. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 12.1pt;&quot;&gt;
  3363. &lt;span style=&quot;color: #548dd4; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; mso-themecolor: text2; mso-themetint: 153;&quot;&gt;&lt;a href=&quot;http://www.nrdc.org.uk/content.asp?CategoryID=603&amp;amp;ArticleID=477&quot;&gt;&lt;span style=&quot;color: #548dd4; mso-themecolor: text2; mso-themetint: 153;&quot;&gt;http://www.nrdc.org.uk/content.asp?CategoryID=603&amp;amp;ArticleID=477&lt;/span&gt;&lt;/a&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3364. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 12.1pt;&quot;&gt;
  3365. &lt;br /&gt;&lt;/div&gt;
  3366. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 12.1pt;&quot;&gt;
  3367. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB; mso-font-kerning: 18.0pt;&quot;&gt;This review was very badly received by ‘the dyslexia
  3368. Industry’ when it was published... I recommend that everyone interested in this
  3369. subject reads it with an open mind.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3370. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 12.1pt;&quot;&gt;
  3371. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB; mso-font-kerning: 18.0pt;&quot;&gt;It is an exhaustive study which questions many of
  3372. the ideas almost ‘faiths’ associated with dyslexia.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3373. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 12.1pt;&quot;&gt;
  3374. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;; mso-fareast-language: EN-GB; mso-font-kerning: 18.0pt;&quot;&gt;Myths are in a sense really concerned with the
  3375. seeking of answers of understanding in an area which is complex and then
  3376. feeling comfortable with the level of understanding you have reached. They
  3377. involve rejection of ideas and people appearing to conflict with your own set
  3378. of beliefs. These are subliminal rejection, not intentional but they help in
  3379. reinforcing your own model or explanation of an idea such as ‘dyslexia’. Each
  3380. person believes/knows that their ideas are the correct one. They know ‘the
  3381. truth’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3382. &lt;div class=&quot;MsoNormal&quot;&gt;
  3383. &lt;br /&gt;&lt;/div&gt;
  3384. &lt;div class=&quot;MsoNormal&quot;&gt;
  3385. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;‘There&lt;i&gt; is still too much misinformation and too many incorrect myths
  3386. surrounding dyslexia.’&lt;o:p&gt;&lt;/o:p&gt;&lt;/i&gt;&lt;/span&gt;&lt;/div&gt;
  3387. &lt;div class=&quot;MsoNormal&quot;&gt;
  3388. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Quite true. (I think!!). &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3389. &lt;div class=&quot;MsoNormal&quot;&gt;
  3390. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;The idea that boys are more clumsy and
  3391. disruptive than girls and boys more likely to be dyslexic. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3392. &lt;div class=&quot;MsoNormal&quot;&gt;
  3393. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;People who write letter reversals &amp;nbsp;b p, for example are more likely to be
  3394. dyslexic.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3395. &lt;div class=&quot;MsoNormal&quot;&gt;
  3396. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Left handed people are more likely to be
  3397. dyslexic&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3398. &lt;div class=&quot;MsoNormal&quot;&gt;
  3399. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;What is probably true is that these
  3400. people are more likely to be ‘labelled as /diagnosed as dyslexic; in that
  3401. anecdotally there appears to be an association with poor reading skills. Now
  3402. that does appear to me to be true.&amp;nbsp; These
  3403. people have other issues that result in them being ‘noticed’ as having problems&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3404. &lt;div class=&quot;MsoNormal&quot;&gt;
  3405. &lt;br /&gt;&lt;/div&gt;
  3406. &lt;div class=&quot;MsoNormal&quot;&gt;
  3407. &lt;i&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;‘In most schools all
  3408. dyslexic kids learn to be /are failures’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  3409. &lt;div class=&quot;MsoNormal&quot;&gt;
  3410. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;They get marginalised, often, I think,
  3411. because they cannot ‘perform’ at the level expected of them.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3412. &lt;div class=&quot;MsoNormal&quot;&gt;
  3413. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;They get told off, but do not really
  3414. understand why.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3415. &lt;div class=&quot;MsoNormal&quot;&gt;
  3416. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Slow, lazy, easily distracted, clumsy,
  3417. messy and many other negative attributes.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;
  3418. &lt;br /&gt;
  3419. &lt;i&gt;&lt;span style=&quot;background: white;&quot;&gt;‘I am
  3420. dyslexic and a dyslexia specialist.....I believe that dyslexia is not a
  3421. disability that it is a difference and that it is society that disables us. I
  3422. believe in the social model of dyslexia. Dyslexia is a result of our evolution
  3423. and as such reflects human diversity. Thus dyslexia is a difference not a
  3424. disability. That all kids in school have the right to be learn and achieve
  3425. according to their potential. This disabling begins in school where we are not
  3426. taught in ways we can access the learning effectively. Of course there are some
  3427. great dyslexia friendly schools, colleges and universities out there but they
  3428. are far and few between.’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/span&gt;&lt;/div&gt;
  3429. &lt;div class=&quot;MsoNormal&quot;&gt;
  3430. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;I actually agree closely with Steve on most
  3431. of this but that is also true of many other disabilities.&amp;nbsp; A friend of mine, the late David Morris, was
  3432. actively involved in disability rights throughout his adult life. Dave was
  3433. because of physical disability, severely restricted in his mobility, but he saw
  3434. his disability in terms of ‘barriers’ each of which needed reducing or removing
  3435. to enable maximum access. He and colleagues and friends worked tirelessly to
  3436. these ends.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3437. &lt;div class=&quot;MsoNormal&quot;&gt;
  3438. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;In the case of Dave, his disability had
  3439. a clear medical/genetic origin. Dyslexia is a far more complex concept. In
  3440. different countries and cultures the manifestation of the symptoms to some
  3441. extent reflect the written language characteristics, alphabetic versus
  3442. ideographic and in alphabetic languages, the extent of opacity, the extremes
  3443. being such as Finnish ( Transparent ) English (Opaque) The research on the genetics
  3444. associated with persons identified as dyslexic, reported at the Oxford-Kobe
  3445. Symposium, demonstrated that this approach, was almost too complicated to
  3446. utilise in barrier reduction, to a very large extent because ‘dyslexia’ itself
  3447. as a ‘cobweb’ concept .In that &amp;nbsp;it
  3448. manifests itself in so many ways, the phenotype is almost indefinable.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3449. &lt;div class=&quot;MsoNormal&quot;&gt;
  3450. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Let me give you two examples at the
  3451. extreme.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3452. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;mso-list: l0 level1 lfo1; text-indent: -18.0pt;&quot;&gt;
  3453. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;1.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;When I was teaching, I had the pleasure of working with a
  3454. pupil, who at the age of 10 in the early 1980’s had been diagnosed as dyslexic
  3455. by people at the Dyslexia Institute ( Now dyslexia Action). His mother who was
  3456. financially limited struggled to pay for his attendance at weekly sessions to
  3457. teach him ‘coping strategies’ and attempts to help him learn to spell, develop
  3458. his working memory ( Kim’s Game&amp;nbsp; if I remember
  3459. correctly) &amp;nbsp;Nothing seemed to have any
  3460. effect.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3461. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3462. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;At secondary school he
  3463. was given extensive special needs support but from my knowledge NOBODY informed
  3464. his teachers that he had been identified as dyslexic. Nobody went out of their
  3465. way, as far as I or he remembered to remove or lower any barriers. What did
  3466. happen was that his lively character, willingness to discuss, and argue got
  3467. associated with all of the negative labels &amp;nbsp;experienced by most of the dyslexic students I
  3468. see at universities He was marginalised, excluded repeatedly, but remarkably
  3469. remained affable.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3470. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3471. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;At no time did he
  3472. remember support staff or dyslexia specialists ever suggest he have his vision
  3473. tested. But then Dyslexia is nothing to do with vision...is it???????? He did
  3474. have a ‘strange eye&#39; though! Partly that caused him even more marginalisation&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3475. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3476. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;In 2001 I had just
  3477. started to use the binocular eye tracker, We had worked out our original
  3478. algorithm to optimise computer screens for students and I persuaded (not much
  3479. was needed we had collaborated at the IOO) Anita Lightstone, the Low Vision
  3480. chief at the Royal National Institute for the Blind (RNIB) to demonstrate what
  3481. could be done in front of Prof Alistair Fielder a leading researcher associated
  3482. with the RNIB.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3483. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3484. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;I tracked down my ex-student
  3485. and persuaded him to accompany me to London and be taken through the procedures
  3486. in front of Professor Fielder and Anita. It was a matter of trust on his part.
  3487. He did not know what I was going to do or why. A brave man, he was offered a
  3488. trip to London and a good curry afterwards in exchange for his cooperation!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3489. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3490. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Eventually Prof Fielder
  3491. did turn up and the demonstration began.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3492. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3493. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Let’s call my ‘guinea
  3494. pig’...A….&amp;nbsp; On the eyetracker it was
  3495. clear that one eye was totally suppressed, for whatever reason. His other eye
  3496. was at most allowing the processing of two characters per fixation. The apparently
  3497. wild movements of the suppressed eye appeared to be ‘tugging’ at the ‘good eye’
  3498. resulting in lots of head movement as he struggled to read. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3499. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3500. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;At the conclusion of
  3501. the optimisation both eyes were moving together and he was actually reading
  3502. rather fluently much to his own surprise, and started to talk excitedly about
  3503. what he had experienced. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3504. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3505. &lt;br /&gt;&lt;/div&gt;
  3506. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3507. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;The Professor dismissed
  3508. the eyetracking information and the change in reading performance as being of
  3509. no interest. ‘A’ stood up and in a very clear statement, which I will not
  3510. report in full, turned to the Professor.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3511. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3512. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;‘You might think it is
  3513. of no interest but it is of ***************interest to me, reading has really
  3514. ************&amp;nbsp;&amp;nbsp; ** my life’; added a few
  3515. more choice bits and stormed out to the Pub where I met him later.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3516. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3517. &lt;br /&gt;&lt;/div&gt;
  3518. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3519. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Appropriate
  3520. intervention to reduce /remove barriers had not been available to him before.
  3521. Inappropriate intervention had been tried and reinforced his sense of failure
  3522. and alienation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3523. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3524. &lt;br /&gt;&lt;/div&gt;
  3525. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l0 level1 lfo1; text-indent: -18.0pt;&quot;&gt;
  3526. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;color: #333333; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;2.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;My second example
  3527. concerns a mathematics student at a leading UK university, having attended a,
  3528. very expensive, public school he had achieved 3 Grade A Advanced level grades.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3529. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3530. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;He had had all the
  3531. support his father could afford. He knew he was clever, he had been told so.
  3532. The school had used every available way of minimising the barriers, with extra 1:1
  3533. tuition, extra time for his examinations, scribes when necessary. He was very
  3534. articulate, very logical, an excellent mathematician. But if he had to read a
  3535. block of text it was slow, faltering. He had had virtually no social life
  3536. because it took him so long to read /study anything.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3537. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3538. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;His father brought him
  3539. into Westminster Access Centre 6o find out what we were going to do. An hour
  3540. later, the student was laughing and reading fluently. He had a piece of ‘magic
  3541. plastic’ and a setting for his computer screen. As a mathematician, he had
  3542. followed the logic and he now felt in charge, empowered. His father sat there
  3543. in disbelief and took out his calculator. After a few minutes his comment was.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3544. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3545. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;‘I have spent over
  3546. £45,000 on this in the last few years and this was it! A bit of plastic and a
  3547. coloured computer screen!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3548. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3549. &lt;br /&gt;&lt;/div&gt;
  3550. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3551. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Ok so these are two
  3552. examples when what I do worked really well but it was only possible because of
  3553. computers screens and the ability to calculate with millions of numbers in a
  3554. few seconds. It would have been impossible to control the parameters
  3555. controlling the image and calculate and analyse the outcomes without a computer.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3556. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3557. &lt;br /&gt;&lt;/div&gt;
  3558. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3559. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;But in the real world
  3560. there is not equal access. With other ‘dyslexic’ people it may not work as
  3561. effectively, there may be other factors that are limiting their reading performance
  3562. that need dealing with as Steve says below.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3563. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3564. &lt;br /&gt;&lt;/div&gt;
  3565. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3566. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;
  3567. &lt;/span&gt;&lt;/i&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;‘Yes we have accessible technology that some dyslexics can
  3568. use to enable them to overcome literacy barriers. But they are not a panacea
  3569. and do not work for everyone. More to the point the high cost of this software
  3570. makes it inaccessible in terms of cost for many dyslexics’&lt;i&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/i&gt;&lt;/span&gt;&lt;/div&gt;
  3571. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3572. &lt;br /&gt;&lt;/div&gt;
  3573. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3574. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;As I wrote above&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt; not
  3575. everyone gets access to accessible technology in addition some of the ‘accessible
  3576. technology’ can be in itself be limiting..&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3577. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3578. &lt;br /&gt;&lt;/div&gt;
  3579. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3580. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;An example here is text to speech
  3581. technology. Learning is far more accessible if this is used in conjunction with
  3582. maximised access to the text visually Visual processing assistance in conjunction
  3583. with text to speech software would be synergistic.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3584. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3585. &lt;br /&gt;&lt;/div&gt;
  3586. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3587. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;If yo look at a lot of ‘accessibility
  3588. options’ on computers they themselves are often written with very small fonts
  3589. and are in themselves inaccessible. The instructions you get when you actually
  3590. find them are often again, very complex and in small fonts excluding from the
  3591. start many people who could make use of them.&amp;nbsp;
  3592. We really need the default screen settings to be more accessible in the
  3593. first place and easy to navigate. A better ‘User experience’!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3594. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3595. &lt;br /&gt;&lt;/div&gt;
  3596. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot;&gt;
  3597. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;In addition I rarely find any actual
  3598. auditing of the benefits of much accessibility technology. It is a
  3599. multi-million pound industry with a lot of ‘box-shifting’.&lt;br /&gt;
  3600. &lt;br /&gt;
  3601. &lt;i&gt;&lt;span style=&quot;background: white;&quot;&gt;‘Yes
  3602. dyslexia has a little higher profile now but in the main it’s a quite negative
  3603. profile that focuses on what we do struggle to do. But we are just like
  3604. everyone else out there in the non dyslexic world. We do struggle with some
  3605. things but we can excel in others. Dyslexia is a difference not a disability
  3606. and it’s a difference that needs to be embraced, nurtured and encouraged from
  3607. day one in school&lt;/span&gt;&lt;/i&gt;&lt;span style=&quot;background: white;&quot;&gt;.’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  3608. &lt;div class=&quot;MsoListParagraphCxSpLast&quot;&gt;
  3609. &lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;Now this makes absolute
  3610. sense except that I actually think of dyslexia as being ‘many differences’ to take
  3611. a word from my true love…biology …it is truly ‘polymorphic’!&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 12.0pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3612. &lt;br /&gt;
  3613. &lt;/div&gt;
  3614. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/6904786521433036906/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/how-far-has-dyslexia-come-since-1970s.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6904786521433036906'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6904786521433036906'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/how-far-has-dyslexia-come-since-1970s.html' title='How far has dyslexia come since the 1970s?  '/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-7519861422123258417</id><published>2013-05-03T02:39:00.000-07:00</published><updated>2013-05-03T02:39:08.667-07:00</updated><title type='text'>Prisons, Font size, Character spacing, Colour, Examinations, slow reading, Dyslexia 300,000 sixteen year olds in the UK. Computer screens could change things.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  3615. &lt;br /&gt;
  3616. &lt;div class=&quot;MsoNormal&quot;&gt;
  3617. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;300,000 16 yr olds about to be told in the UK that they
  3618. are not as clever as the rest!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3619. &lt;div class=&quot;MsoNormal&quot;&gt;
  3620. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;300,000 16yr olds about to be told in the UK that they
  3621. are cleverer than the rest!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3622. &lt;div class=&quot;MsoNormal&quot;&gt;
  3623. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;300,000 16yr olds about to be told in the UK that they
  3624. are better than the rest!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3625. &lt;div class=&quot;MsoNormal&quot;&gt;
  3626. &lt;br /&gt;&lt;/div&gt;
  3627. &lt;div class=&quot;MsoNormal&quot;&gt;
  3628. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;But
  3629. what if the books they had read and the examinations they took were actually
  3630. accessible to them? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  3631. &lt;div class=&quot;MsoNormal&quot;&gt;
  3632. &lt;/div&gt;
  3633. &lt;ul style=&quot;text-align: left;&quot;&gt;
  3634. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Font
  3635. size,&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  3636. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Character
  3637. spacing,&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  3638. &lt;li&gt;&lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Background
  3639. colour,&lt;/span&gt;&lt;/b&gt;&lt;/li&gt;
  3640. &lt;/ul&gt;
  3641. &lt;br /&gt;
  3642.  
  3643.  
  3644.  
  3645.  
  3646. &lt;div class=&quot;MsoNormal&quot;&gt;
  3647. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  3648. &lt;div class=&quot;MsoNormal&quot;&gt;
  3649. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Would
  3650. things be different if the text was readable? With computer screens we could find out.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  3651. &lt;div class=&quot;MsoNormal&quot;&gt;
  3652. &lt;br /&gt;&lt;/div&gt;
  3653. &lt;div class=&quot;MsoNormal&quot;&gt;
  3654. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In the UK we are about to send around 600,000 of our 16
  3655. year olds into their examinations.&amp;nbsp; About
  3656. 300,000 will find those examinations a little too difficult to get high enough
  3657. grades to send them to the next level of education.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3658. &lt;div class=&quot;MsoNormal&quot;&gt;
  3659. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A large proportion of these will simply be &lt;b&gt;reading the questions too slowly&lt;/b&gt; to be
  3660. able to make sense of them well enough to answer them properly.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3661. &lt;div class=&quot;MsoNormal&quot;&gt;
  3662. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;If you read the other pages of the blog, this will come
  3663. as no surprise.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3664. &lt;div class=&quot;MsoNormal&quot;&gt;
  3665. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The slow readers will, over their time in school have
  3666. learnt to know ‘their place’. They will have been placed in lower sets.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3667. &lt;div class=&quot;MsoNormal&quot;&gt;
  3668. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3669. &lt;div class=&quot;MsoNormal&quot;&gt;
  3670. &lt;/div&gt;
  3671. &lt;ul style=&quot;text-align: left;&quot;&gt;
  3672. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Been told they are lazier&lt;/span&gt;&lt;/li&gt;
  3673. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Should try harder&lt;/span&gt;&lt;/li&gt;
  3674. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Should pay more attention&lt;/span&gt;&lt;/li&gt;
  3675. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Write more neatly&lt;/span&gt;&lt;/li&gt;
  3676. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Write more&lt;/span&gt;&lt;/li&gt;
  3677. &lt;li&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Read more.&lt;/span&gt;&lt;/li&gt;
  3678. &lt;/ul&gt;
  3679. &lt;br /&gt;
  3680.  
