Investigative Ophthalmology & Visual Science Cover Image for Volume 60, Issue 9
July 2019
Volume 60, Issue 9
Open Access
ARVO Annual Meeting Abstract  |   July 2019
Evaluating reading process using a novel screening method named R.A.D.A.R (Rapid Assessment of Dyslexia and Abnormalities in Reading).
Author Affiliations & Notes
  • Ioannis Aslanides
    Emmetropia Eye Institute, Heraklion, Crete, Greece
  • Minas Aslanidis
    Emmetropia Eye Institute, Heraklion, Crete, Greece
  • Ioanna Aslanidi
    Emmetropia Eye Institute, Heraklion, Crete, Greece
  • Vassilios Selimis
    Emmetropia Eye Institute, Heraklion, Crete, Greece
  • Vassilios Andreadakis
    Optotech Ltd, Greece
  • Ioannis Smyrnakis
    Optotech Ltd, Greece
  • Footnotes
    Commercial Relationships   Ioannis Aslanides, Emmetropia Eye Institute (I); Minas Aslanidis, Emmetropia Eye Institute (I); Ioanna Aslanidi, Emmetropia Eye Institute (I); Vassilios Selimis, Emmetropia Eye Institute (E); Vassilios Andreadakis, Optotech Ltd (E); Ioannis Smyrnakis, Optotech Ltd (E)
  • Footnotes
    Support  None
Investigative Ophthalmology & Visual Science July 2019, Vol.60, 1418. doi:
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      Ioannis Aslanides, Minas Aslanidis, Ioanna Aslanidi, Vassilios Selimis, Vassilios Andreadakis, Ioannis Smyrnakis; Evaluating reading process using a novel screening method named R.A.D.A.R (Rapid Assessment of Dyslexia and Abnormalities in Reading).. Invest. Ophthalmol. Vis. Sci. 2019;60(9):1418.

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      © ARVO (1962-2015); The Authors (2016-present)

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Abstract

Purpose : To assess RADAR as a completely computerized screening method. Based on a series of eye movement parameters, the method can evaluate the reading capability of the individual, pinpoint the problematic areas during the reading process and identify children at high risk of dyslexia.

Methods : The study consisted of two groups. Group 1: 11 children diagnosed with dyslexia by the “Tomorrow's Generation School”, a private learning center for dyslexic children Wales, UK. Group 2: 20 children without reading difficulties. Demographics: 16 girls and 15 boys, aged 9.0-11.5y.o. All children were native English speakers. Participants were assessed while reading silently two texts of different difficulty, in one session, and lasted about 10-15mins. Both texts were written by a specialist in order to be appropriate for the participants' age. Text1:141words, simple meaning & syntax, short word length, to match the lower ages. Text2:180words, many multi-syllable words, complicated meaning.

Results : This study demonstrates that the RADAR method can separate effectively readers with and without reading difficulties, based on a series of eye-tracking parameters obtained during the silent reading of a standard text. Overall, dyslexic readers had longer fixations, shorter saccade lengths, more refixations and more fixations compared with non-dyslexic readers. Quantitative eye movement measurements provide a more refined reading analysis, suggesting individual sources of difficulty during reading and leading to more targeted treatment suggestions.

Conclusions : RADAR is a reliable way to quantify reading process and identify children at high risk of dyslexia, amenable to large-scale screening. Furthermore, analysis of eye movement parameters obtained with RADAR during reading is expected to be useful for implementing individualized treatment strategies and for monitoring objectively the success of chosen interventions. We envision that RADAR, apart from being a sensitive, objective, and quantitative first pass screen to identify individuals with dyslexia, will provide precise enough information about the reading process to allow sub-classification of dyslexics and individualized treatment and monitoring of dyslexics.

This abstract was presented at the 2019 ARVO Annual Meeting, held in Vancouver, Canada, April 28 - May 2, 2019.

 

A reading path from a typical reader (left) and from a reader with dyslexia (right). The blue circles are the fixations and the orange lines are the saccadic movements.

A reading path from a typical reader (left) and from a reader with dyslexia (right). The blue circles are the fixations and the orange lines are the saccadic movements.

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