Magnocellular visual function in developmental dyslexia: deficit in frequency-doubling perimetry and ocular motor skills

• Published in: Arquivos brasileiros de oftalmologia 2021-01, Vol.84 (5), p.442-448
• Main Authors: Vilhena, Douglas de Araújo, Guimarães, Márcia Reis, Guimarães, Ricardo Queiroz, Pinheiro, Ângela Maria Vieira
• Format: Article
• Language: English
• Subjects: OPHTHALMOLOGY
• ISSN: 0004-2749; 1678-2925; 1678-2925
• DOI: 10.5935/0004-2749.20210069

PURPOSEThis study aimed to verify if patients with developmental dyslexia present deficits coherent with visual magnocellular dysfunction. METHODSParticipants with confirmed diagnosis of developmental dyslexia (n=62; age range=8-25 years; mean age=13.8 years, standard deviation=3.9; 77% male) were compared to a control group with normal development, matched for age, sex, ocular dominance, visual acuity, and text comprehension. The frequency-doubling technology perimetry was used to evaluate the peripheral visual field contrast sensitivity threshold. The Visagraph III Eye-Movement Recording System was used to evaluate ocular motor skills during text reading. RESULTSThe developmental dyslexia group had significantly worse contrast sensitivity in the frequency-doubling technology, with strong effect size, than the matched control group. The developmental dyslexia group had more eyes classified in the impaired range of sensitivity threshold to detect frequency-doubling illusion than the control group. Moreover, the developmental dyslexia group had poorer ocular motor skills and reading performance, revealed by a difference in ocular fixations, regressions, span recognition, reading rate, and relative efficiency between groups. A significant correlation was found between contrast sensitivity and ocular motor skills. Participants with good relative efficiency had significantly better contrast sensitivity than participants with poor relative efficiency. CONCLUSIONSThe developmental dyslexia group presented a markedly worse performance in visual variables related to visual magnocellular function (i.e., frequency-doubling technology perimetry and ocular motor skills) compared with a matched control group. Professionals need to be aware of the importance of evaluating vision of individuals with developmental dyslexia beyond visual acuity and including in their assessments instruments to evaluate temporal processing, with contrast sensitivity threshold.