  3681.  
  3682.  
  3683.  
  3684.  
  3685.  
  3686.  
  3687.  
  3688.  
  3689.  
  3690. &lt;div class=&quot;MsoNormal&quot;&gt;
  3691. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Many will have been so often told off or punished for the
  3692. difficulties they have experienced that they will have accepted that they not
  3693. really very clever, not really very intelligent and that they do not really
  3694. deserve to do very well.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3695. &lt;div class=&quot;MsoNormal&quot;&gt;
  3696. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3697. &lt;div class=&quot;MsoNormal&quot;&gt;
  3698. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Many will have become so alienated that they are regarded
  3699. as troublemakers and have been excluded from their schools on several occasions.
  3700. Some of the slowest readers will not even be taking the examinations. It has
  3701. all gone wrong!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3702. &lt;div class=&quot;MsoNormal&quot;&gt;
  3703. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3704. &lt;div class=&quot;MsoNormal&quot;&gt;
  3705. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Our prisons will fill with many of these slow readers.&amp;nbsp; The faster readers will treat them as a burden
  3706. on society.&amp;nbsp; They will often end upon
  3707. benefits and in our society they will be blamed for most things.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3708. &lt;div class=&quot;MsoNormal&quot;&gt;
  3709. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3710. &lt;div class=&quot;MsoNormal&quot;&gt;
  3711. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Sadly, they will die sooner than the fast readers, having
  3712. had less control of their lives. They will cost our health service more than
  3713. the fast readers.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3714. &lt;div class=&quot;MsoNormal&quot;&gt;
  3715. &lt;br /&gt;&lt;/div&gt;
  3716. &lt;div class=&quot;MsoNormal&quot;&gt;
  3717. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Of course the fast readers, who run the show, will make
  3718. sure that they are ‘helped’. They will be expected to fill in forms to claim their
  3719. benefits. Be expected to read the small print and of course have to ask for
  3720. help to claim.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3721. &lt;div class=&quot;MsoNormal&quot;&gt;
  3722. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;They will be sent official letters to explain their
  3723. rights and responsibilities, but be confused by the forms, finding them too
  3724. hard to read and make sense of.&amp;nbsp; So
  3725. perhaps they will find someone to read them for them. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3726. &lt;div class=&quot;MsoNormal&quot;&gt;
  3727. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3728. &lt;div class=&quot;MsoNormal&quot;&gt;
  3729. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Through life they will become more and more dependent on
  3730. the fast readers.&amp;nbsp; Not only will they
  3731. have been told their place but their experience will tell them again and again.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3732. &lt;div class=&quot;MsoNormal&quot;&gt;
  3733. &lt;br /&gt;&lt;/div&gt;
  3734. &lt;div class=&quot;MsoNormal&quot;&gt;
  3735. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Of course some of them will have got support in school.
  3736. Their abilities recognised despite their slow reading.&amp;nbsp; If they were lucky they would probably been
  3737. diagnosed as dyslexic or even Dyspraxic.&amp;nbsp;
  3738. They would have had supportive intervention. They will still read as
  3739. slowly but they will get more time, have probably been told that they are
  3740. gifted, not stupid.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3741. &lt;div class=&quot;MsoNormal&quot;&gt;
  3742. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3743. &lt;div class=&quot;MsoNormal&quot;&gt;
  3744. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This is more likely to happen when the parents are fast
  3745. readers and expect their children to achieve at high levels.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3746. &lt;div class=&quot;MsoNormal&quot;&gt;
  3747. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3748. &lt;div class=&quot;MsoNormal&quot;&gt;
  3749. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;If the parents were slow readers, then they are more
  3750. likely to ‘know their place’ accept………Often ‘take some of the blame’ rather
  3751. than look for a biological explanation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3752. &lt;div class=&quot;MsoNormal&quot;&gt;
  3753. &lt;br /&gt;&lt;/div&gt;
  3754. &lt;div class=&quot;MsoNormal&quot;&gt;
  3755. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;What a waste! How can we become a really inclusive
  3756. society if this institutionalised self perpetuating is just allowed to continue?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3757. &lt;div class=&quot;MsoNormal&quot;&gt;
  3758. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3759. &lt;div class=&quot;MsoNormal&quot;&gt;
  3760. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I see what happens if you enable people to read more
  3761. effectively.&amp;nbsp; They blossom and realise
  3762. they are as good and valuable as anybody, but underneath, they knew it really already,
  3763. but found it hard to prove.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3764. &lt;div class=&quot;MsoNormal&quot;&gt;
  3765. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3766. &lt;div class=&quot;MsoNormal&quot;&gt;
  3767. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;With computer screen technology it can now be done. It was not possible when I was young.&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  3768. &lt;div class=&quot;MsoNormal&quot;&gt;
  3769. &lt;br /&gt;&lt;/div&gt;
  3770. &lt;div class=&quot;MsoNormal&quot;&gt;
  3771. &lt;br /&gt;&lt;/div&gt;
  3772. &lt;/div&gt;
  3773. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/7519861422123258417/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/prisons-font-size-character-spacing.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/7519861422123258417'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/7519861422123258417'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/05/prisons-font-size-character-spacing.html' title='Prisons, Font size, Character spacing, Colour, Examinations, slow reading, Dyslexia 300,000 sixteen year olds in the UK. Computer screens could change things.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-5875494491839732993</id><published>2013-04-27T03:21:00.000-07:00</published><updated>2013-04-28T02:06:03.564-07:00</updated><title type='text'>More on unsteady images,  reading speed, dyslexia, dyspraxia and working memory</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  3774. &lt;br /&gt;
  3775. &lt;div class=&quot;MsoNormal&quot;&gt;
  3776. &lt;br /&gt;&lt;/div&gt;
  3777. &lt;div class=&quot;MsoNormal&quot;&gt;
  3778. &lt;/div&gt;
  3779. &lt;div class=&quot;MsoNormal&quot;&gt;
  3780. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Unsteady images are possibly major
  3781. contributor to the difficulties in reading development and hence in dyslexia and
  3782. probably in the ‘development of IQ’. In that if your system is finding it
  3783. difficult, taking longer before if it manages it, to create a steady image, then that
  3784. will be putting more&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;computing
  3785. demand on your brain for each ‘unit of look’/fixation.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3786. &lt;div class=&quot;MsoNormal&quot;&gt;
  3787. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Also in my
  3788. previous post on unsteady images&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;b&gt;&lt;span style=&quot;background: white;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/ccqzbxw&quot;&gt;http://tinyurl.com/ccqzbxw&lt;/a&gt;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;background: white;&quot;&gt;, is the idea that to ‘see a letter /word&amp;nbsp;we ‘process several
  3789. distinct images, in the first 50ms ( I am uncertain about how many milliseconds), and then coordinate them to produce a single intra-fixation image.&lt;/span&gt;&lt;/span&gt;&lt;br /&gt;
  3790. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;span style=&quot;background: white;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;
  3791. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;span style=&quot;background: white;&quot;&gt;Also by inference we acdtually process and coordinate spatially several of these intra-fixation images within each fixation , this in a way is the &#39;perceptual span&#39;.&lt;/span&gt;&lt;/span&gt;&lt;br /&gt;
  3792. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;span style=&quot;background: white;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;
  3793. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;span style=&quot;background: white;&quot;&gt;This would mean that.....&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  3794. &lt;div class=&quot;MsoNormal&quot;&gt;
  3795. &lt;br /&gt;
  3796. &lt;br /&gt;&lt;/div&gt;
  3797. &lt;ul type=&quot;disc&quot;&gt;
  3798. &lt;li class=&quot;MsoNormal&quot;&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;the
  3799.     more unstable the fixation of the eye the smaller the amount of visual
  3800.     data collect within the fixation.&lt;/span&gt;&lt;span style=&quot;font-size: 12.0pt;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/li&gt;
  3801. &lt;li class=&quot;MsoNormal&quot;&gt;&lt;span style=&quot;background: white; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;The
  3802.     more saccades will be needed to acquire spatial data about a visual scene.
  3803.     More computing power, memory, demand from you central executive is needed
  3804.     for a particular visual task.&lt;/span&gt;&lt;/li&gt;
  3805. &lt;li class=&quot;MsoNormal&quot;&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;If for example
  3806.     we think of &amp;nbsp;a multisyllable word&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&amp;nbsp;as
  3807.     a visual scene , then the more unstable the fixation the more computing
  3808.     /brain power or memory will be needed to ‘see’ that whole.&lt;/span&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/li&gt;
  3809. &lt;/ul&gt;
  3810. &lt;div class=&quot;MsoNormal&quot;&gt;
  3811. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;I would suggest
  3812. that this would delay the development of what is referred to as ‘automaticity’
  3813. for that word.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3814. &lt;div class=&quot;MsoNormal&quot;&gt;
  3815. &lt;br /&gt;&lt;/div&gt;
  3816. &lt;div class=&quot;MsoNormal&quot;&gt;
  3817. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;We can&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&amp;nbsp;consider the Coltheart Dual
  3818. Route model of reading&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&amp;nbsp;&lt;b&gt;(DRC)&lt;/b&gt;&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;a href=&quot;http://www.maccs.mq.edu.au/~ssaunder/DRC/&quot;&gt;http://www.maccs.mq.edu.au/~ssaunder/DRC/&lt;/a&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3819. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  3820. &lt;br /&gt;&lt;/div&gt;
  3821. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  3822. &lt;a href=&quot;http://4.bp.blogspot.com/-oGVUKxhap50/UXukv1qWftI/AAAAAAAAALc/UE07I7EkgRk/s1600/drc+with+arrows.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;207&quot; src=&quot;http://4.bp.blogspot.com/-oGVUKxhap50/UXukv1qWftI/AAAAAAAAALc/UE07I7EkgRk/s320/drc+with+arrows.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  3823. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  3824. &lt;br /&gt;&lt;/div&gt;
  3825. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  3826. &lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  3827. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  3828. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The automatic matching through the left hand
  3829. route, uses the orthographic data that will originate in the original mapped
  3830. visual scene of the word in the lexicon of the semantic system. Unstable&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;fixation will impact on this system,
  3831. reducing the probability of a word being held in store there.&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;This would force the more frequent use
  3832. of the grapheme-phoneme (decode/blend route).&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3833. &lt;div class=&quot;MsoNormal&quot;&gt;
  3834. &lt;br /&gt;&lt;/div&gt;
  3835. &lt;div class=&quot;MsoNormal&quot;&gt;
  3836. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The effect of
  3837. this would be a slower reading rate, reduced prosody and impact on the time
  3838. constraint aspects of working memory.&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;You
  3839. are more likely to have ‘forgotten’ the beginning of the sentence by the time
  3840. you have got to the end.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3841. &lt;div class=&quot;MsoNormal&quot;&gt;
  3842. &lt;br /&gt;&lt;/div&gt;
  3843. &lt;div class=&quot;MsoNormal&quot;&gt;
  3844. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;A further
  3845. consequence of this stress/demand ultimately on the central executive is that
  3846. there will be reduced attentional resources available and reduced resources for
  3847. accessing the long term memory constructs which the text being read impacts on.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3848. &lt;div class=&quot;MsoNormal&quot;&gt;
  3849. &lt;br /&gt;&lt;/div&gt;
  3850. &lt;div class=&quot;MsoNormal&quot;&gt;
  3851. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;This will be
  3852. most severe when the person is actively trying ‘to learn’ new ideas. Or trying
  3853. to test the validity existing mental constructs against the new
  3854. information/data/ mental constructs which the text is introducing them to.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3855. &lt;div class=&quot;MsoNormal&quot;&gt;
  3856. &lt;br /&gt;&lt;/div&gt;
  3857. &lt;div class=&quot;MsoNormal&quot;&gt;
  3858. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;Any aspect of
  3859. the visual system/phonological system which reduces the number characters per
  3860. fixation is likely to slow down reading and hence negatively impact study
  3861. reading performance, self image…………….&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3862. &lt;div class=&quot;MsoNormal&quot;&gt;
  3863. &lt;br /&gt;&lt;/div&gt;
  3864. &lt;div class=&quot;MsoNormal&quot;&gt;
  3865. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;If we look again
  3866. at the&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;b&gt;DRC,&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/b&gt;there are three obvious points
  3867. where phonological processing impacts on the model (The black arrows.) and one
  3868. where the initially the auditory processing&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;speed will have an impact ( the green
  3869. arrow). I say this about the auditory processing aspect because,&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&amp;nbsp;auditory prompting of a visual
  3870. image appears to enable more rapid identification of the image. Also the
  3871. converse, auditory processing in the hearing impaired is enabled by the visual
  3872. , lip reading.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3873. &lt;div class=&quot;MsoNormal&quot;&gt;
  3874. &lt;br /&gt;&lt;/div&gt;
  3875. &lt;div class=&quot;MsoNormal&quot;&gt;
  3876. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;At a different
  3877. scale, we can look at the way uncorrected ophthalmic problems can give rise t a
  3878. similar reduction in the number of characters processed per fixation.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3879. &lt;div class=&quot;MsoNormal&quot;&gt;
  3880. &lt;br /&gt;&lt;/div&gt;
  3881. &lt;div class=&quot;MsoNormal&quot;&gt;
  3882. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;If a person is
  3883. myopic ( short sighted) and it is not corrected then they will read more slowly
  3884. from a blackboard /whiteboard than from a book in a&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;classroom or lecture theatre.&amp;nbsp;&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;They are more likely to be disciplined
  3885. for copying, or having poor attention.. I will develop that idea in another
  3886. post.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3887. &lt;div class=&quot;MsoNormal&quot;&gt;
  3888. &lt;br /&gt;&lt;/div&gt;
  3889. &lt;div class=&quot;MsoNormal&quot;&gt;
  3890. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;If a person is&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;span style=&quot;background: white;&quot;&gt;hyperopic
  3891. (long sighted) then similar problems arise but the other way around. They will
  3892. have problems, be slower reading close up and become easily distracted or lose
  3893. attention when close up than in class work from a board.&lt;u1:p&gt;&lt;/u1:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3894. &lt;div class=&quot;MsoNormal&quot;&gt;
  3895. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;
  3896. &lt;!--[if !supportLineBreakNewLine]--&gt;&lt;br /&gt;
  3897. &lt;!--[endif]--&gt;&lt;span style=&quot;font-size: 13.5pt; line-height: 115%;&quot;&gt;&lt;/span&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3898. &lt;div class=&quot;MsoNormal&quot;&gt;
  3899. &lt;br /&gt;
  3900. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3901. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;The often unconsidered problem is
  3902. with astigmatisms. This is where focussing on a horizontal line may be slower
  3903. than on a vertical line.&amp;nbsp;&amp;nbsp;Refocussing will be taking place during a
  3904. fixation, processing will be slowed down. The more severe to astigmatism the
  3905. slower. But the person will usually still be able to read at near and at
  3906. distance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3907. &lt;u1:p&gt;&lt;/u1:p&gt;&lt;u2:p&gt;&lt;/u2:p&gt;
  3908.  
  3909. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3910. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;&lt;br /&gt;
  3911. &lt;br /&gt;
  3912. &lt;!--[if !supportLineBreakNewLine]--&gt;&lt;br /&gt;
  3913. &lt;!--[endif]--&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3914. &lt;u2:p&gt;&lt;/u2:p&gt;
  3915.  
  3916. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3917. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;I have not considered so far the
  3918. impact of the reality that most people use two eyes when reading. If one eye is
  3919. different to the other, the visual system ‘can choose’ to suppress one eye when
  3920. you read. Normally it will be the one which gives you the most characters per
  3921. fixation (usually best at focussing on the image).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3922. &lt;u1:p&gt;&lt;/u1:p&gt;&lt;u2:p&gt;&lt;/u2:p&gt;
  3923.  
  3924. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3925. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;&lt;br /&gt;
  3926. &lt;br /&gt;
  3927. &lt;!--[if !supportLineBreakNewLine]--&gt;&lt;br /&gt;
  3928. &lt;!--[endif]--&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3929. &lt;u2:p&gt;&lt;/u2:p&gt;
  3930.  
  3931. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3932. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;The reality of course is that may
  3933. mean one eye for reading a book and writing ( you read as you
  3934. write)&amp;nbsp;&amp;nbsp;and the other on a&amp;nbsp;&amp;nbsp;blackboard etc..&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3935. &lt;u1:p&gt;&lt;/u1:p&gt;&lt;u2:p&gt;&lt;/u2:p&gt;
  3936.  
  3937. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3938. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;&lt;br /&gt;
  3939. &lt;br /&gt;
  3940. &lt;!--[if !supportLineBreakNewLine]--&gt;&lt;br /&gt;
  3941. &lt;!--[endif]--&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3942. &lt;u2:p&gt;&lt;/u2:p&gt;
  3943.  
  3944. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3945. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;It may be that the system finds
  3946. managing the direction of two eyes at once more difficult than simply managing
  3947. one eye. It will suppress one eye.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3948. &lt;u1:p&gt;&lt;/u1:p&gt;&lt;u2:p&gt;&lt;/u2:p&gt;
  3949.  
