The effect of dynamic visual acuity on rapid naming in school-aged children with dyslexia

Abstract

Objectives

A decrease in vestibulo-ocular reflex (VOR) gain can lead to retinal slip, negatively impacting visual acuity. During reading, eye movements are essential for smoothly transitioning between lines and words. Impaired VOR may disrupt these movements, resulting in additional corrective actions and affecting reading speed. This study aims to explore the relationship between dynamic visual acuity and rapid naming skills in children with dyslexia, compare dynamic visual acuity between children with dyslexia and neurotypical children, and assess gender-related differences.

Methods

Dynamic visual acuity was assessed using a functional head impulse test, followed by a rapid naming test.

Results

A moderately significant relationship was found between left lateral (LL) 5000°/s² and the number naming test (r_s = −0.589, p = 0.027), as well as between LL 5000°/s² and the color naming test (r_s = -0.581, p = 0.029). A moderately significant relationship was observed between the right lateral(RL) 7000°/s² and the object naming test (r_s = −0.593, p = 0.033). Significant differences were observed between neurotypical children and children with dyslexia in the following tests: right lateral (RL) 5000°/s², RL general percentage, left lateral (LL) general percentage, right anterior (RA) 3000°/s², right anterior(RA) 6000°/s², right anterior (RA) 7000°/s², RA general percentage, left anterior (LA) 5000°/s², right posterior (RP) 3000°/s², RP 5000°/s², RP 7000°/s², and RP general percentage. In children with dyslexia, differences were observed based on gender in the LA 7000°/s², RP 6000°/s², RP 7000°/s² and RP general percentage tests.

Conclusion

Children with dyslexia had lower dynamic visual acuity, and girls were more markedly affected. In addition, a moderately negative association was observed between dynamic visual acuity and rapid naming time in children with dyslexia.