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K.J. Ciuffreda, Y. Han, N. Kapoor; Oculomotor Rehabilitation for Reading in Acquired Brain Injury . Invest. Ophthalmol. Vis. Sci. 2003;44(13):4251.
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© ARVO (1962-2015); The Authors (2016-present)
Purpose: To assess reading-related oculomotor rehabilitation in individuals with acquired brain injury (ABI), who experience oculomotor-based symptoms when reading. Methods: Adults with ABI comprising either stroke and hemianopia (n=5, 3 with neglect) or traumatic brain injury (n=9) participated. Laboratory, computer-generated training stimuli included simulated reading (multiple-line and single-line) using predetermined steps, as well as basic versional (fixation, saccades, and pursuit) paradigms, for one hour twice weekly over an 8-week period. Training modes included normal internal oculomotor visual feedback, either alone or in conjunction with external, laboratory-based oculomotor auditory feedback. Training effects were assessed objectively using infrared eye movement recording technology for both simulated and actual (Visagraph) reading-related, as well as basic versional, eye movements (OBER2). Training effects were also assessed subjectively using a 5-point reading rating-scale questionnaire, which included the areas of reading comfort, comprehension, attention, and strategy. Results: All individuals reported subjectively-improved reading ability based on the rating-scale questionnaire findings, which was statistically signifcant for each of the four areas. This was confirmed by most of the objective oculomotor measures. Results were better for the combined visual and auditory feedback training mode as compared with visual feedback alone. Conclusions: Reading-related oculomotor rehabilitation produced statistically significant gains in both the subjective and objective oculomotor domains relating to reading ability. It is believed that rapid oculomotor saccadic adaptation and plasticity, of presumed cerebellar origin, were involved in modifying eye movement behavior to produce a more systematic approach and resultant improved reading profile/performance both during and subsequent to training. Addition of the oculomotor auditory signal provided immediate and direct feedback related to the oculomotor error, which subjects reported to be helpful, and furthermore enhanced their overall performance.
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