  3950. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3951. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;If not then the image will move
  3952. in an obvious way which you perceive. Oscillopsia as the system switches
  3953. attention between the two eyes.( close alternate eyes quickly as you read this
  3954. if you want confirmation of this effect).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3955. &lt;u2:p&gt;&lt;/u2:p&gt;
  3956.  
  3957. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3958. &lt;br /&gt;&lt;/div&gt;
  3959. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3960. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;If an eye is suppressed for any
  3961. reason it is of course still functioning and moving around collecting data.
  3962. Just subliminally! You will not be aware of it.&amp;nbsp;&amp;nbsp;But of an image on
  3963. the retina of your ‘roving’ eye moves cross the retina, it is likely that you
  3964. system will switch attention to that eye and you will suddenly be aware of the
  3965. image of that eye and lose the image in the eye you were using.&amp;nbsp;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3966. &lt;u2:p&gt;&lt;/u2:p&gt;
  3967.  
  3968. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3969. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;All these problems will create
  3970. attention management problems. And we can see here links with the symptoms of
  3971. ADD and ADHD.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3972. &lt;u1:p&gt;&lt;/u1:p&gt;&lt;u2:p&gt;&lt;/u2:p&gt;
  3973.  
  3974. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3975. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;&lt;br /&gt;
  3976. &lt;br /&gt;
  3977. &lt;!--[if !supportLineBreakNewLine]--&gt;&lt;br /&gt;
  3978. &lt;!--[endif]--&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3979. &lt;u2:p&gt;&lt;/u2:p&gt;
  3980.  
  3981. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3982. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 13.5pt;&quot;&gt;This roving eye is also likely to
  3983. be pulling the other eye off its intended target, because of the way the
  3984. movement mechanisms of the two eyes are linked or ‘yoked’ together. This is
  3985. likely to increase the difficulties in creating the steady images from the
  3986. reading eye again limiting the number of characters per fixation with the
  3987. effects of heightened demand on the central executive and resources available
  3988. for working memory.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3989. &lt;u1:p&gt;&lt;/u1:p&gt;&lt;u2:p&gt;&lt;/u2:p&gt;&lt;/div&gt;
  3990. &lt;/div&gt;
  3991. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/5875494491839732993/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/more-on-unsteady-images-reading-speed.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/5875494491839732993'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/5875494491839732993'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/more-on-unsteady-images-reading-speed.html' title='More on unsteady images,  reading speed, dyslexia, dyspraxia and working memory'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://4.bp.blogspot.com/-oGVUKxhap50/UXukv1qWftI/AAAAAAAAALc/UE07I7EkgRk/s72-c/drc+with+arrows.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-5267747306291712114</id><published>2013-04-27T02:20:00.001-07:00</published><updated>2013-04-27T02:20:53.736-07:00</updated><title type='text'>Pretending you have got to the bottom of the page when sharing a book!</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  3992. &lt;br /&gt;
  3993. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3994. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Pretending you have got to the bottom of the page when sharing a book!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3995. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3996. &lt;br /&gt;&lt;/div&gt;
  3997. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  3998. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Thousands of the students I have seen have had the common experience of sharing a book with someone at school and having to pretend to have finished when the other person asks...&#39;Have you finished yet?&#39;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  3999. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4000. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;We rarely admit when we haven&#39;t! But we do wonder how on earth the other person got to the end so fast! Sometimes when we had hardly got a quarter of the way down the page.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4001. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4002. &lt;br /&gt;&lt;/div&gt;
  4003. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4004. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;The strange thing is that no one ever talks about it. When the teacher said.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4005. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4006. &lt;br /&gt;&lt;/div&gt;
  4007. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4008. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&#39;It will only take 20 minutes to read the chapter for homework.’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4009. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4010. &lt;br /&gt;&lt;/div&gt;
  4011. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4012. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;What they really meant was&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4013. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4014. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&#39;It only took me 20 minutes&#39; to read it!’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4015. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4016. &lt;br /&gt;&lt;/div&gt;
  4017. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4018. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Most people took ages to do the reading. At a study at a local College we found that the reading speed for straightforward text, nothing complicated ranged from 117 to 470 words per minute!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4019. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4020. &lt;br /&gt;&lt;/div&gt;
  4021. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4022. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;The people who were the slowest were the people who had the lowest qualifications!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4023. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4024. &lt;br /&gt;&lt;/div&gt;
  4025. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4026. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;But that was reading on white. Things were different when the screen colour was set up for them... personalised.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4027. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4028. &lt;br /&gt;&lt;/div&gt;
  4029. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4030. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;One person this week went from 210 words each minute to over 700 words per minute. Quite exceptional.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4031. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4032. &lt;br /&gt;&lt;/div&gt;
  4033. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4034. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;There is nothing natural about reading on a white screen or white paper. But a lot of good readers on white find it really difficult and slower if they have to read on another colour!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4035. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4036. &lt;br /&gt;&lt;/div&gt;
  4037. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4038. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Font size is another factor. Most books in schools and colleges are printed in the equivalent of font size 10 or 11.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4039. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4040. &lt;br /&gt;&lt;/div&gt;
  4041. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4042. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;When testing the students, most read best on fonts of 13 plus.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4043. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4044. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Try it yourself.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4045. &lt;div style=&quot;margin-bottom: .0001pt; margin: 0cm;&quot;&gt;
  4046. &lt;br /&gt;&lt;/div&gt;
  4047. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4048. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;One student at Lincoln University needed a font of 35! he didn’t have an eyesight problem, no need for glasses. He just needed a big font. Some people feet need big shoes for them to walk fast!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4049. &lt;div style=&quot;margin: 0cm 0cm 0.0001pt;&quot;&gt;
  4050. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Perhaps websites ought to start with a larger font and then people reduce the size if they want to? E A Draffen at Southampton University I am sure would agree with this.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;br /&gt;
  4051. &lt;div&gt;
  4052. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4053. &lt;/div&gt;
  4054. &lt;div class=&quot;MsoNormal&quot;&gt;
  4055. &lt;/div&gt;
  4056. &lt;/div&gt;
  4057. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/5267747306291712114/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/pretending-you-have-got-to-bottom-of.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/5267747306291712114'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/5267747306291712114'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/pretending-you-have-got-to-bottom-of.html' title='Pretending you have got to the bottom of the page when sharing a book!'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-6921519525541802005</id><published>2013-04-22T14:54:00.001-07:00</published><updated>2013-04-22T14:54:21.968-07:00</updated><title type='text'>Eyes, eye movement, fonts and reading fluency</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  4058. &lt;br /&gt;
  4059. &lt;div class=&quot;MsoNormal&quot;&gt;
  4060. &lt;br /&gt;&lt;/div&gt;
  4061. &lt;div class=&quot;MsoNormal&quot;&gt;
  4062. &lt;/div&gt;
  4063. &lt;div class=&quot;MsoNormal&quot;&gt;
  4064. &lt;br /&gt;&lt;/div&gt;
  4065. &lt;div class=&quot;MsoNormal&quot;&gt;
  4066. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; letter-spacing: 1.0pt; line-height: 115%;&quot;&gt;What gets in the way of reading text
  4067. aloud as if you are just talking about the ideas?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4068. &lt;div class=&quot;MsoNormal&quot;&gt;
  4069. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; letter-spacing: 1.0pt; line-height: 115%;&quot;&gt;Or why do some people sound boring
  4070. when they read!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4071. &lt;div class=&quot;MsoNormal&quot;&gt;
  4072. &lt;br /&gt;&lt;/div&gt;
  4073. &lt;div class=&quot;MsoNormal&quot;&gt;
  4074. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; letter-spacing: 1.0pt; line-height: 115%;&quot;&gt;A brief list of ideas that we need
  4075. to understand if we wish to see the dyslexia elephant more clearly&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4076. &lt;div class=&quot;MsoNormal&quot;&gt;
  4077. &lt;br /&gt;&lt;/div&gt;
  4078. &lt;div class=&quot;MsoNormal&quot;&gt;
  4079. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; letter-spacing: 1.0pt; line-height: 115%;&quot;&gt;Reading funny stories should be
  4080. funny.&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt; &lt;a href=&quot;http://tinyurl.com/d8hvt58&quot;&gt;http://tinyurl.com/d8hvt58&lt;/a&gt;&amp;nbsp; but people who read slowly often do not find
  4081. them funny. Also listening to a slow reader, reading a funny story is usually
  4082. not very funny. The humour is lost.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  4083. &lt;div class=&quot;MsoNormal&quot;&gt;
  4084. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; letter-spacing: 1.0pt; line-height: 115%;&quot;&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;/div&gt;
  4085. &lt;div class=&quot;MsoNormal&quot;&gt;
  4086. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The timing is poor, the stress on the words
  4087. inappropriate, they often ignore the punctuation. It is as if they are not
  4088. aware of the syntax.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4089. &lt;div class=&quot;MsoNormal&quot;&gt;
  4090. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;BUT… they often make good comedians, stand up
  4091. comics. In the classroom they are often the class comedian!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4092. &lt;div class=&quot;MsoNormal&quot;&gt;
  4093. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4094. &lt;div class=&quot;MsoNormal&quot;&gt;
  4095. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;They often play music but find reading the music
  4096. really difficult or simply they cannot.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4097. &lt;div class=&quot;MsoNormal&quot;&gt;
  4098. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4099. &lt;div class=&quot;MsoNormal&quot;&gt;
  4100. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4101. &lt;div class=&quot;MsoNormal&quot;&gt;
  4102. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;So possible conclusions are……&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4103. &lt;div class=&quot;MsoNormal&quot;&gt;
  4104. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Slow readers do not have a problem with complex
  4105. phonological output!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4106. &lt;div class=&quot;MsoNormal&quot;&gt;
  4107. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Slow readers do (may) not have a problem with
  4108. phonological processing speed, unless it is dependent on the visual processing
  4109. of text to start with.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4110. &lt;div class=&quot;MsoNormal&quot;&gt;
  4111. &lt;br /&gt;&lt;/div&gt;
  4112. &lt;div class=&quot;MsoNormal&quot;&gt;
  4113. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;So I will explore the relationship between reading
  4114. speed and the quality of the reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4115. &lt;div class=&quot;MsoNormal&quot;&gt;
  4116. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4117. &lt;div class=&quot;MsoNormal&quot;&gt;
  4118. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;This is a list of ideas that should be raken into account. To be examined in more detail another day.&lt;/span&gt;&lt;/div&gt;
  4119. &lt;div class=&quot;MsoNormal&quot;&gt;
  4120. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4121. &lt;div class=&quot;MsoNormal&quot;&gt;
  4122. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Fluent readers read faster than slow readers.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4123. &lt;div class=&quot;MsoNormal&quot;&gt;
  4124. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4125. &lt;div class=&quot;MsoNormal&quot;&gt;
  4126. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Slow readers can read fluently.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4127. &lt;div class=&quot;MsoNormal&quot;&gt;
  4128. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4129. &lt;div class=&quot;MsoNormal&quot;&gt;
  4130. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Fluent readers can read slowly.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4131. &lt;div class=&quot;MsoNormal&quot;&gt;
  4132. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4133. &lt;div class=&quot;MsoNormal&quot;&gt;
  4134. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Fluent readers see more words per fixation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4135. &lt;div class=&quot;MsoNormal&quot;&gt;
  4136. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4137. &lt;div class=&quot;MsoNormal&quot;&gt;
  4138. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Fluent readers read more complex text more slowly.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4139. &lt;div class=&quot;MsoNormal&quot;&gt;
  4140. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4141. &lt;div class=&quot;MsoNormal&quot;&gt;
  4142. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The speed of reading (in alphabetic scripts) is
  4143. dependent on how many letters your eyes can ‘see (process) at the same time’… Facoetti.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4144. &lt;div class=&quot;MsoNormal&quot;&gt;
  4145. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4146. &lt;div class=&quot;MsoNormal&quot;&gt;
  4147. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The number of letters you can see at the same time
  4148. depends on crowding effects (character proximity)…Facoetti&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4149. &lt;div class=&quot;MsoNormal&quot;&gt;
  4150. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4151. &lt;div class=&quot;MsoNormal&quot;&gt;
  4152. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The reading speed depends on visual attention span….
  4153. Valdois&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4154. &lt;div class=&quot;MsoNormal&quot;&gt;
  4155. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4156. &lt;div class=&quot;MsoNormal&quot;&gt;
  4157. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The visual attention span depends on reading
  4158. fluency.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4159. &lt;div class=&quot;MsoNormal&quot;&gt;
  4160. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4161. &lt;div class=&quot;MsoNormal&quot;&gt;
  4162. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Perceptual span depends on reading
  4163. experience/automaticity&lt;/span&gt;&lt;/div&gt;
  4164. &lt;div class=&quot;MsoNormal&quot;&gt;
  4165. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4166. &lt;div class=&quot;MsoNormal&quot;&gt;
  4167. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Perceptual span depends on the novelty of the
  4168. syntax.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4169. &lt;div class=&quot;MsoNormal&quot;&gt;
  4170. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4171. &lt;div class=&quot;MsoNormal&quot;&gt;
  4172. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Perceptual span depends on the complexity of the
  4173. text.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4174. &lt;div class=&quot;MsoNormal&quot;&gt;
  4175. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4176. &lt;div class=&quot;MsoNormal&quot;&gt;
  4177. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;In alphabetic languages the syntax is explicit in
  4178. the word sequence&lt;/span&gt;&lt;/div&gt;
  4179. &lt;div class=&quot;MsoNormal&quot;&gt;
  4180. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4181. &lt;div class=&quot;MsoNormal&quot;&gt;
  4182. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;In an ideographic language the syntax is sort of implicit
  4183. in the word&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  4184. &lt;div class=&quot;MsoNormal&quot;&gt;
  4185. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;sequence and often a product of review or parsing after first reading
  4186. pass of a sentence.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4187. &lt;div class=&quot;MsoNormal&quot;&gt;
  4188. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4189. &lt;div class=&quot;MsoNormal&quot;&gt;
  4190. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;In ideographic languages all character spaces are
  4191. equal. There are no character spaces indicative of word endings/beginnings.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4192. &lt;div class=&quot;MsoNormal&quot;&gt;
  4193. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4194. &lt;div class=&quot;MsoNormal&quot;&gt;
  4195. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;In alphabetic languages reading speed/fluency is
  4196. reduced if word space is the same as character space.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4197. &lt;div class=&quot;MsoNormal&quot;&gt;
  4198. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4199. &lt;div class=&quot;MsoNormal&quot;&gt;
  4200. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Recent work is investigating the introduction of
  4201. word spacing into simplified Chinese.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4202. &lt;div class=&quot;MsoNormal&quot;&gt;
  4203. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4204. &lt;div class=&quot;MsoNormal&quot;&gt;
  4205. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Dyslexia (as defined in cultures using alphabetic
  4206. languages) appears to be rarer when the first language is ideographic.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4207. &lt;div class=&quot;MsoNormal&quot;&gt;
  4208. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4209. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4210. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Dyslexic people appear to
  4211. read more slowly (and be less fluent) when reading text which has been
  4212. justified.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4213. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4214. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;…………………………………………………………………………………..&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4215. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4216. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;In alphabetic languages
  4217. reading speed/fluency is reduced if word space is the same as character space. Dyslexia
  4218. (as defined in cultures using alphabetic languages) appears to be rarer when
  4219. the first language is ideographic. Dyslexic people appear to read more slowly (and
  4220. be less fluent) when reading text which has been justified.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4221. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4222. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;……………………………………………………………………………………&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4223. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4224. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4225. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4226. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;In the justified text above the
  4227. letter spacings are more varied than none justified.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4228. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4229. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4230. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4231. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;When a person is used to a particular
  4232. font there is likely to be information concerning letter spacing variables
  4233. built into the algorithm to read that font. Changing the font to a new font
  4234. will give rise to a need for more spatial processing by the cortex and slow
  4235. reading down initially.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4236. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4237. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4238. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4239. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Reading speed development is
  4240. faster in transparent (phonically consistent alphabetic languages) languages
  4241. compared with opaque languages.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4242. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4243. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4244. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4245. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Dyslexia is rarer in countries
  4246. with transparent languages.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4247. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4248. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4249. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4250. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;China has introduced pinyin
  4251. as an alphabetic transparent language with word spacings.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4252. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4253. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4254. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4255. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Saccades during fixation use
  4256. visual data from perifoveal and peripheral retinal data.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4257. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4258. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4259. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4260. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Crowding effects become
  4261. greater as you move away from the fovea.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4262. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4263. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4264. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4265. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The cone cells become larger
  4266. as you move away from the fovea&lt;/span&gt;&lt;/div&gt;
  4267. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4268. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4269. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4270. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Spatial data becomes coarser
  4271. as you move away from the fovea.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4272. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4273. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4274. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4275. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Crowding is initially reduced
  4276. as font size is increased particularly critical in the perifovea and periphery.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4277. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4278. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4279. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4280. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;According to some reading
  4281. theory, the number of saccades needed and hence the length of the saccades
  4282. depends on the rate of grapheme-phoneme matching as the image becomes eccentric
  4283. to the fovea.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4284. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4285. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4286. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4287. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;For multi word fixations the
  4288. grapheme-phoneme match of the next word in the word sequence needs to take
  4289. place before the burst neurones instruct the occulomotor muscles to
  4290. ballistically move the eyes so that the image of the centre of attention needed
  4291. next word is focussed on the centre of the fovea&lt;/span&gt;&lt;/div&gt;
  4292. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4293. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4294. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4295. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;This aborted saccade response
  4296. will repeat until the grapheme-phoneme match takes longer than the saccade
  4297. calculation and instruction process.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4298. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4299. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4300. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4301. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The rate of grapheme-phoneme matching
  4302. depends on the&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  4303. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: justify;&quot;&gt;
  4304. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;…&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4305. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4306. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;1.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The
  4307. frequency of exposure to the word to be matched. (new words and non words take
  4308. longer)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4309. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4310. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4311. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4312. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;2.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The
  4313. eccentricity of the image from the centre of the fovea.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4314. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4315. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4316. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4317. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;3.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The
  4318. diameter of the fovea.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4319. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4320. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4321. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4322. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;4.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The
  4323. size of the cones in the fovea.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4324. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4325. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4326. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4327. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;5.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;The
  4328. rate of image creation in the ‘mind’&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4329. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4330. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4331. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4332. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;most of this is about integrating spatial and temporal data..&lt;/span&gt;&lt;/div&gt;
  4333. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4334. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4335. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4336. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;Please add more to the list in comments,&lt;/span&gt;&lt;/div&gt;
  4337. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4338. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4339. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;&quot;&gt;
  4340. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; letter-spacing: 1pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4341. &lt;br /&gt;
  4342. &lt;/div&gt;
  4343. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/6921519525541802005/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/eyes-eye-movement-fonts-and-reading.html#comment-form' title='1 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6921519525541802005'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/6921519525541802005'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/eyes-eye-movement-fonts-and-reading.html' title='Eyes, eye movement, fonts and reading fluency'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>1</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-7612900449082020867</id><published>2013-04-20T03:54:00.001-07:00</published><updated>2013-04-20T03:54:20.200-07:00</updated><title type='text'>Unsteady images / blurring /letter spacing effects. Possible reasons.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  4344. &lt;br /&gt;
  4345. &lt;div class=&quot;MsoNormal&quot;&gt;
  4346. &lt;br /&gt;&lt;/div&gt;
  4347. &lt;div class=&quot;MsoNormal&quot;&gt;
  4348. &lt;/div&gt;
  4349. &lt;div class=&quot;MsoNormal&quot;&gt;
  4350. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Reading
  4351. performance and visual processing: What appears to happen in the first 50ms of
  4352. you seeing a word? &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  4353. &lt;div class=&quot;MsoNormal&quot;&gt;
  4354. &lt;br /&gt;&lt;/div&gt;
  4355. &lt;div class=&quot;MsoNormal&quot;&gt;
  4356. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Recently I took part in a pilot study looking at crowding
  4357. and ‘colour’. Further study will start again this summer.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4358. &lt;div class=&quot;MsoNormal&quot;&gt;
  4359. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I learnt a great deal from this initial study. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4360. &lt;div class=&quot;MsoNormal&quot;&gt;
  4361. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It required the ‘subject’ to look at a computer screen
  4362. and then a letter T would appear.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4363. &lt;div class=&quot;MsoNormal&quot;&gt;
  4364. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The T would be upright, upside down, laying to its right
  4365. or laying to its left; as below.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4366. &lt;div class=&quot;MsoNormal&quot;&gt;
  4367. &lt;br /&gt;&lt;/div&gt;
  4368. &lt;div class=&quot;MsoNormal&quot;&gt;
  4369. &lt;br /&gt;&lt;/div&gt;
  4370. &lt;div class=&quot;MsoNormal&quot;&gt;
  4371. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4372. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  4373. &lt;a href=&quot;http://3.bp.blogspot.com/-wKEVWGhBpNY/UXJyE7Mlv1I/AAAAAAAAAK0/UDz4IX8E-ms/s1600/Ts.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://3.bp.blogspot.com/-wKEVWGhBpNY/UXJyE7Mlv1I/AAAAAAAAAK0/UDz4IX8E-ms/s1600/Ts.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  4374. &lt;o:p&gt;&lt;/o:p&gt;&lt;br /&gt;
  4375.  
