Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21037
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dc.contributor.authorLoew, Stephenen
dc.date.accessioned2017-05-23T12:12:00Z-
dc.date.issued2016-
dc.identifier.citationLibro de Resumenes, p. 948-948en
dc.identifier.isbn9788460886648en
dc.identifier.urihttps://hdl.handle.net/1959.11/21037-
dc.description.abstractIn the area of Learning Disabilities research, there now exists a strong base of converging evidence indicating that anomalies in visual sensory processing frequently underlie (or at least contribute to) reading and writing difficulties, as well as many cases of attentional/behavioural disorders. Previous research has shown that the visual perception deficit Meares-Irlen/visual stress syndrome, or Visual Stress (VS), affects a third of individuals diagnosed with reading disorders and 5-12% of the general population. Symptoms of VS include visual distortions/'movement' of words while reading, untidy and rapidly worsening handwriting, impaired visual-search performance, sensitivity to fluorescent lighting, cognitive fatigue and headaches. VS-symptomatology has also been reported in attention deficit/hyperactivity disorder (ADHD), photosensitive epilepsy, migraine, chronic fatigue syndrome, behavioural disorders, traumatic brain injury, and cases of stroke. To date, however, investigations of learning difficulties have tended to neither consider nor control for the potential latent influences of visual-perceptual factors. There is a need for far greater consideration of VS in learning disabilities research, and this need underpins our present international collaboration. This symposium brings together the findings of five investigations of reading and learning difficulties (two from Spain, one from Malaysia, and two from Australia). The opening presentation investigates levels of reading discomfort in proficient-reading university students, under typical classroom conditions. The second presentation explores an innovative concept proposing that relatively recent changes to fundamental reading conditions in classrooms have not enhanced reading competency and, in fact, have made reading more difficult for students. The third presentation provides novel insights into the assessment of psychological functioning in adolescents with generalised learning disabilities. The fourth presentation tests the usefulness of Naming Speed performance variables in discerning reading disabilities from ADHD, and/or comorbidity of both. The closing presentation reviews existing assessments and recent trends, with a specific focus on identifying visual-perceptual factors in reading difficulties.en
dc.languageenen
dc.publisherAsociacion Cientifica de Psicologia y Educacionen
dc.relation.ispartofLibro de Resumenesen
dc.titleReading Learning Disabilities and Visual Stress in the Classroom: - Time for a New Perspective?en
dc.typeConference Publicationen
dc.relation.conferenceCIPE 2016: VIII Congreso Internacional de Psicologia y Educacion [VIII International Congress of Psychology and Education]en
dc.subject.keywordsSpecial Education and Disabilityen
dc.subject.keywordsEducational Psychologyen
dc.subject.keywordsLearning Sciencesen
local.contributor.firstnameStephenen
local.subject.for2008130309 Learning Sciencesen
local.subject.for2008130312 Special Education and Disabilityen
local.subject.for2008170103 Educational Psychologyen
local.subject.seo2008930499 School/Institution not elsewhere classifieden
local.subject.seo2008930103 Learner Developmenten
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Psychology and Behavioural Scienceen
local.profile.emailsloew2@une.edu.auen
local.output.categoryE3en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20170402-192323en
local.date.conference15th - 17th June, 2016en
local.conference.placeAlicante, Spainen
local.publisher.placeMadrid, Spainen
local.format.startpage948en
local.format.endpage948en
local.title.subtitle- Time for a New Perspective?en
local.contributor.lastnameLoewen
dc.identifier.staffune-id:sloew2en
local.booktitle.translatedBook of Abstractsen
local.profile.roleauthoren
local.identifier.unepublicationidune:21230en
dc.identifier.academiclevelAcademicen
local.title.maintitleReading Learning Disabilities and Visual Stress in the Classroomen
local.output.categorydescriptionE3 Extract of Scholarly Conference Publicationen
local.relation.urlhttp://www.cipe2016.com/LibroResumenes_CIPE.pdfen
local.conference.detailsCIPE 2016: VIII Congreso Internacional de Psicologia y Educacion [VIII International Congress of Psychology and Education], Alicante, Spain, 15th - 17th June, 2016en
local.search.authorLoew, Stephenen
local.uneassociationUnknownen
local.year.published2016-
local.subject.for2020390408 Learning analyticsen
local.subject.for2020520102 Educational psychologyen
local.subject.seo2020160299 Schools and learning environments not elsewhere classifieden
local.subject.seo2020160199 Learner and learning not elsewhere classifieden
local.date.start2016-06-15-
local.date.end2016-06-17-
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