The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial

David Dodick; Amaal J. Starling; Jennifer Wethe; Yi Pang; Leonard V. Messner; Craig Smith; Christina L. Master; Rashmi B. Halker-Singh; Bert B. Vargas; Jamie M. Bogle; Jay Mandrekar; Alexandra Talaber; Danielle Leong

doi:10.1177/0883073816668704

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial

David Dodick, Amaal J. Starling, Jennifer Wethe, Yi Pang, Leonard V. Messner, Craig Smith, Christina L. Master, Rashmi B. Halker-Singh, Bert B. Vargas, Jamie M. Bogle, Jay Mandrekar, Alexandra Talaber, Danielle Leong

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P =.0277) and comprehension (7.5% vs 1.5%, P =.0002). The high-needs student group significantly improved in fluency (P <.001) and comprehension (P <.001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

Original language	English (US)
Pages (from-to)	104-111
Number of pages	8
Journal	Journal of child neurology
Volume	32
Issue number	1
DOIs	https://doi.org/10.1177/0883073816668704
State	Published - Jan 1 2017

Keywords

eye movements
intervention
randomized controlled trial
reading
saccadic training

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Clinical Neurology

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10.1177/0883073816668704

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Dodick, D., Starling, A. J., Wethe, J., Pang, Y., Messner, L. V., Smith, C., Master, C. L., Halker-Singh, R. B., Vargas, B. B., Bogle, J. M., Mandrekar, J., Talaber, A., & Leong, D. (2017). The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial. Journal of child neurology, 32(1), 104-111. https://doi.org/10.1177/0883073816668704

Dodick, D, Starling, AJ, Wethe, J, Pang, Y, Messner, LV, Smith, C, Master, CL, Halker-Singh, RB, Vargas, BB, Bogle, JM, Mandrekar, J, Talaber, A & Leong, D 2017, 'The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial', Journal of child neurology, vol. 32, no. 1, pp. 104-111. https://doi.org/10.1177/0883073816668704

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The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students: A Randomized Controlled Trial

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