  4376.  
  4377. &lt;div class=&quot;MsoNormal&quot;&gt;
  4378. &lt;br /&gt;&lt;/div&gt;
  4379. &lt;div class=&quot;MsoNormal&quot;&gt;
  4380. &lt;br /&gt;&lt;/div&gt;
  4381. &lt;div class=&quot;MsoNormal&quot;&gt;
  4382. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The letter was displayed for 50ms and then had to decide
  4383. which way round it was.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4384. &lt;div class=&quot;MsoNormal&quot;&gt;
  4385. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;What I did not expect was that I would ‘see’ or ‘perceive’
  4386. four or five letters from that 50ms. As below.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4387. &lt;div class=&quot;MsoNormal&quot;&gt;
  4388. &lt;br /&gt;&lt;/div&gt;
  4389. &lt;div class=&quot;MsoNormal&quot;&gt;
  4390. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  4391. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  4392. &lt;i&gt;&lt;a href=&quot;http://4.bp.blogspot.com/-gNeBU7h-i7s/UXJydwlqq8I/AAAAAAAAALA/D7riJz1UdEY/s1600/multiple+Ts.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://4.bp.blogspot.com/-gNeBU7h-i7s/UXJydwlqq8I/AAAAAAAAALA/D7riJz1UdEY/s1600/multiple+Ts.JPG&quot; /&gt;&lt;/a&gt;&lt;/i&gt;&lt;/div&gt;
  4393. &lt;br /&gt;
  4394. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  4395. &lt;i&gt;&lt;br /&gt;&lt;/i&gt;&lt;/div&gt;
  4396. &lt;i&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/i&gt;&lt;br /&gt;
  4397.  
  4398.  
  4399. &lt;div class=&quot;MsoNormal&quot;&gt;
  4400. &lt;br /&gt;&lt;/div&gt;
  4401. &lt;div class=&quot;MsoNormal&quot;&gt;
  4402. &lt;br /&gt;&lt;/div&gt;
  4403. &lt;div class=&quot;MsoNormal&quot;&gt;
  4404. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;During the 50ms, of course my eye was moving relative to
  4405. the screen, as a result of muscle tremor in the eye muscles, neck muscles and
  4406. back muscles.&amp;nbsp; I had seen this movement in
  4407. the eyetracking, but not appreciated its importance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4408. &lt;div class=&quot;MsoNormal&quot;&gt;
  4409. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4410. &lt;div class=&quot;MsoNormal&quot;&gt;
  4411. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;My visual system was recording positions that I was
  4412. conscious of, as an overlapping image about every 10ms.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4413. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  4414. &lt;br /&gt;&lt;/div&gt;
  4415. &lt;div class=&quot;MsoNormal&quot;&gt;
  4416. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4417. &lt;div class=&quot;MsoNormal&quot;&gt;
  4418. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;So if we consider say a couple of words next to each
  4419. other. The visual data my brain was trying to cope with would be similar to
  4420. that below.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4421. &lt;div class=&quot;MsoNormal&quot;&gt;
  4422. &lt;br /&gt;&lt;/div&gt;
  4423. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  4424. &lt;a href=&quot;http://1.bp.blogspot.com/-VfcgR7JGE2I/UXJyO5q4uLI/AAAAAAAAAK4/EmbvDXmM5pA/s1600/multiple+dottoo.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://1.bp.blogspot.com/-VfcgR7JGE2I/UXJyO5q4uLI/AAAAAAAAAK4/EmbvDXmM5pA/s1600/multiple+dottoo.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  4425. &lt;div class=&quot;MsoNormal&quot;&gt;
  4426. &lt;br /&gt;&lt;/div&gt;
  4427. &lt;div class=&quot;MsoNormal&quot;&gt;
  4428. &lt;br /&gt;&lt;/div&gt;
  4429. &lt;div class=&quot;MsoNormal&quot;&gt;
  4430. &lt;br /&gt;&lt;/div&gt;
  4431. &lt;div class=&quot;MsoNormal&quot;&gt;
  4432. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The two words are actually&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4433. &lt;div class=&quot;MsoNormal&quot;&gt;
  4434. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4435. &lt;div class=&quot;MsoNormal&quot;&gt;
  4436. &lt;br /&gt;&lt;/div&gt;
  4437. &lt;div class=&quot;MsoNormal&quot;&gt;
  4438. &lt;br /&gt;&lt;/div&gt;
  4439. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  4440. &lt;a href=&quot;http://4.bp.blogspot.com/-71gT-ZUoX40/UXJygCMRmTI/AAAAAAAAALM/VQi67BpWTbo/s1600/dot+too.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://4.bp.blogspot.com/-71gT-ZUoX40/UXJygCMRmTI/AAAAAAAAALM/VQi67BpWTbo/s1600/dot+too.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  4441. &lt;br /&gt;
  4442.  
  4443.  
  4444. &lt;div class=&quot;MsoNormal&quot;&gt;
  4445. &lt;br /&gt;&lt;/div&gt;
  4446. &lt;div class=&quot;MsoNormal&quot;&gt;
  4447. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The gap between the words is obviously important to stop
  4448. the words over lapping allowing the system to identify it as two separate words...&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4449. &lt;div class=&quot;MsoNormal&quot;&gt;
  4450. &lt;br /&gt;&lt;/div&gt;
  4451. &lt;div class=&quot;MsoNormal&quot;&gt;
  4452. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Another experience was this. In setting up the
  4453. experiment, before I was aware of this effect, we had to decide on how many milliseconds
  4454. the letter T would appear on the screen for.&amp;nbsp;
  4455. At longer exposures I was NOT aware of several images. I perceived a
  4456. clear letter T.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4457. &lt;div class=&quot;MsoNormal&quot;&gt;
  4458. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4459. &lt;div class=&quot;MsoNormal&quot;&gt;
  4460. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;There were four of us in the pilot and it looked like
  4461. each person took longer for the brain to compute a clear steady image.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4462. &lt;div class=&quot;MsoNormal&quot;&gt;
  4463. &lt;br /&gt;&lt;/div&gt;
  4464. &lt;div class=&quot;MsoNormal&quot;&gt;
  4465. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;What has this got to do with the theories about the
  4466. origin of developmental dyslexia?&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4467. &lt;div class=&quot;MsoNormal&quot;&gt;
  4468. &lt;br /&gt;&lt;/div&gt;
  4469. &lt;div class=&quot;MsoNormal&quot;&gt;
  4470. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This was very much a visual experience which would limit
  4471. the phonological output.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4472. &lt;div class=&quot;MsoNormal&quot;&gt;
  4473. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4474. &lt;div class=&quot;MsoNormal&quot;&gt;
  4475. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It concerns the way in which the spatial information and
  4476. timing information about the image are computed by the brain.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4477. &lt;div class=&quot;MsoNormal&quot;&gt;
  4478. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4479. &lt;div class=&quot;MsoNormal&quot;&gt;
  4480. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;That is there are several competing images, collected in
  4481. sequence during a fixation, the relative position of which are a consequence of
  4482. small movements on the retina of the eye. These relative movements will be
  4483. caused by slight changes in muscle tone controlled by or as a result of signals
  4484. from the cerebellum.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4485. &lt;div class=&quot;MsoNormal&quot;&gt;
  4486. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4487. &lt;div class=&quot;MsoNormal&quot;&gt;
  4488. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The cerebellum is closely linked to the magnocellular
  4489. system and this phenomenon can easily be linked to motion processing
  4490. efficiency. Ideas developed by such as John Stein and Al Galaburda&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4491. &lt;div class=&quot;MsoNormal&quot;&gt;
  4492. &lt;br /&gt;&lt;/div&gt;
  4493. &lt;div class=&quot;MsoNormal&quot;&gt;
  4494. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;When the background settings were changed, the clarity/
  4495. singularity of the image appeared to change.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4496. &lt;div class=&quot;MsoNormal&quot;&gt;
  4497. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4498. &lt;div class=&quot;MsoNormal&quot;&gt;
  4499. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The nearby presence (and closeness) of other letters (crowding)
  4500. changed that perception of ‘singularity’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4501. &lt;div class=&quot;MsoNormal&quot;&gt;
  4502. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4503. &lt;div class=&quot;MsoNormal&quot;&gt;
  4504. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This fits closely into Facoetti’s ideas on visual
  4505. crowding and reading and Valdois’ ideas on visual attention span.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4506. &lt;div class=&quot;MsoNormal&quot;&gt;
  4507. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4508. &lt;div class=&quot;MsoNormal&quot;&gt;
  4509. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It also fits some of the ideas associated with the Meares-Irlen syndrome.&lt;/span&gt;&lt;/div&gt;
  4510. &lt;div class=&quot;MsoNormal&quot;&gt;
  4511. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4512. &lt;div class=&quot;MsoNormal&quot;&gt;
  4513. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;More work needs to be done.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4514. &lt;br /&gt;
  4515. &lt;/div&gt;
  4516. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/7612900449082020867/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/unsteady-images-blurring-letter-spacing.html#comment-form' title='3 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/7612900449082020867'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/7612900449082020867'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/unsteady-images-blurring-letter-spacing.html' title='Unsteady images / blurring /letter spacing effects. Possible reasons.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://3.bp.blogspot.com/-wKEVWGhBpNY/UXJyE7Mlv1I/AAAAAAAAAK0/UDz4IX8E-ms/s72-c/Ts.JPG" height="72" width="72"/><thr:total>3</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-4184225545748521821</id><published>2013-04-19T01:22:00.001-07:00</published><updated>2013-04-19T01:28:21.163-07:00</updated><title type='text'>Do we really decode words sequentially?</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  4517. &lt;br /&gt;
  4518. &lt;div class=&quot;MsoNormal&quot;&gt;
  4519. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 16.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;Do we really decode words sequentially? &lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  4520. &lt;div class=&quot;MsoNormal&quot;&gt;
  4521. &lt;u&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 16.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/u&gt;&lt;/div&gt;
  4522. &lt;div class=&quot;MsoNormal&quot;&gt;
  4523. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Visual word recognition. The first 250ms.Oxford-Kobe
  4524. Symposium on the neurobiology of reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4525. &lt;div class=&quot;MsoNormal&quot;&gt;
  4526. &lt;br /&gt;&lt;/div&gt;
  4527. &lt;div class=&quot;MsoNormal&quot;&gt;
  4528. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;One of the most interesting presentations at the
  4529. Symposium was the one by Piers Cornelissen. Cornelissen presented evidence from
  4530. MEG studies.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4531. &lt;div class=&quot;MsoNormal&quot;&gt;
  4532. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;These showed that there appears to be a direct
  4533. coupling/connection from visual areas of the cortex to the Left Inferior Frontal
  4534. Gyrus. (LIFG) during reading. The methods they used (Partial Directed Coherence
  4535. …PDC) shows the direction of communication of the link.&amp;nbsp; The visual areas sent information to the LIFG
  4536. in the first 130ms of the onset of the visual image.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4537. &lt;div class=&quot;MsoNormal&quot;&gt;
  4538. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The LIFG then has direct access to the part of the brain which
  4539. enables phonological output.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4540. &lt;div class=&quot;MsoNormal&quot;&gt;
  4541. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4542. &lt;div class=&quot;MsoNormal&quot;&gt;
  4543. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The activation of this part of the brain at the same time
  4544. as the Fusiform Gyrus suggests that the phonological output is independent of
  4545. the orthography in fluent readers.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4546. &lt;div class=&quot;MsoNormal&quot;&gt;
  4547. &lt;br /&gt;&lt;/div&gt;
  4548. &lt;div class=&quot;MsoNormal&quot;&gt;
  4549. &lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial; font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;‘Using brain imaging,
  4550. researchers showed that the speech motor areas of the brain (&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;a href=&quot;http://encyclopedia.thefreedictionary.com/Inferior+frontal+gyrus&quot;&gt;&lt;span style=&quot;color: black;&quot;&gt;inferior
  4551. frontal&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span class=&quot;highlight&quot;&gt;&lt;span style=&quot;background: yellow; color: black; text-decoration: none; text-underline: none;&quot;&gt;gyrus&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;) were active at the same time (after a seventh of a second)
  4552. as the&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;a href=&quot;http://www.thefreedictionary.com/orthographic&quot;&gt;&lt;span style=&quot;color: black;&quot;&gt;orthographic&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&amp;nbsp;word-form was being resolved within a brain
  4553. region called the&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;a href=&quot;http://medical-dictionary.thefreedictionary.com/fusiform+gyrus&quot;&gt;&lt;span style=&quot;color: black;&quot;&gt;fusiform&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;span class=&quot;highlight&quot;&gt;&lt;span style=&quot;background: yellow; color: black; text-decoration: none; text-underline: none;&quot;&gt;gyrus&lt;/span&gt;&lt;/span&gt;&lt;/a&gt;’&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;.&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;br /&gt;
  4554. &lt;br /&gt;
  4555. &lt;span style=&quot;background: white;&quot;&gt;The finding challenges the conventional view of a
  4556. temporally serial processing sequence for reading in which letter forms are
  4557. initially decoded, interact with their&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;&lt;a href=&quot;http://www.thefreedictionary.com/phonological&quot;&gt;&lt;span style=&quot;color: black;&quot;&gt;phonological&lt;/span&gt;&lt;/a&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&amp;nbsp;and semantic representations, and only then
  4558. gain access to a speech code.&lt;span class=&quot;apple-converted-space&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;/span&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4559. &lt;div class=&quot;MsoNormal&quot;&gt;
  4560. &lt;br /&gt;&lt;/div&gt;
  4561. &lt;div class=&quot;MsoNormal&quot;&gt;
  4562. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Why
  4563. do I consider this important?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  4564. &lt;div class=&quot;MsoNormal&quot;&gt;
  4565. &lt;br /&gt;&lt;/div&gt;
  4566. &lt;div class=&quot;MsoNormal&quot;&gt;
  4567. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;My colleagues and I have recorded the phonological output
  4568. of thousands (over 11,000) dyslexic adults on a default computer screen and on
  4569. a screen which has been objectively optimised to maximise their phonological
  4570. output.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4571. &lt;div class=&quot;MsoNormal&quot;&gt;
  4572. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;We measure their ‘reading speeds’ in several ways.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4573. &lt;div class=&quot;MsoNormal&quot;&gt;
  4574. &lt;br /&gt;&lt;/div&gt;
  4575. &lt;div class=&quot;MsoNormal&quot;&gt;
  4576. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Aloud
  4577. and silent&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;…….&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4578. &lt;div class=&quot;MsoNormal&quot;&gt;
  4579. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Oral reading Fluency…… ORF…&amp;nbsp;&amp;nbsp; reading aloud complex text&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4580. &lt;div class=&quot;MsoNormal&quot;&gt;
  4581. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4582. &lt;div class=&quot;MsoNormal&quot;&gt;
  4583. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Rapid Automatised Naming……RAN... random short word arrays
  4584. of a small&amp;nbsp;&lt;/span&gt;&lt;/div&gt;
  4585. &lt;div class=&quot;MsoNormal&quot;&gt;
  4586. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;number of simple words... No syntax.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4587. &lt;div class=&quot;MsoNormal&quot;&gt;
  4588. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4589. &lt;div class=&quot;MsoNormal&quot;&gt;
  4590. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Silent
  4591. reading only&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;….&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4592. &lt;div class=&quot;MsoNormal&quot;&gt;
  4593. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4594. &lt;div class=&quot;MsoNormal&quot;&gt;
  4595. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Binocular eye tracking….. Recording their eye movements
  4596. when reading complex text silently.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4597. &lt;div class=&quot;MsoNormal&quot;&gt;
  4598. &lt;br /&gt;&lt;/div&gt;
  4599. &lt;div class=&quot;MsoNormal&quot;&gt;
  4600. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;If this data is analysed for the frequency of particular
  4601. speeds, there are several distinct modes.&amp;nbsp;
  4602. It is multimodal.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4603. &lt;div class=&quot;MsoNormal&quot;&gt;
  4604. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4605. &lt;div class=&quot;MsoNormal&quot;&gt;
  4606. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Aloud&lt;/span&gt;&lt;/b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;….&lt;b&gt;Default setting&lt;/b&gt;.. font 12 Red255&amp;nbsp; Green 255&amp;nbsp;
  4607. Blue 255&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4608. &lt;div class=&quot;MsoNormal&quot;&gt;
  4609. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4610. &lt;div class=&quot;MsoNormal&quot;&gt;
  4611. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Not dyslexic.. ORF……….. 184 words per minute (wpm)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4612. &lt;div class=&quot;MsoNormal&quot;&gt;
  4613. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Not Dyslexic … RAN……….184 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4614. &lt;div class=&quot;MsoNormal&quot;&gt;
  4615. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Dyslexic…..ORF…….138 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4616. &lt;div class=&quot;MsoNormal&quot;&gt;
  4617. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Dyslexic ….RAN…….138 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4618. &lt;div class=&quot;MsoNormal&quot;&gt;
  4619. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4620. &lt;div class=&quot;MsoNormal&quot;&gt;
  4621. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Silent
  4622. default settings&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  4623. &lt;div class=&quot;MsoNormal&quot;&gt;
  4624. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Not dyslexic….ORF….460wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4625. &lt;div class=&quot;MsoNormal&quot;&gt;
  4626. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Dyslexic……….ORF…..158 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4627. &lt;div class=&quot;MsoNormal&quot;&gt;
  4628. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4629. &lt;div class=&quot;MsoNormal&quot;&gt;
  4630. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Aloud…..Optimised
  4631. settings (font size and background)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  4632. &lt;div class=&quot;MsoNormal&quot;&gt;
  4633. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  4634. &lt;div class=&quot;MsoNormal&quot;&gt;
  4635. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Not Dyslexic…. ORF….219 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4636. &lt;div class=&quot;MsoNormal&quot;&gt;
  4637. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Dyslexic………..ORF….158wpm, 184 wpm. and 219 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4638. &lt;div class=&quot;MsoNormal&quot;&gt;
  4639. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4640. &lt;div class=&quot;MsoNormal&quot;&gt;
  4641. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Silent…..
