It can be maddening. You look and look you just don’t see it. Later you pass your work along, you see all the thing you hadn’t seen the first time round.
What’s going on ? You’ve experienced a ‘trick’ of perception. In our clinic, when trying to explain the phenomenon to children, we often use the analogy of optical illusions…when you see something that’s not there or you miss something – that later you can’t believe you could see at the start.
These tricks of perception are what adds to the time needed for many dyslexic students on classroom and standardized exams. It accounts for why some teachers may be flabbergasted by a student’s need for extended time, when they seem so quick with problem solving or other types of intellectual activity. It’s because problem solving by insight and analysis might be quite quick, but these perceptual slips happen more commonly, and need to be re-read and check on a second go-round. Some have speculated that difficulty achieving word-by-word accuracy may ultimate result in stronger meaning and inference, but even if that is the case, the trade-off is trouble with misreading and errors on submitted work.
Recently, researchers had made progress understanding why in central visual pathways this happens. Importantly, the researchers also did not rely on reading text for their experimental task (instead, experimental subjects were searching for letters, numbers, and symbols in a sequence of 5 of these elements in a row). Their findings also provide evidence that dyslexia is at its core NOT synonymous with a ‘reading disability’ or that interventions relying on phonological remediation alone would be expected are sufficient. Read More BELOW for Premium Subscribers.