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    Visual-motor integration in developmental dyslexia

    Bannach-Brown, Alexandra (2014) Visual-motor integration in developmental dyslexia. Edinburgh Napier University. (Unpublished)


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    Despite the increasing interest in dyslexia in the literature, debates still surround theories about the causes of dyslexia and efficient methods of detection. One major theory of dyslexia is the General Sensorimotor Theory (Stein, 2001; Ramus, 2003), which hypothesises that visual and auditory processing, and motor/tactile aspects contribute to the causes of dyslexia. This study aims to test the “Dot-to-Dot” (DtD) task as a potential screening tool for primary school children. This study will address the visual-spatial-motor integration debate, testing for the notion that the general sensorimotor aspects are sufficient to identify dyslexia. The DtD task will be compared with an existing screening tool (LUCID Rapid), other phonological awareness tasks, and general intelligence measures. Participants were in the P1 and P3 classes of Castleview Primary School, recruited through City of Edinburgh Council. The 68 participants were between the ages of 4 years and 8 years. Testing took place at the school in two separate sessions. The first session tested children on the DtD and LUCID software, and the second session tested children on cognitive aspects using subtests from Wechsler’s Intelligence Tests (WPPSI & WISC) as well as the Dyslexia Early Screening Test (Version II, Fawcett & Nicolson, 2004). Correlational and regressional analyses revealed that generally, the DtD can be shown to add prediction to phonological awareness scores. The DtD can differentiate between ‘high’ and ‘low’ risk children with dyslexia, as classified by LUCID Rapid. Therefore, this suggests that this task could potentially be used to detect children at risk of developing dyslexia, with more detailed research.

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