  4642. optimised settings&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  4643. &lt;div class=&quot;MsoNormal&quot;&gt;
  4644. &lt;b&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/b&gt;&lt;/div&gt;
  4645. &lt;div class=&quot;MsoNormal&quot;&gt;
  4646. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Not dyslexic…..ORF……460 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4647. &lt;div class=&quot;MsoNormal&quot;&gt;
  4648. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Dyslexic……..ORF…….158 wpm, 219wpm&amp;nbsp; and 480 wpm&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4649. &lt;div class=&quot;MsoNormal&quot;&gt;
  4650. &lt;br /&gt;&lt;/div&gt;
  4651. &lt;div class=&quot;MsoNormal&quot;&gt;
  4652. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The idea that these modes are quite robust, suggests that
  4653. they are fundamental to the neurobiological mechanisms driving the reading process.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4654. &lt;div class=&quot;MsoNormal&quot;&gt;
  4655. &lt;br /&gt;&lt;/div&gt;
  4656. &lt;div class=&quot;MsoNormal&quot;&gt;
  4657. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The data reported by Cornelissen et al suggest that the
  4658. visual data arrives at the LIFG 130ms after the visual image data arrives at
  4659. the retina. This would enable a ‘reading speed output of &amp;nbsp;&amp;nbsp;&lt;b&gt;462 wpm
  4660. (&lt;/b&gt;60/0.130).&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4661. &lt;div class=&quot;MsoNormal&quot;&gt;
  4662. &lt;br /&gt;&lt;/div&gt;
  4663. &lt;div class=&quot;MsoNormal&quot;&gt;
  4664. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I love the way my work of the last 30 years appears to be
  4665. converging with the unfolding neurobiology.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4666. &lt;div class=&quot;MsoNormal&quot;&gt;
  4667. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I would love to know what the other modes in output we
  4668. have found actually represent.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4669. &lt;div class=&quot;MsoNormal&quot;&gt;
  4670. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I have my hypotheses.&amp;nbsp;
  4671. Any suggestions are welcome.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4672. &lt;div class=&quot;MsoNormal&quot;&gt;
  4673. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4674. &lt;div class=&quot;MsoNormal&quot;&gt;
  4675. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This research can be looked at in the light of the work on &lt;b&gt;visual attention span, &lt;/b&gt;referred to in other posts, which will possibly give an insight into the number of fixations needed t&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 19px; line-height: 21px;&quot;&gt;o deliver the word letter strings to&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;and hence the possible speed of phonological output .&lt;/span&gt;&lt;br /&gt;
  4676. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  4677. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;This is also supported by the work of Facoetti et al that the letters are processed in parallel rather than decoded and blended &amp;nbsp;serially.&lt;/span&gt;&lt;br /&gt;
  4678. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;
  4679. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;&#39;Non words and new words &#39; would still need to be serially processed but the development of automaticity would be dependent on the visual attention span as implied by the work of Sylviane Valdois et al.&lt;/span&gt;&lt;br /&gt;
  4680. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;The visual attention span is likely to be controlled by visual crowding.. a visual processing issue.&lt;/span&gt;&lt;/div&gt;
  4681. &lt;/div&gt;
  4682. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/4184225545748521821/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/do-we-really-decode-words-sequentially.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4184225545748521821'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4184225545748521821'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/do-we-really-decode-words-sequentially.html' title='Do we really decode words sequentially?'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-4737820068436202350</id><published>2013-04-15T03:47:00.000-07:00</published><updated>2013-04-15T03:50:16.645-07:00</updated><title type='text'>Musicians and dyslexia. Or not being ‘dysdansic’</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  4683. &lt;br /&gt;
  4684. &lt;div class=&quot;MsoNormal&quot;&gt;
  4685. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;Musicians and dyslexia. Or not being ‘dysdansic’&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4686. &lt;div class=&quot;MsoNormal&quot;&gt;
  4687. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4688. &lt;div class=&quot;MsoNormal&quot;&gt;
  4689. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4690. &lt;div class=&quot;MsoNormal&quot;&gt;
  4691. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;There is debate about the roles of and relationships between
  4692. &lt;b&gt;visual processing&lt;/b&gt; and &lt;b&gt;phonological processing &lt;/b&gt;in dyslexia. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4693. &lt;div class=&quot;MsoNormal&quot;&gt;
  4694. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This is a short review and a &amp;nbsp;relevant case.&lt;/span&gt;&lt;/div&gt;
  4695. &lt;div class=&quot;MsoNormal&quot;&gt;
  4696. &lt;br /&gt;&lt;/div&gt;
  4697. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  4698. &amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&lt;/div&gt;
  4699. &lt;div class=&quot;MsoNormal&quot;&gt;
  4700. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4701. &lt;div class=&quot;MsoNormal&quot;&gt;
  4702. &lt;/div&gt;
  4703. &lt;div class=&quot;MsoNormal&quot;&gt;
  4704. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;The case study outlined below reinforces the idea that we should look at two specific subtypes .&lt;/span&gt;&lt;/div&gt;
  4705. &lt;div class=&quot;MsoNormal&quot;&gt;
  4706. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4707. &lt;div class=&quot;MsoNormal&quot;&gt;
  4708. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;1. Where the phonological output is limited by&amp;nbsp;&lt;b&gt;Auditory/phonological processing.&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4709. &lt;div class=&quot;MsoNormal&quot;&gt;
  4710. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4711. &lt;div class=&quot;MsoNormal&quot;&gt;
  4712. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;2. Where the phonological processing and hence the phonological output is being limited by&amp;nbsp;&lt;b&gt;visual processing.&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4713. &lt;div class=&quot;MsoNormal&quot;&gt;
  4714. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4715. &lt;div class=&quot;MsoNormal&quot;&gt;
  4716. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 21px;&quot;&gt;&lt;b&gt;The point is that the latter limitation, can be much more easily dealt with than the audiological processing .&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4717. &lt;div class=&quot;MsoNormal&quot;&gt;
  4718. &lt;br /&gt;&lt;/div&gt;
  4719. &lt;br /&gt;
  4720. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  4721. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&lt;/span&gt;&lt;/div&gt;
  4722. &lt;div class=&quot;MsoNormal&quot; style=&quot;text-align: center;&quot;&gt;
  4723. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4724. &lt;div class=&quot;MsoNormal&quot;&gt;
  4725. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;At the Oxford-Kobe symposium, last week, &amp;nbsp;the relationship between these two distinct processing
  4726. problems has been dissected.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4727. &lt;div class=&quot;MsoNormal&quot;&gt;
  4728. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The case study outlined below reinforces the idea that we should look at two specific subtypes.&lt;/span&gt;&lt;/div&gt;
  4729. &lt;div class=&quot;MsoNormal&quot;&gt;
  4730. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4731. &lt;div class=&quot;MsoNormal&quot;&gt;
  4732. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;1. Where the phonological output is limited by &lt;b&gt;Auditory/phonological processing.&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4733. &lt;div class=&quot;MsoNormal&quot;&gt;
  4734. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4735. &lt;div class=&quot;MsoNormal&quot;&gt;
  4736. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;2. Where the phonological processing and hence the phonological output is being limited by &lt;b&gt;visual processing.&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4737. &lt;div class=&quot;MsoNormal&quot;&gt;
  4738. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4739. &lt;div class=&quot;MsoNormal&quot;&gt;
  4740. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;The point is that the latter limitation, can be much more easily dealt with than the audiological processing .&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4741. &lt;div class=&quot;MsoNormal&quot;&gt;
  4742. &lt;br /&gt;&lt;/div&gt;
  4743. &lt;div class=&quot;MsoNormal&quot;&gt;
  4744. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4745. &lt;div class=&quot;MsoNormal&quot;&gt;
  4746. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4747. &lt;div class=&quot;MsoNormal&quot;&gt;
  4748. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Interventions which concentrated on Visual processing,
  4749. such as the Action Video Games research from Andrea Facoetti et al in Italy &amp;nbsp;and the Auditory processing interventions of Nina
  4750. Kraus et al, including the use of assistive &amp;nbsp;devices in this modality, &lt;b&gt;&lt;span style=&quot;background-color: white; background-position: initial initial; background-repeat: initial initial;&quot;&gt;&lt;a href=&quot;http://tinyurl.com/cdb8myc&quot;&gt;http://tinyurl.com/cdb8myc&lt;/a&gt;&amp;nbsp;&amp;nbsp;&lt;/span&gt;&lt;/b&gt;&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;both appear to
  4751. have measurable beneficial outcomes in terms of the reading process.&lt;/span&gt;&lt;/div&gt;
  4752. &lt;div class=&quot;MsoNormal&quot;&gt;
  4753. &lt;br /&gt;&lt;/div&gt;
  4754. &lt;div class=&quot;MsoNormal&quot;&gt;
  4755. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;If we look at dyslexic people with a phonological
  4756. awareness /processing deficit, their appears to be specific deficits.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4757. &lt;div class=&quot;MsoNormal&quot;&gt;
  4758. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4759. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;mso-list: l6 level1 lfo1; text-indent: -18.0pt;&quot;&gt;
  4760. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;1.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A &lt;b&gt;delay in rhythm &amp;nbsp;perception&lt;/b&gt; in the neuro studies… This
  4761. group appears less able to ‘match’ a rhythm which they ‘receive’.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4762. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;mso-list: l6 level1 lfo1; text-indent: -18.0pt;&quot;&gt;
  4763. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4764. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72.0pt; mso-add-space: auto; mso-list: l6 level2 lfo1; text-indent: -18.0pt;&quot;&gt;
  4765. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;a.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;So
  4766. for example to be able to tap you fingers in time with a drum beat.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4767. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72.0pt; mso-add-space: auto; mso-list: l6 level2 lfo1; text-indent: -18.0pt;&quot;&gt;
  4768. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;b.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Or &amp;nbsp;finding it hard to match body movement., such
  4769. as in dancing, to the beat of the music. ( sounds like me! I feel &lt;b&gt;Dysdansic&lt;/b&gt;. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4770. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72.0pt; mso-add-space: auto; mso-list: l6 level2 lfo1; text-indent: -18.0pt;&quot;&gt;
  4771. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;c.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This
  4772. would make it almost impossible to participate a ‘Jam session’ if you were
  4773. wanting to be a Jazz musician.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4774. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72.0pt; mso-add-space: auto; mso-list: l6 level2 lfo1; text-indent: -18.0pt;&quot;&gt;
  4775. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4776. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l6 level1 lfo1; text-indent: -18.0pt;&quot;&gt;
  4777. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;2.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A
  4778. difficulty in &lt;b&gt;identifying changes in
  4779. tone.&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4780. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;mso-list: l6 level1 lfo1; text-indent: -18.0pt;&quot;&gt;
  4781. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  4782. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 72.0pt; mso-add-space: auto; mso-list: l6 level2 lfo1; text-indent: -18.0pt;&quot;&gt;
  4783. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;a.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Very
  4784. robust research shows that the auditory processing system has a deficit in
  4785. identifying subtle changes in tone. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4786. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;margin-left: 72.0pt; mso-add-space: auto; mso-list: l6 level2 lfo1; text-indent: -18.0pt;&quot;&gt;
  4787. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;b.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Again
  4788. this would restrict the ability of a musician to ‘play from ear’ but is not
  4789. quite the same as the rhythm deficit above.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4790. &lt;div class=&quot;MsoNormal&quot;&gt;
  4791. &lt;br /&gt;&lt;/div&gt;
  4792. &lt;div class=&quot;MsoNormal&quot;&gt;
  4793. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Another relevant issue raised/ reported in the Symposium
  4794. was that of the origin of the functions of the ‘neural nodes’ in terms of
  4795. evolution and their relationships in terms of which communicates with which and
  4796. in which direction.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4797. &lt;div class=&quot;MsoNormal&quot;&gt;
  4798. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4799. &lt;div class=&quot;MsoNormal&quot;&gt;
  4800. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;How does the original function of a node make it suitable
  4801. for a new role in the ‘reading process’. Looking at the plasticity of the
  4802. neurobiology.&amp;nbsp; This aspect it is essential
  4803. to understand before any assumptions about data from fMRI or MEG studies are
  4804. used to ascribe ‘causality’ or ‘deficit role.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4805. &lt;div class=&quot;MsoNormal&quot;&gt;
  4806. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4807. &lt;div class=&quot;MsoNormal&quot;&gt;
  4808. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A particularly good example of this a part of the brain
  4809. cortex, used when we read, which in preliterate people was used for facial
  4810. recognition purposes. ( Data from Brazil and Portugal)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4811. &lt;div class=&quot;MsoNormal&quot;&gt;
  4812. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4813. &lt;div class=&quot;MsoNormal&quot;&gt;
  4814. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Without the preliterate studies the information would
  4815. have been misinterpreted or rather the significance not understood.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4816. &lt;div class=&quot;MsoNormal&quot;&gt;
  4817. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4818. &lt;div class=&quot;MsoNormal&quot;&gt;
  4819. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;So can I add to this debate about the issue of the role
  4820. of Auditory processing?&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4821. &lt;div class=&quot;MsoNormal&quot;&gt;
  4822. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4823. &lt;div class=&quot;MsoNormal&quot;&gt;
  4824. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The work By Nina Kraus et al tells us that it is
  4825. possible, at least in children to intervene effectively in reducing this capability
  4826. as an intervention and that the outcome is reduced ‘dyslexia’…&amp;nbsp; By this I mean an increasing in the quality
  4827. /quantitative, phonological output when reading.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4828. &lt;div class=&quot;MsoNormal&quot;&gt;
  4829. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4830. &lt;div class=&quot;MsoNormal&quot;&gt;
  4831. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I have worked with several dyslexic adults, who were very
  4832. accomplished musicians, who had experienced and participated in all the auditory
  4833. processing therapies unknowingly.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4834. &lt;div class=&quot;MsoNormal&quot;&gt;
  4835. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4836. &lt;div class=&quot;MsoNormal&quot;&gt;
  4837. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The common experience of all of them was that they could
  4838. not read music!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4839. &lt;div class=&quot;MsoNormal&quot;&gt;
  4840. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I include in today’s blog a detailed case history of one
  4841. of them. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4842. &lt;div class=&quot;MsoNormal&quot;&gt;
  4843. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4844. &lt;div class=&quot;MsoNormal&quot;&gt;
  4845. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This guy is a skilled craftsman, a joiner, a keen successful
  4846. sportsman, an accomplished musician who was able to hear and then play music at
  4847. a high level.&amp;nbsp;&amp;nbsp;&amp;nbsp; We have to assume than
  4848. that he would not show up in testing as having an auditory processing problem.
