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https://hdl.handle.net/1959.11/21037
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DC Field | Value | Language |
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dc.contributor.author | Loew, Stephen | en |
dc.date.accessioned | 2017-05-23T12:12:00Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Libro de Resumenes, p. 948-948 | en |
dc.identifier.isbn | 9788460886648 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/21037 | - |
dc.description.abstract | In 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.language | en | en |
dc.publisher | Asociacion Cientifica de Psicologia y Educacion | en |
dc.relation.ispartof | Libro de Resumenes | en |
dc.title | Reading Learning Disabilities and Visual Stress in the Classroom: - Time for a New Perspective? | en |
dc.type | Conference Publication | en |
dc.relation.conference | CIPE 2016: VIII Congreso Internacional de Psicologia y Educacion [VIII International Congress of Psychology and Education] | en |
dc.subject.keywords | Special Education and Disability | en |
dc.subject.keywords | Educational Psychology | en |
dc.subject.keywords | Learning Sciences | en |
local.contributor.firstname | Stephen | en |
local.subject.for2008 | 130309 Learning Sciences | en |
local.subject.for2008 | 130312 Special Education and Disability | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.seo2008 | 930499 School/Institution not elsewhere classified | en |
local.subject.seo2008 | 930103 Learner Development | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.profile.school | School of Psychology and Behavioural Science | en |
local.profile.email | sloew2@une.edu.au | en |
local.output.category | E3 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20170402-192323 | en |
local.date.conference | 15th - 17th June, 2016 | en |
local.conference.place | Alicante, Spain | en |
local.publisher.place | Madrid, Spain | en |
local.format.startpage | 948 | en |
local.format.endpage | 948 | en |
local.title.subtitle | - Time for a New Perspective? | en |
local.contributor.lastname | Loew | en |
dc.identifier.staff | une-id:sloew2 | en |
local.booktitle.translated | Book of Abstracts | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:21230 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Reading Learning Disabilities and Visual Stress in the Classroom | en |
local.output.categorydescription | E3 Extract of Scholarly Conference Publication | en |
local.relation.url | http://www.cipe2016.com/LibroResumenes_CIPE.pdf | en |
local.conference.details | CIPE 2016: VIII Congreso Internacional de Psicologia y Educacion [VIII International Congress of Psychology and Education], Alicante, Spain, 15th - 17th June, 2016 | en |
local.search.author | Loew, Stephen | en |
local.uneassociation | Unknown | en |
local.year.published | 2016 | - |
local.subject.for2020 | 390408 Learning analytics | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.seo2020 | 160299 Schools and learning environments not elsewhere classified | en |
local.subject.seo2020 | 160199 Learner and learning not elsewhere classified | en |
local.date.start | 2016-06-15 | - |
local.date.end | 2016-06-17 | - |
Appears in Collections: | Conference Publication |
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