Previous studies have shown that dyslexic individuals who supplement windowed reading practice with intensive small-scale hand-eye coordination tasks exhibit marked improvement in their reading skills. Here we examine whether similar hand-eye coordination activities, in the form of artwork performed by children in kindergarten, first and second grades, could reduce the number of students at-risk for reading problems. Our results suggest that daily hand-eye coordination activities significantly reduce the number of students at-risk. We believe that the effectiveness of these activities derives from their ability to prepare the students perceptually for reading.
| Identifer | oai:union.ndltd.org:MIT/oai:dspace.mit.edu:1721.1/30575 |
| Date | 18 October 2005 |
| Creators | Geiger, Gadi, Amara, Domenic G |
| Source Sets | M.I.T. Theses and Dissertation |
| Language | en_US |
| Detected Language | English |
| Format | 0 p., 14865502 bytes, 6633149 bytes, application/postscript, application/pdf |
| Relation | Massachusetts Institute of Technology Computer Science and Artificial Intelligence Laboratory |
Page generated in 0.0017 seconds