  4849. What he DID HAVE is a phonological output/processing problem. He could not read
  4850. effectively aloud, there was no effective prosody, it was tiring. His good
  4851. friend is the optician I am working with.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4852. &lt;div class=&quot;MsoNormal&quot;&gt;
  4853. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4854. &lt;div class=&quot;MsoNormal&quot;&gt;
  4855. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;( As an aside Ken Pugh, at the Symposium assures me that
  4856. it is getting very close now to the effective ability to measure &lt;b&gt;Prosody. &lt;/b&gt;As far I and many others are
  4857. concerned this is what really matters. When we use reading speed or oral
  4858. reading fluency measures what we are really trying to influence is prosody. The
  4859. quality of the phonological output…. More later on this topic.)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4860. &lt;div class=&quot;MsoNormal&quot;&gt;
  4861. &lt;br /&gt;&lt;/div&gt;
  4862. &lt;div class=&quot;MsoNormal&quot;&gt;
  4863. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4864. &lt;div class=&quot;MsoNormal&quot;&gt;
  4865. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4866. &lt;div class=&quot;MsoNormal&quot;&gt;
  4867. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;Following a comprehensive removal of limitations to his visual processing skills. Ian now reads music! And reads text fluently and easily with a great deal of pleasure.&lt;/span&gt;&lt;/div&gt;
  4868. &lt;div class=&quot;MsoNormal&quot;&gt;
  4869. &lt;br /&gt;&lt;/div&gt;
  4870. &lt;div class=&quot;MsoNormal&quot;&gt;
  4871. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The introduction refers to two case studies. Detail from
  4872. the other study will be provided in another blog.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4873. &lt;div class=&quot;MsoNormal&quot;&gt;
  4874. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&amp;gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4875. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  4876. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;1.1.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  4877. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Function
  4878. of this study&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  4879. &lt;div class=&quot;MsoNormal&quot;&gt;
  4880. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It is recognised that the reading ability of a nation
  4881. controls the academic performance and ultimately the economic might of a&lt;span style=&quot;color: red;&quot;&gt; &lt;/span&gt;country. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4882. &lt;div class=&quot;MsoNormal&quot;&gt;
  4883. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4884. &lt;div class=&quot;MsoNormal&quot;&gt;
  4885. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Despite the best efforts of educationalists with young
  4886. people and adults there is little evidence of any actual change in the reading
  4887. performance of the population over the last few decades. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4888. &lt;div class=&quot;MsoNormal&quot;&gt;
  4889. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4890. &lt;div class=&quot;MsoNormal&quot;&gt;
  4891. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This study is associated with the development of a
  4892. programme which seeks to remove, where possible, any limitations by visual
  4893. components to the reading performance of an adult population.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4894. &lt;div class=&quot;MsoNormal&quot;&gt;
  4895. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4896. &lt;div class=&quot;MsoNormal&quot;&gt;
  4897. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It is hoped this study will contribute to the debate on
  4898. the interventions available and the role of visually enabling individuals. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4899. &lt;div class=&quot;MsoNormal&quot;&gt;
  4900. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4901. &lt;div class=&quot;MsoNormal&quot;&gt;
  4902. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The interventions studied here are intended to
  4903. complement, not to replace, other supportive technology and strategies
  4904. developed in the teaching/support of adults with restricted reading, visual
  4905. stress or dyslexia. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4906. &lt;div class=&quot;MsoNormal&quot;&gt;
  4907. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4908. &lt;div class=&quot;MsoNormal&quot;&gt;
  4909. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The development of the computer screen over the last 30
  4910. years has, for the first time in the history of literacy, made it possible to
  4911. ‘fit’ the reading material to the eyes of the reader. It is now simple to move
  4912. away from the default font sizes and prescribed background settings to use the
  4913. large 16.5 million colour palette and the extensive array of font sizes
  4914. available within standard computers to offer people specific solutions to
  4915. maximise their performance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4916. &lt;div class=&quot;MsoNormal&quot;&gt;
  4917. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The computer screen parameters which can and will be
  4918. objectively optimised for each individual in this analysis are,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4919. &lt;div class=&quot;MsoNormal&quot;&gt;
  4920. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4921. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  4922. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  4923. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Font size&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4924. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  4925. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  4926. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Screen Brightness&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4927. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  4928. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  4929. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Background red/green pixel brightness ratio.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4930. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  4931. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  4932. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Blue pixel brightness.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4933. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  4934. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4935. &lt;h1 style=&quot;margin-bottom: 14.0pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  4936. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;1.2.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  4937. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Background
  4938. to the study&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  4939. &lt;div class=&quot;MsoNormal&quot;&gt;
  4940. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It is accepted that the quality of a person’s reading
  4941. performance is often the limiting factor in their academic and life chances. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4942. &lt;div class=&quot;MsoNormal&quot;&gt;
  4943. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4944. &lt;div class=&quot;MsoNormal&quot;&gt;
  4945. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The main approach with dyslexic adults is to provide
  4946. technologies and strategies enabling the individuals to participate fully and
  4947. successfully despite difficulties in reading performance and other attributes. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4948. &lt;div class=&quot;MsoNormal&quot;&gt;
  4949. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4950. &lt;div class=&quot;MsoNormal&quot;&gt;
  4951. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;If the adult is not diagnosed/labelled as dyslexic then
  4952. protracted efforts are made to improve their level of ‘literacy’ or reading
  4953. performance.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4954. &lt;div class=&quot;MsoNormal&quot;&gt;
  4955. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4956. &lt;div class=&quot;MsoNormal&quot;&gt;
  4957. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;These case studies seek to evaluate the effect of
  4958. available visual interventions on the enhancement of the reading performance of
  4959. two particular adults. This is not to teach them how
  4960. to read better, but to enable them to read at a higher level of performance,
  4961. more effectively and hopefully enable them to participate more fully in
  4962. learning.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4963. &lt;div class=&quot;MsoNormal&quot;&gt;
  4964. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4965. &lt;div class=&quot;MsoNormal&quot;&gt;
  4966. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The discussion tries to place the implications of these
  4967. outcomes into the debate on raising literacy standards.&amp;nbsp; This is not primarily concerned with
  4968. teaching; it is more aligned to the analogy of providing well fitting shoes so
  4969. a person can walk more comfortably, for longer and
  4970. with more pleasure/less stress.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4971. &lt;div class=&quot;MsoNormal&quot;&gt;
  4972. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4973. &lt;div class=&quot;MsoNormal&quot;&gt;
  4974. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It is hoped this will add to and inform the debate on
  4975. maximising reading performance for individuals. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4976. &lt;div class=&quot;MsoNormal&quot;&gt;
  4977. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4978. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;margin-left: 0cm; mso-add-space: auto;&quot;&gt;
  4979. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;OmniRead
  4980. is involved in collaborative work at colleges in Yorkshire where a programme of
  4981. maximal support is being developed to enable the students’ literacy levels/reading
  4982. performance to be maximised to empower them to make best use of the courses on
  4983. offer.&amp;nbsp; This work is in conjunction with
  4984. a team from a large university department of optometry.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4985. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  4986. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;1.3.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  4987. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Structure
  4988. of the case studies&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  4989. &lt;div class=&quot;MsoNormal&quot;&gt;
  4990. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The data collected will attempt to disentangle how the
  4991. components of the interventions contribute to the improvements in reading
  4992. performance experienced.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4993. &lt;div class=&quot;MsoNormal&quot;&gt;
  4994. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4995. &lt;div class=&quot;MsoNormal&quot;&gt;
  4996. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The reading performance was measured in terms of&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  4997. &lt;div class=&quot;MsoNormal&quot;&gt;
  4998. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  4999. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5000. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5001. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Eye movement data showing the way the eyes
  5002. saccade and fixate on the text during reading&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5003. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5004. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5005. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Rapid automated naming&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5006. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5007. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5008. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Oral reading fluency&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5009. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5010. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5011. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Silent reading performance of
  5012. complex/meaningful text&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5013. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5014. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5015. &lt;div class=&quot;MsoNormal&quot;&gt;
  5016. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The eye movement data was recorded using the ASL X-300
  5017. binocular eye tracking system allowing free head and body movement during the
  5018. read. This device identifies and measures, in a relative way, how both the left
  5019. and right eyes saccade and fixate on the text during reading. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5020. &lt;div class=&quot;MsoNormal&quot;&gt;
  5021. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5022. &lt;div class=&quot;MsoNormal&quot;&gt;
  5023. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This eye tracker further offers&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5024. &lt;div class=&quot;MsoNormal&quot;&gt;
  5025. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5026. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5027. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5028. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A comparison of the strategies employed by
  5029. people who experience reading problems with those used by fluent readers. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5030. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5031. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5032. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5033. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5034. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A ‘subliminal’ solution, whereby the reader
  5035. has no control over the process which is consequential of the visual strategies
  5036. adopted by the person’s brain to maximise the reading performance within the
  5037. limitations of focussing, extra-ocular muscle (orthoptic issues)&amp;nbsp; management and prior total reading
  5038. experience.&amp;nbsp; This can all be considered
  5039. further within the context of such models as the&amp;nbsp; “E–Z Reader: A cognitive-control,
  5040. serial-attention model of eye-movement behaviour during reading”&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5041. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l2 level1 lfo4; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5042. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5043. &lt;div class=&quot;MsoNormal&quot;&gt;
  5044. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The use of a binocular eye tracker with a typical fluent
  5045. reader gives rise to graphs similar to those shown below in graph 1. In this
  5046. case the person had not had, to our knowledge, a full optometric and orthoptic
  5047. correction.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5048. &lt;div class=&quot;MsoNormal&quot;&gt;
  5049. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Each saccade and fixation is clear and the two eyes are
  5050. fully coordinated except for the fixation disparity (the difference between the
  5051. two eyes and denoted by the bottom green line) which appears to be increasing
  5052. as they read. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5053. &lt;div class=&quot;MsoNormal&quot;&gt;
  5054. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The neat step-like pattern is typical of a fluent
  5055. reader.&amp;nbsp; If the fixation disparity was
  5056. constant, then the person is likely to have an even higher level of reading
  5057. performance. The increasing fixation disparity feature suggests the individual
  5058. may be prone to being easily distracted during reading /writing&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5059. &lt;div class=&quot;MsoNormal&quot;&gt;
  5060. &lt;br /&gt;&lt;/div&gt;
  5061. &lt;div class=&quot;MsoNormal&quot;&gt;
  5062. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;fluent&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5063. &lt;div class=&quot;MsoNormal&quot;&gt;
  5064. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;If at least one eye appears to be undertaking these clear
  5065. steps, the person is likely to read quite fluently although not necessarily
  5066. with a great deal of stamina.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5067. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5068. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;1.4.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5069. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Rapid
  5070. automated naming (RAN)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5071. &lt;div class=&quot;MsoNormal&quot;&gt;
  5072. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The use of RAN data in the study of reading performance
  5073. has a long history. Such data being the bedrock of the work by Arnold Wilkins &lt;i&gt;et
  5074. al&lt;/i&gt; in the work on the benefits of the use of coloured acetates and coloured
  5075. glasses in reading. In his original work on the Irlen process and in his work
  5076. on developing the intuitive overlay system for identifying who might benefit
  5077. from the prolonged use of acetates or glasses while reading, the published
  5078. research demonstrates that the gains in reading performance associated with
  5079. ‘intuitive colour preference’ were not placebo effects.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5080. &lt;div class=&quot;MsoNormal&quot;&gt;
  5081. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;RAN performance was also important in the development of
  5082. the Phonological Deficit model and the Double Deficit Model.&amp;nbsp; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5083. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5084. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;1.5.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5085. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Oral
  5086. reading fluency (ORF)&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5087. &lt;div class=&quot;MsoNormal&quot;&gt;
  5088. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This is a measure of the speed of a person reading real
  5089. text aloud in meaningful sentences and measured in words per minute. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5090. &lt;div class=&quot;MsoNormal&quot;&gt;
  5091. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;In this study both subjects read all of the words in the
  5092. test. What varied, in addition to the speed, was the disjointedness and prosody
  5093. of the reading – fluency. These latter two points can be heard and contribute
  5094. to the speed but were not measured, but the changes in fluency were noted on a
  5095. qualitative basis.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5096. &lt;div class=&quot;MsoNormal&quot;&gt;
  5097. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The ORF is considered to be a good indicator of potential
  5098. academic performance. In our work with adults at University, using the same
  5099. text material, the mean ORF for dyslexic undergraduates is 138 words per minute
  5100. whereas for the non dyslexic university population it appears to be around 184
  5101. words per minute.&amp;nbsp; These figures vary
  5102. depending on the institutions and appear (from our data) to be related to the
  5103. average A level grades needed to gain entrance to the institutions. Curiously,
  5104. at university level the mean figures for RAN and ORF appear to be very similar,
  5105. however those with ‘reading difficulties’ tend to have higher RAN values than
  5106. ORF. The rest of the population appear to have ORF values higher than RAN.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5107. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5108. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;1.6.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5109. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Expectations
  5110. before the consultations&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5111. &lt;div class=&quot;MsoNormal&quot;&gt;
  5112. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Because of the backgrounds of the two subjects it was
  5113. expected that both RAN and ORF values would be below 138 words per minute. Both
  5114. subjects had had optometric intervention over a period of time. As a part of
  5115. this study Chris Coakley undertook optometric consultations looking for any
  5116. optometric or orthoptic intervention which might assist them. Their original
  5117. prescriptions and their adjusted prescriptions are detailed below.&amp;nbsp; Both subjects underwent a colour preference
  5118. assessment with Intuitive overlays. This procedure was in accordance with the
  5119. protocols as in Appendix A at the end of this report.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5120. &lt;div class=&quot;MsoNormal&quot; style=&quot;page-break-before: always;&quot;&gt;
  5121. &lt;br /&gt;&lt;/div&gt;
  5122. &lt;h1 style=&quot;margin-left: 0cm; mso-list: l3 level1 lfo5; text-indent: -1.0cm;&quot;&gt;
  5123. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;2.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Case study 1 - Ian&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5124. &lt;div class=&quot;MsoNormal&quot;&gt;
  5125. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Ian is a cabinet maker by trade. He is from a generation
  5126. where dyslexia was not recognised. He is a long standing client of Coakley
  5127. Associates of Wisbech.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5128. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5129. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;2.1.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5130. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Ophthalmic
  5131. Intervention&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5132. &lt;div class=&quot;MsoNormal&quot;&gt;
  5133. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Recently Chris Coakley decided together with Ian that
  5134. they should apply everything available in optometry to finding out if Ian’s
  5135. reading problems over the years could be associated with visual issues.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5136. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5137. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Chris Coakley undertook an extensive study of Ian to identify and
  5138. quantify any optometric and orthoptic parameters which may have contributed to
  5139. his poor reading performance.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5140. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5141. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Before any intervention Ian’s reading performance was recorded
  5142. using the Wilkins rate of reading test&amp;nbsp;in his present spectacles; the rate
  5143. was determined to be 67 w.p.m.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5144. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5145. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;The following tests were also performed.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5146. &lt;div class=&quot;yiv1232198350msolistparagraph&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 14.0pt; mso-list: l4 level1 lfo6; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5147. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5148. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;A full refraction examination,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5149. &lt;div class=&quot;yiv1232198350msolistparagraph&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l4 level1 lfo6; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5150. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5151. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;accurate determination of ADD(&lt;/span&gt;&lt;span style=&quot;background: white; color: #222222; font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;The difference
  5152. between the distance and near prescription )&lt;/span&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt; using dynamic retinoscopy,
  5153. binocular duo-chrome and amplitude of accommodation tests,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5154. &lt;div class=&quot;yiv1232198350msolistparagraph&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l4 level1 lfo6; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5155. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5156. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;eye and hand dominance testing,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5157. &lt;div class=&quot;yiv1232198350msolistparagraph&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l4 level1 lfo6; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5158. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5159. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;motility and dynamic fixation analysis,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5160. &lt;div class=&quot;yiv1232198350msolistparagraph&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l4 level1 lfo6; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5161. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5162. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;near point of convergence with a ‘RAF rule&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5163. &lt;div class=&quot;yiv1232198350msolistparagraph&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l4 level1 lfo6; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5164. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5165. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;near phoria with Maddox wing,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5166. &lt;div class=&quot;yiv1232198350msolistparagraph&quot; style=&quot;margin-bottom: 14.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l4 level1 lfo6; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5167. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 14.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5168. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;fixation disparity at near with ADD in place.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5169. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5170. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;The tests resulted in the following optometric/orthoptic outcomes
  5171. and deficits were identified and a corrective prescription was&amp;nbsp;produced
  5172. which replaced his original prescription which were &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5173. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5174. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Varifocals&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; R….+0.75/
  5175. -0.5 X90&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; L
  5176. +0.75/-0.25X90&amp;nbsp; Add +1.75&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5177. &lt;div class=&quot;yiv1232198350msonormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 14.0pt; mso-list: l1 level1 lfo3; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5178. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5179. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Low level hypermetropia and astigmatism attaining 6/5 R&amp;amp;L,
  5180. with expected ADD for age found,&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5181. &lt;div class=&quot;yiv1232198350msonormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo3; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5182. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 10pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5183. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Good near-point of convergence (6cm) but 8 exophoria requiring 2
  5184. base in for R.E. according to Mallett which was given, although he is right
  5185. handed and showed a dominant RE on classic dominancy testing &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5186. &lt;div class=&quot;yiv1232198350msonormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo3; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5187. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 14.0pt; mso-fareast-font-family: Symbol;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5188. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;He showed good smooth eye movements on motility testing and had a
  5189. reasonable score on dynamic fixation analysis (22 sec)&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5190. &lt;div class=&quot;yiv1232198350msonormal&quot; style=&quot;margin-bottom: 14.0pt; margin-left: 36.0pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo3; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5191. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: Symbol; font-size: 10pt;&quot;&gt;·&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5192. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Prescription given for reading in single vision form&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5193. Right:&amp;nbsp;
  5194. +2.75/-0.50x85 2B.in &amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;Left:
  5195. +2.75/-0.25x90 &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5196. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5197. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;&amp;nbsp;It is expected that correction of these deficits are likely
  5198. to give rise to improved reading performance because he is now balanced
  5199. binocularly for both refractivity and orthoptics.&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt; &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5200. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5201. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;Ian now attained 85 w.p.m. on Wilkins speed of reading test – a
  5202. 27% improvement.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5203. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5204. &lt;br /&gt;&lt;/div&gt;
  5205. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5206. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5207. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5208. &lt;a href=&quot;http://1.bp.blogspot.com/-R_gLSbyhm2c/UWvQXn32SuI/AAAAAAAAAI0/7GJdTS7Yxqo/s1600/new+old+glasses.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;224&quot; src=&quot;http://1.bp.blogspot.com/-R_gLSbyhm2c/UWvQXn32SuI/AAAAAAAAAI0/7GJdTS7Yxqo/s320/new+old+glasses.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5209. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5210. &lt;br /&gt;&lt;/div&gt;
  5211. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5212. &lt;br /&gt;&lt;/div&gt;
  5213. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5214. &lt;br /&gt;&lt;/div&gt;
  5215. &lt;div class=&quot;MsoNormal&quot;&gt;
  5216. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A pair of prescription glasses was produced using all
  5217. optometric and orthoptic data.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5218. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;margin-left: 0cm; mso-add-space: auto;&quot;&gt;
  5219. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;These
  5220. glasses were used during the computer screen optimisation consultation with
  5221. OmniRead.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5222. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 0cm; mso-add-space: auto;&quot;&gt;
  5223. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Using
  5224. the old glasses and blue/aqua overlay&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5225. RAN= 114&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5226. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;margin-left: 0cm; mso-add-space: auto;&quot;&gt;
  5227. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Using
  5228. new glasses and blue/aqua overlay&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;
  5229. RAN= 160&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5230. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5231. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;2.2.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5232. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;OmniRead
  5233. computer setting intervention&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5234. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;margin-left: 0cm; mso-add-space: auto;&quot;&gt;
  5235. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;This
  5236. consultation involved the use of a binocular eye-tracker to monitor eye
  5237. movement during reading using the optometric correction. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5238. &lt;div class=&quot;yiv1232198350msonormal&quot;&gt;
  5239. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt;&quot;&gt;OmniRead then objectively calculated the optimal parameter
  5240. settings for Ian to use on a computer screen, to maximise his reading
  5241. performance. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5242. &lt;div class=&quot;MsoNormal&quot;&gt;
  5243. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Before commencing the optimisation, Ian’s reading
  5244. performance, using his new glasses, was measured in terms of &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5245. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l5 level1 lfo7; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5246. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;1.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;RAN
  5247. (rapid automatic naming) using an equivalent of the Wilkins rate of reading
  5248. test of an array of simple words in a randomised sequence.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5249. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l5 level1 lfo7; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5250. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;2.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;ORF
  5251. (oral reading fluency) a short piece of text used already with thousands of
  5252. dyslexic undergraduates and non-dyslexic adults.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5253. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;mso-hyphenate: none; mso-list: l5 level1 lfo7; tab-stops: list 0cm; text-indent: -18.0pt;&quot;&gt;
  5254. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%; mso-fareast-font-family: Arial;&quot;&gt;3.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; line-height: normal;&quot;&gt;&amp;nbsp;&amp;nbsp; &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Eye
  5255. movement patterns whilst reading a short piece of meaningful text off a
  5256. Microsoft Windows based laptop computer. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5257. &lt;div class=&quot;MsoNormal&quot;&gt;
  5258. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The default background settings used, namely &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5259. &lt;div class=&quot;MsoNormal&quot;&gt;
  5260. &lt;br /&gt;&lt;/div&gt;
  5261. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5262. &lt;a href=&quot;http://2.bp.blogspot.com/-R4fsji3nHFk/UWvQl-ylC1I/AAAAAAAAAI8/65XbqQ6EPtA/s1600/rgb+1.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; src=&quot;http://2.bp.blogspot.com/-R4fsji3nHFk/UWvQl-ylC1I/AAAAAAAAAI8/65XbqQ6EPtA/s1600/rgb+1.JPG&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5263. &lt;div class=&quot;MsoNormal&quot;&gt;
  5264. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5265. &lt;div class=&quot;MsoNormal&quot;&gt;
  5266. &lt;br /&gt;&lt;/div&gt;
  5267. &lt;div class=&quot;MsoNormal&quot;&gt;
  5268. &lt;br /&gt;&lt;/div&gt;
  5269. &lt;div class=&quot;MsoNormal&quot;&gt;
  5270. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;and all text was presented at font 12 and in a standard
  5271. Ariel font style as requested by Ian.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5272. &lt;div class=&quot;MsoNormal&quot;&gt;
  5273. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The eye tracker was used to record Ian’s eye movements
  5274. whilst reading a piece of normal text. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5275. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5276. &lt;br /&gt;&lt;/div&gt;
  5277. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5278. &lt;br /&gt;&lt;/div&gt;
  5279. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5280. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5281. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5282. &lt;a href=&quot;http://3.bp.blogspot.com/-3GIVN1XgTm8/UWvQxq1-VvI/AAAAAAAAAJE/LWJRAzO962E/s1600/etracker+full+opt+default.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;198&quot; src=&quot;http://3.bp.blogspot.com/-3GIVN1XgTm8/UWvQxq1-VvI/AAAAAAAAAJE/LWJRAzO962E/s320/etracker+full+opt+default.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5283. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5284. &lt;br /&gt;&lt;/div&gt;
  5285. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5286. &lt;a href=&quot;http://2.bp.blogspot.com/-DDpNCZ7cZU8/UWvQ5jYSm6I/AAAAAAAAAJM/-VC5wZRaICk/s1600/changing+disparity+opto.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;235&quot; src=&quot;http://2.bp.blogspot.com/-DDpNCZ7cZU8/UWvQ5jYSm6I/AAAAAAAAAJM/-VC5wZRaICk/s320/changing+disparity+opto.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5287. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5288. &lt;br /&gt;&lt;/div&gt;
  5289. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5290. &lt;br /&gt;&lt;/div&gt;
  5291. &lt;div class=&quot;MsoNormal&quot;&gt;
  5292. &lt;br /&gt;&lt;/div&gt;
  5293. &lt;div class=&quot;MsoNormal&quot;&gt;
  5294. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The text used was as follows and presented across the
  5295. screen in 3 lines.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5296. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 10.0pt; margin-left: 1.0cm; margin-right: 26.05pt; margin-top: 0cm; text-align: justify;&quot;&gt;
  5297. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Text 1&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5298. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 10.0pt; margin-left: 1.0cm; margin-right: 26.05pt; margin-top: 0cm; text-align: justify;&quot;&gt;
  5299. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A
  5300. catering worker is needed for the Maid’s Head Hotel near Filey. You will be
  5301. working at a modern well-equipped hotel. Experience is preferred but is not
  5302. essential. You must be willing to train for the food hygiene certificate.&amp;nbsp; The wage is £5.30 per hour for a six-day
  5303. week, 8 hours per day. Duties will include food preparation, washing up and
  5304. keeping the food preparation area clean. This position is available immediately
  5305. and will last until the end of the summer season, mid-September.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5306. &lt;div class=&quot;MsoNormal&quot;&gt;
  5307. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The silent reading results were: &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5308. &lt;div class=&quot;MsoNormal&quot;&gt;
  5309. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5310. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 36.0pt;&quot;&gt;
  5311. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;90 words in 29 seconds, or
  5312. 182 words per minute.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5313. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 36.0pt;&quot;&gt;
  5314. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5315. &lt;div class=&quot;MsoNormal&quot;&gt;
  5316. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The OmniRead protocols identified the computer screen
  5317. settings as noted below for his optimal performance parameters and the
  5318. following eye traces.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5319. &lt;div class=&quot;MsoNormal&quot;&gt;
  5320. &lt;br /&gt;&lt;/div&gt;
  5321. &lt;div class=&quot;MsoNormal&quot;&gt;
  5322. &lt;br /&gt;&lt;/div&gt;
  5323. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5324. &lt;a href=&quot;http://4.bp.blogspot.com/-pr53SXBqHt0/UWvSJM9MQTI/AAAAAAAAAJg/h80r-x1JGos/s1600/opt+rgb.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;110&quot; src=&quot;http://4.bp.blogspot.com/-pr53SXBqHt0/UWvSJM9MQTI/AAAAAAAAAJg/h80r-x1JGos/s320/opt+rgb.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5325. &lt;br /&gt;
  5326. &lt;div class=&quot;MsoNormal&quot;&gt;
  5327. &lt;span style=&quot;font-family: Arial, sans-serif;&quot;&gt;&lt;span style=&quot;font-size: 19px; line-height: 21px;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/span&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;/span&gt;&lt;/div&gt;
  5328. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5329. &lt;a href=&quot;http://2.bp.blogspot.com/-LF8wJxui6vE/UWvRK23585I/AAAAAAAAAJU/zFnV2GzQ8iA/s1600/opt+ophtha+and+opt+settings+eye+tracker.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;210&quot; src=&quot;http://2.bp.blogspot.com/-LF8wJxui6vE/UWvRK23585I/AAAAAAAAAJU/zFnV2GzQ8iA/s320/opt+ophtha+and+opt+settings+eye+tracker.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5330. &lt;br /&gt;
  5331. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5332. &lt;br /&gt;&lt;/div&gt;
  5333. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5334. &lt;br /&gt;&lt;/div&gt;
  5335. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5336. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Graph 5: Ian reading using his optimal
  5337. computer settings. Note the greater step-like performance. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5338. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5339. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5340. &lt;div class=&quot;MsoNormal&quot;&gt;
  5341. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The right eye (blue line) appears not to be closely
  5342. teamed with his left eye under these reading conditions.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5343. &lt;div class=&quot;MsoNormal&quot;&gt;
  5344. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5345. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5346. &lt;a href=&quot;http://3.bp.blogspot.com/-IocL8cuhZbs/UWvTJ7roZuI/AAAAAAAAAJw/WoG6fomS1Tc/s1600/fd+full+opt+ophand+settingds+graph.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;224&quot; src=&quot;http://3.bp.blogspot.com/-IocL8cuhZbs/UWvTJ7roZuI/AAAAAAAAAJw/WoG6fomS1Tc/s320/fd+full+opt+ophand+settingds+graph.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5347. &lt;div class=&quot;MsoNormal&quot;&gt;
  5348. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5349. &lt;div class=&quot;MsoNormal&quot;&gt;
  5350. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5351. &lt;div class=&quot;MsoNormal&quot;&gt;
  5352. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5353. &lt;div class=&quot;MsoNormal&quot;&gt;
  5354. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;What is interesting is that the fixation disparity
  5355. appears to increase to the&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5356. &lt;div class=&quot;MsoNormal&quot;&gt;
  5357. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;same ‘value’
  5358. (around 250 units) but on the optimal background this seems to have been
  5359. reached in about half the time that it did on default.&lt;span style=&quot;color: red;&quot;&gt; &lt;/span&gt;There
  5360. does however appear to be a discrepancy between the eye movements of his left
  5361. and right eye; the right moves more (the vertical range) compared to the
  5362. tighter, more confined, left eye.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5363. &lt;div class=&quot;MsoNormal&quot;&gt;
  5364. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5365. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  5366. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;To avoid any learning effects, a similar piece of normal
  5367. text was used to identify Ian’s reading speed using his new optimal conditions
  5368. as noted above.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5369. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  5370. &lt;br /&gt;&lt;/div&gt;
  5371. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin: 0cm 0cm 0.0001pt 1cm;&quot;&gt;
  5372. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Text 2&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5373. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5374. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A
  5375. special police team begins a different beat today, swapping their&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5376. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5377. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;cars
  5378. for a boat. Three officers will spend the summer protecting&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5379. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5380. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;holidaymakers
  5381. along the 200 kilometres of rivers and lakes which&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5382. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5383. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;make
  5384. up the Norfolk Broads. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5385. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5386. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The
  5387. team’s main role is to advise holidaymakers on safety on the &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5388. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5389. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;water
  5390. and to protect their boats from thieves. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5391. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5392. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The
  5393. scheme has been made possible because of the generous funding &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5394. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5395. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;by
  5396. local businesses. They have raised the thousands of pounds &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5397. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 26.1pt; margin-top: 0cm;&quot;&gt;
  5398. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;needed
  5399. to purchase and run the boat for the police.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5400. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  5401. &lt;br /&gt;&lt;/div&gt;
  5402. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  5403. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;The data obtained was as follows,&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5404. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin: 0cm 0cm 0.0001pt 36pt;&quot;&gt;
  5405. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;88 words read in 18.7 seconds or 282 words per minute. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5406. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  5407. &lt;br /&gt;&lt;/div&gt;
  5408. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  5409. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: &amp;quot;Times New Roman&amp;quot;;&quot;&gt;During the measurement process, data for the oral reading
  5410. fluency (ORF) was taken using text as used daily with undergraduates. In
  5411. addition timing data was also recorded for Ian to silently read the text. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5412. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 0.0001pt;&quot;&gt;
  5413. &lt;br /&gt;&lt;/div&gt;
  5414. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin: 0cm 0cm 0.0001pt 1cm;&quot;&gt;
  5415. &lt;table align=&quot;left&quot; cellpadding=&quot;0&quot; cellspacing=&quot;0&quot;&gt;&lt;tbody&gt;&lt;/tbody&gt;&lt;/table&gt;
  5416. &lt;/div&gt;
  5417. &lt;br clear=&quot;ALL&quot; /&gt;
  5418. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5419. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The next graph shows the effect of using his optimal
  5420. glasses reading complex text initially on a white background with default font
  5421. size compared with reading equivalent text with optimised background and font
  5422. size&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5423. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5424. &lt;br /&gt;&lt;/div&gt;
  5425. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5426. &lt;a href=&quot;http://3.bp.blogspot.com/-ApUZDW2t16c/UWvUUXWK5zI/AAAAAAAAAKA/Ze2IlG0IhVE/s1600/second+bar+chart+rel+gain.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;212&quot; src=&quot;http://3.bp.blogspot.com/-ApUZDW2t16c/UWvUUXWK5zI/AAAAAAAAAKA/Ze2IlG0IhVE/s320/second+bar+chart+rel+gain.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5427. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5428. &lt;br /&gt;&lt;/div&gt;
  5429. &lt;br /&gt;
  5430. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5431. &lt;br /&gt;&lt;/div&gt;
  5432. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5433. &lt;br /&gt;&lt;/div&gt;
  5434. &lt;div class=&quot;MsoNormal&quot;&gt;
  5435. &lt;br /&gt;&lt;/div&gt;
  5436. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5437. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Using everything we could give him his reading
  5438. performance was better than the average non dyslexic undergraduate which is 184
  5439. words per minute.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5440. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5441. &lt;br /&gt;&lt;/div&gt;
  5442. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5443. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;At 195 words per minute, it is likely that his reading
  5444. performance was being limited&amp;nbsp; by the bio
  5445. mechanics of the act of reading aloud. A second measure was taken that of the
  5446. silent reading of complex text. At this speed the fluency/ intonation was at a
  5447. very high level. Unlike the more stocatal style on the white background.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5448. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5449. &lt;br /&gt;&lt;/div&gt;
  5450. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5451. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Finally a reading performance value was obtained under
  5452. the more normal style of silent reading.&amp;nbsp;&amp;nbsp;
  5453. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5454. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5455. &lt;br /&gt;&lt;/div&gt;
  5456. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5457. &lt;a href=&quot;http://1.bp.blogspot.com/-liPfIkpvNG4/UWvTPYS1SRI/AAAAAAAAAJ4/i-jkq4SSIkU/s1600/3rd+bar+chart+rel+gain.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;207&quot; src=&quot;http://1.bp.blogspot.com/-liPfIkpvNG4/UWvTPYS1SRI/AAAAAAAAAJ4/i-jkq4SSIkU/s320/3rd+bar+chart+rel+gain.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5458. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; text-align: center;&quot;&gt;
  5459. &lt;br /&gt;&lt;/div&gt;
  5460. &lt;div align=&quot;center&quot; class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; text-align: center;&quot;&gt;
  5461. &lt;br /&gt;&lt;/div&gt;
  5462. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5463. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Using everything with complex text Ian showed a massive
  5464. 87% improvement in reading performance. From the additional use of optimal font
  5465. size and colour background. This was benefit not derived from ophthalmic and orthoptic
  5466. optimisation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5467. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5468. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;What we do not know from this data is what contribution
  5469. the latter made to the benefit that can be gained from the screen optimisation&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5470. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-bottom: 3.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt;&quot;&gt;
  5471. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;We suspect that it is synergistic.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5472. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5473. &lt;br /&gt;&lt;/div&gt;
  5474. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5475. &lt;br /&gt;&lt;/div&gt;
  5476. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5477. &lt;i&gt;&lt;a href=&quot;http://2.bp.blogspot.com/-Zqyp82iqgKo/UWvUibOOYqI/AAAAAAAAAKI/vA3hFlqv10A/s1600/detail+sacc+fix+all++opt.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;196&quot; src=&quot;http://2.bp.blogspot.com/-Zqyp82iqgKo/UWvUibOOYqI/AAAAAAAAAKI/vA3hFlqv10A/s320/detail+sacc+fix+all++opt.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/i&gt;&lt;/div&gt;
  5478. &lt;br /&gt;
  5479. &lt;div class=&quot;MsoNormal&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5480. &lt;br /&gt;&lt;/div&gt;
  5481. &lt;div class=&quot;MsoListParagraph&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5482. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Graph 6: the step activity illustrating
  5483. the improved quality of the fixations and saccades.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5484. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5485. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;2.3.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5486. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Fixation
  5487. disparity comparison.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5488. &lt;div class=&quot;MsoBodyText&quot; style=&quot;margin-left: 1.0cm;&quot;&gt;
  5489. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;To try and understand how fixation
  5490. disparity may contribute to visual stress or visual data processing
  5491. difficulties. A study was undertaken which looked at the total change in
  5492. fixation disparity occurring in 0.5 second intervals during the reading period.
  5493. This looks more closely at&amp;nbsp; binocular
  5494. instability during fixations. This gave rise to the graph below.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5495. &lt;div class=&quot;MsoListParagraphCxSpFirst&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5496. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A
  5497. comparison of the Fixation Disparity index of the default conditions and the optimal
  5498. settings generated the following graph&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5499. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5500. &lt;br /&gt;&lt;/div&gt;
  5501. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5502. &lt;br /&gt;&lt;/div&gt;
  5503. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5504. &lt;br /&gt;&lt;/div&gt;
  5505. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5506. &lt;a href=&quot;http://4.bp.blogspot.com/-9fC518Wm8Fg/UWvU7AzT5TI/AAAAAAAAAKQ/h8Pof0Btrd0/s1600/comparing+fd+on+default+and+all+opt.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;190&quot; src=&quot;http://4.bp.blogspot.com/-9fC518Wm8Fg/UWvU7AzT5TI/AAAAAAAAAKQ/h8Pof0Btrd0/s320/comparing+fd+on+default+and+all+opt.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5507. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto; text-align: center;&quot;&gt;
  5508. &lt;br /&gt;&lt;/div&gt;
  5509. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto; text-align: center;&quot;&gt;
  5510. &lt;br /&gt;&lt;/div&gt;
  5511. &lt;div align=&quot;center&quot; class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto; text-align: center;&quot;&gt;
  5512. &lt;br /&gt;&lt;/div&gt;
  5513. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5514. &lt;br /&gt;&lt;/div&gt;
  5515. &lt;div class=&quot;MsoListParagraphCxSpMiddle&quot; style=&quot;margin-left: 1.0cm; mso-add-space: auto;&quot;&gt;
  5516. &lt;i&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Graph 7: comparison of
  5517. fixation disparity data.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/i&gt;&lt;/div&gt;
  5518. &lt;div class=&quot;MsoListParagraphCxSpLast&quot; style=&quot;margin-left: 0cm; mso-add-space: auto;&quot;&gt;
  5519. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The
  5520. data from the optimal conditions suggests that the binocular stability during
  5521. fixations is much more stable and consistent than with the default conditions..
  5522. Under default conditions the amount of instability increases throughout the
  5523. reading period implying increase ‘stress’ in the binocular management process
  5524. and hence in visual data processing.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5525. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5526. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;2.4.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5527. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Comments
  5528. on Ian’s data &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5529. &lt;div class=&quot;MsoNormal&quot;&gt;
  5530. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Ian, a mature craftsman, has always found reading hard
  5531. work. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5532. &lt;div class=&quot;MsoNormal&quot;&gt;
  5533. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The combined use of optometric/orthoptic and image
  5534. optimisation appears to have brought about a notable improvement in reading
  5535. performance. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5536. &lt;div class=&quot;MsoNormal&quot;&gt;
  5537. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The initial very low RAN was improved by 27% by
  5538. optometric /orthoptic ( optimal glasses with prism) intervention&amp;nbsp; but this level of RAN is still indicative of
  5539. person with severe unresolved problems. From our data, dyslexic adults who
  5540. enter higher education have a mean RAN of approx. 138 wpm.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5541. &lt;div class=&quot;MsoNormal&quot;&gt;
  5542. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The reading fluency performance with his new glasses with
  5543. a default screen setting and font size nearly matches that of the average
  5544. performance dyslexic adults in higher education - the same level of text
  5545. difficulty was used with Ian as with undergraduates.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5546. &lt;div class=&quot;MsoNormal&quot;&gt;
  5547. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Using the simpler text designed for Further Education,
  5548. NEET students, his silent reading speed was 182 wpm. Using default settings.
  5549. This is a strong indication that Ian needed to sub-vocalise which&lt;b&gt; &lt;/b&gt;would limit his performance, enjoyment
  5550. and comprehension. When using his optimised conditions with this simpler level
  5551. of text there was a substantial improvement in silent reading taking him into a
  5552. non sub-vocalising strategy. &lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5553. &lt;div class=&quot;MsoNormal&quot;&gt;
  5554. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;With the more complex text - longer words more complex
  5555. phrasing - used for the ORF index, the change was even more dramatic. Initially
  5556. just using his new glasses the change in reading index with computer screen
  5557. optimisation took him well above that for non-dyslexic undergraduates (184 wpm)
  5558. and with such fluency and prosody that is was a clear quantum leap in reading
  5559. performance with no hesitancy at all. The change in silent read performance
  5560. with this complex text produced a comparable outcome.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5561. &lt;div class=&quot;MsoNormal&quot;&gt;
  5562. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It could be argued that there was an overall performance
  5563. improvement from the combined intervention of between 100% and 200%.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5564. &lt;div class=&quot;MsoNormal&quot;&gt;
  5565. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Whether the benefits from screen optimisation would be as
  5566. obvious without the optometric/orthoptic intervention is not evidenced from
  5567. this study… discuss.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5568. &lt;div class=&quot;MsoNormal&quot;&gt;
  5569. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Certainly undergraduates who have had unresolved
  5570. optometric difficulties do not appear to gain as much from screen optimisation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5571. &lt;div class=&quot;MsoNormal&quot;&gt;
  5572. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;We do not know yet what will happen after using the
  5573. combined interventions for an extended period. The issue of whether the
  5574. magnocellular component of the reading process might be plastic and maintain
  5575. its responsiveness to the intervention is unknown.&amp;nbsp; Further consultations may give us some
  5576. insight into this issue.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5577. &lt;div class=&quot;MsoNormal&quot;&gt;
  5578. &lt;br /&gt;&lt;/div&gt;
  5579. &lt;div class=&quot;MsoNormal&quot;&gt;
  5580. &lt;br /&gt;&lt;/div&gt;
  5581. &lt;h1 style=&quot;margin-left: 1.0cm; mso-list: l3 level2 lfo5; text-indent: -1.0cm;&quot;&gt;
  5582. &lt;!--[if !supportLists]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; mso-fareast-font-family: Arial;&quot;&gt;2.5.&lt;span style=&quot;font-family: &#39;Times New Roman&#39;; font-size: 7pt; font-weight: normal;&quot;&gt;&amp;nbsp;
  5583. &lt;/span&gt;&lt;/span&gt;&lt;!--[endif]--&gt;&lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt;&quot;&gt;Follow-up&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/h1&gt;
  5584. &lt;div class=&quot;MsoNormal&quot;&gt;
  5585. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;On re-testing the eye tracking data the next day
  5586. following its use, the eye turn information was noted.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5587. &lt;div class=&quot;MsoNormal&quot;&gt;
  5588. &lt;br /&gt;&lt;/div&gt;
  5589. &lt;div class=&quot;MsoNormal&quot;&gt;
  5590. &lt;br /&gt;&lt;/div&gt;
  5591. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5592. &lt;a href=&quot;http://4.bp.blogspot.com/-twFd9puGGQs/UWvVPCIKiqI/AAAAAAAAAKY/P0tUAX8lbYI/s1600/follow+up+data.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;98&quot; src=&quot;http://4.bp.blogspot.com/-twFd9puGGQs/UWvVPCIKiqI/AAAAAAAAAKY/P0tUAX8lbYI/s320/follow+up+data.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5593. &lt;br /&gt;
  5594. &lt;div class=&quot;MsoNormal&quot;&gt;
  5595. &lt;br /&gt;&lt;/div&gt;
  5596. &lt;div class=&quot;MsoNormal&quot;&gt;
  5597. &lt;br /&gt;&lt;/div&gt;
  5598. &lt;div class=&quot;MsoNormal&quot;&gt;
  5599. &lt;br /&gt;&lt;/div&gt;
  5600. &lt;div class=&quot;MsoNormal&quot;&gt;
  5601. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;When using the orthoptic correction (prism) there appears
  5602. to be no eye-turn taking place as Ian reads, independent of the background
  5603. settings and font size.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5604. &lt;div class=&quot;MsoNormal&quot;&gt;
  5605. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5606. &lt;div class=&quot;MsoNormal&quot;&gt;
  5607. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;However when using his glasses with no prism component
  5608. the eye turn appears to be less when using the optimal font size and
  5609. background.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5610. &lt;div class=&quot;MsoNormal&quot;&gt;
  5611. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5612. &lt;div class=&quot;MsoNormal&quot;&gt;
  5613. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;It is plausible that the eye-turns are to some extent in
  5614. response to some processing difficulties as opposed to a muscle weakness. This data supports the notion that in this case the eye
  5615. turn is correctable by orthoptic/optometric intervention but also implies that
  5616. the background colour setting is a component factor in this ‘strategic eye
  5617. turn’. &lt;b&gt;This perspective is supported by research by Sue Fowler of the Dyslexia
  5618. Research Trust shows improved convergence and accommodation when using the
  5619. Yellow or blue glasses developed by the DRT.&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5620. &lt;div class=&quot;MsoNormal&quot;&gt;
  5621. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;&lt;br /&gt;&lt;/b&gt;&lt;/span&gt;&lt;/div&gt;
  5622. &lt;div class=&quot;MsoNormal&quot;&gt;
  5623. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;One of the issues that seems to vary with reading
  5624. performance is the average time duration of the fixations as a person becomes
  5625. more fluent.&amp;nbsp; If this is reflective of
  5626. the speed with which the eye captures enough data to decode the text, then we
  5627. might expect the fixation time to reduce as the data capture process becomes
  5628. more efficient.&amp;nbsp; In the case of Ian this
  5629. appears to be the situation.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5630. &lt;div class=&quot;MsoNormal&quot;&gt;
  5631. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Ian’s mean fixation duration times were&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5632. &lt;div class=&quot;MsoNormal&quot;&gt;
  5633. &lt;br /&gt;&lt;/div&gt;
  5634. &lt;div class=&quot;MsoNormal&quot;&gt;
  5635. &lt;br /&gt;&lt;/div&gt;
  5636. &lt;div class=&quot;separator&quot; style=&quot;clear: both; text-align: center;&quot;&gt;
  5637. &lt;a href=&quot;http://4.bp.blogspot.com/-gKP2-jxqs6A/UWvVs4ucXCI/AAAAAAAAAKg/i7CT6i-mpN8/s1600/changes+in+fixation+duration.JPG&quot; imageanchor=&quot;1&quot; style=&quot;margin-left: 1em; margin-right: 1em;&quot;&gt;&lt;img border=&quot;0&quot; height=&quot;104&quot; src=&quot;http://4.bp.blogspot.com/-gKP2-jxqs6A/UWvVs4ucXCI/AAAAAAAAAKg/i7CT6i-mpN8/s320/changes+in+fixation+duration.JPG&quot; width=&quot;320&quot; /&gt;&lt;/a&gt;&lt;/div&gt;
  5638. &lt;br /&gt;
  5639. &lt;div class=&quot;MsoNormal&quot;&gt;
  5640. &lt;br /&gt;&lt;/div&gt;
  5641. &lt;div class=&quot;MsoNormal&quot;&gt;
  5642. &lt;br /&gt;&lt;/div&gt;
  5643. &lt;div class=&quot;MsoNormal&quot;&gt;
  5644. &lt;span style=&quot;font-family: Arial, sans-serif; font-size: 14pt; line-height: 115%;&quot;&gt;This data supports the notion that the number
  5645. of milliseconds need for processing&amp;nbsp; or
  5646. edge detecting the image/grapheme, is significantly reduced when the background
  5647. setting is optimised and further reduced if the font size is optimised.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5648. &lt;div class=&quot;MsoNormal&quot;&gt;
  5649. &lt;br /&gt;&lt;/div&gt;
  5650. &lt;div class=&quot;MsoNormal&quot; style=&quot;page-break-before: always;&quot;&gt;
  5651. &lt;br /&gt;&lt;/div&gt;
  5652. &lt;div class=&quot;MsoNormal&quot;&gt;
  5653. &lt;br /&gt;&lt;/div&gt;
  5654. &lt;/div&gt;
  5655. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/4737820068436202350/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/musicians-and-dyslexia-or-not-being.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4737820068436202350'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/4737820068436202350'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/musicians-and-dyslexia-or-not-being.html' title='Musicians and dyslexia. Or not being ‘dysdansic’'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><media:thumbnail xmlns:media="http://search.yahoo.com/mrss/" url="http://1.bp.blogspot.com/-R_gLSbyhm2c/UWvQXn32SuI/AAAAAAAAAI0/7GJdTS7Yxqo/s72-c/new+old+glasses.JPG" height="72" width="72"/><thr:total>0</thr:total></entry><entry><id>tag:blogger.com,1999:blog-2496322937430109609.post-1347313922958130321</id><published>2013-04-12T13:24:00.000-07:00</published><updated>2013-04-12T13:24:42.031-07:00</updated><title type='text'>The dyslexic Elephant is coming into focus. Summary of today’s presentations at Oxford.</title><content type='html'>&lt;div dir=&quot;ltr&quot; style=&quot;text-align: left;&quot; trbidi=&quot;on&quot;&gt;
  5656. &lt;br /&gt;
  5657. &lt;div class=&quot;MsoNormal&quot;&gt;
  5658. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;b&gt;The dyslexic Elephant is coming into focus. Summary of
  5659. today’s presentations at Oxford.&lt;/b&gt;&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5660. &lt;div class=&quot;MsoNormal&quot;&gt;
  5661. &lt;br /&gt;&lt;/div&gt;
  5662. &lt;div class=&quot;MsoNormal&quot;&gt;
  5663. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Yesterday concentrated on recent research into &lt;b&gt;Auditory/phonological processing&lt;/b&gt;
  5664. aspects of dyslexia and identification, prediction and prevention of dyslexia.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5665. &lt;div class=&quot;MsoNormal&quot;&gt;
  5666. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&amp;nbsp;Today, Friday
  5667. concentrated on issues of Visual attention and neuroimaging beyond Phonology.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5668. &lt;div class=&quot;MsoNormal&quot;&gt;
  5669. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5670. &lt;div class=&quot;MsoNormal&quot;&gt;
  5671. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;There were compelling research reports on the mechanisms
  5672. and role of visual attention span in reading and dyslexia.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5673. &lt;div class=&quot;MsoNormal&quot;&gt;
  5674. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5675. &lt;div class=&quot;MsoNormal&quot;&gt;
  5676. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;A continuing theme across the day looked at the directionality
  5677. of the relationship between changes in Neural imaging information and reading
  5678. experience.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5679. &lt;div class=&quot;MsoNormal&quot;&gt;
  5680. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The danger is consistently assuming that a correlation informs
  5681. us about causality.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5682. &lt;div class=&quot;MsoNormal&quot;&gt;
  5683. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;There has also been an emerging awareness of the role of
  5684. the ventral visual stream in the reading process and the relationship between
  5685. the dorsal visual stream and the ventral visual stream.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5686. &lt;div class=&quot;MsoNormal&quot;&gt;
  5687. &lt;br /&gt;&lt;/div&gt;
  5688. &lt;div class=&quot;MsoNormal&quot;&gt;
  5689. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;Visual attention issues were developed&amp;nbsp; at the levels of Crowding, eye movements and
  5690. the visual effects of coloured filters in terms of the increasing or decreasing
  5691. of blue light into the eye using the Oxford (DRT) yellow and blue glasses.&amp;nbsp; I now understand more about the dynamics in
  5692. the use of these.&amp;nbsp; I had hoped that would
  5693. happen!&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5694. &lt;div class=&quot;MsoNormal&quot;&gt;
  5695. &lt;br /&gt;&lt;/div&gt;
  5696. &lt;div class=&quot;MsoNormal&quot;&gt;
  5697. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The plasticity of the way the brain deals with sensory
  5698. data is clear.&amp;nbsp; Interventions that change
  5699. the relationship between ‘brain cortex’ areas were a continuing theme.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5700. &lt;div class=&quot;MsoNormal&quot;&gt;
  5701. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5702. &lt;div class=&quot;MsoNormal&quot;&gt;
  5703. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;There is strong evidence that there are pre-existing
  5704. relationships which can be ‘triggered’ into use or suppressed which to me
  5705. strongly supports the response of dyslexic student’s visual systems to computer
  5706. screen optimisation and our longitudinal tracking of the changes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5707. &lt;div class=&quot;MsoNormal&quot;&gt;
  5708. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;&lt;br /&gt;&lt;/span&gt;&lt;/div&gt;
  5709. &lt;div class=&quot;MsoNormal&quot;&gt;
  5710. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;The group of us with a strong optometric/orthoptic
  5711. component to our thinking were very aware that up to now this perspective on
  5712. reading has not really been considered in the neurobiological studies and is
  5713. probably limiting the understanding of the ‘ecology the mechanism.&amp;nbsp; There seemed to be a widely accepted view
  5714. that this will change with collaboration between people at the symposium.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5715. &lt;div class=&quot;MsoNormal&quot;&gt;
  5716. &lt;br /&gt;&lt;/div&gt;
  5717. &lt;div class=&quot;MsoNormal&quot;&gt;
  5718. &lt;span style=&quot;font-family: &amp;quot;Arial&amp;quot;,&amp;quot;sans-serif&amp;quot;; font-size: 14.0pt; line-height: 115%;&quot;&gt;I will attempt more précis of the separate presentations after
  5719. tomorrow.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/div&gt;
  5720. &lt;/div&gt;
  5721. </content><link rel='replies' type='application/atom+xml' href='http://pete-toreadornottoread.blogspot.com/feeds/1347313922958130321/comments/default' title='Post Comments'/><link rel='replies' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/the-dyslexic-elephant-is-coming-into.html#comment-form' title='0 Comments'/><link rel='edit' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/1347313922958130321'/><link rel='self' type='application/atom+xml' href='http://www.blogger.com/feeds/2496322937430109609/posts/default/1347313922958130321'/><link rel='alternate' type='text/html' href='http://pete-toreadornottoread.blogspot.com/2013/04/the-dyslexic-elephant-is-coming-into.html' title='The dyslexic Elephant is coming into focus. Summary of today’s presentations at Oxford.'/><author><name>Anonymous</name><uri>http://www.blogger.com/profile/15473012725002366768</uri><email>noreply@blogger.com</email><gd:image rel='http://schemas.google.com/g/2005#thumbnail' width='16' height='16' src='https://img1.blogblog.com/img/b16-rounded.gif'/></author><thr:total>0</thr:total></entry></feed>

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