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    Binocular Saccadic Dysfunction - a Precursor to Dyslexia?: N/A
    Binocular Saccadic Dysfunction - a Precursor to Dyslexia?: N/A
    Binocular Saccadic Dysfunction - a Precursor to Dyslexia?: N/A
    Ebook102 pages58 minutes

    Binocular Saccadic Dysfunction - a Precursor to Dyslexia?: N/A

    By Elizabeth Celestre M.A.

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    About this ebook

    This book talks about a laborious and frustrating journey investigating reading difficulties as a whole; scrutizing academic theories and practices; and, attempting to discern where these theories and practices appeared to be applicable in the "real world". We will also be looking for information where major disparities become glaring and prevalent within populations designated, typically, by school districts and associated service providers as "slow learners".

    Recognition of reading difficulties and associated causation has been attributed to, and by, education entities and their professional representatives statements range from the good, bad, and ugly e.g. "Let's find out why you're having problems"; "Reading isn't for wimps"; and, "The little bastards just need to read more".

    Indeed, to state that reading is a simple process, would be a classic untruth. Rather it is based on a designated and accepted hierarchy of developmental increments that can be represented by a typical pyramid configuration. Disruption and diminished mastery of any element depicted would, therefore, lead to diminished results. The "layers of the onion" are peeled back to a very basic level e.g. the intake of visual information and theoretical transfer of this information to the brain for interpretation.
    LanguageEnglish
    PublisherAuthorHouse
    Release dateJan 14, 2013
    ISBN9781477296240
    Binocular Saccadic Dysfunction - a Precursor to Dyslexia?: N/A
    Author

    Elizabeth Celestre M.A.

    Mrs. Celestre, currently a Learning Specialist Consultant, has provided both direct instruction and specialized assessments to Regular Education (Ages Birth through Adult) and Special Needs populations in California and Hawaii for 35 years. She has attained a Bachelor of Science Degree in Botany, a Masters Degree in Elementary Education with an emphasis in Special Education, an All But Dissertation (A.B.D.) in Curriculum and Instruction, and professional development in the areas of Special Education Law and psychological evaluation. She holds two LIFE California Teaching Credentials: a Standard Elementary Credential with Biological Science emphasis; and, a Community Colleges Instructor Credential. Her research efforts in the area of eye movement dysfunction and its associated effects on reading efficiency and proficiency has been conducted, predominantly, with collaboratives between administration, faculty, and students of the previously designated University of California/ Berkeley's School of Neuro-Optometry and various optometrists whose specialty is vision development. She would like to hear from readers through her web site www.elizabethcelestre.com and will value their critiques and insights.

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      Book preview

      Binocular Saccadic Dysfunction - a Precursor to Dyslexia? - Elizabeth Celestre M.A.

      © 2012 by Elizabeth Celestre, M.A.. All rights reserved.

      Cover Design by Michael N. Milone

      No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

      Published by AuthorHouse   01/08/2013

      ISBN: 978-1-4772-9621-9 (sc)

      ISBN: 978-1-4772-9624-0 (e)

      Any people depicted in stock imagery provided by Thinkstock are models, and such images are being used for illustrative purposes only.

      Certain stock imagery © Thinkstock.

      Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

      Contents

      Acknowledgments

      Binocular Saccadic Dysfunction—A Precursor To Dyslexia?

      Building Blocks Of Vision And Learning

      Study Basis, Glossary And Eye Movement Scan Sample

      Glossary

      Adult Reader Binocular Scan

      Study 1

      Study 2

      Hiatus #1

      Study 3

      Hiatus #2

      Study 4

      Case I

      Case II

      Back Where We Began

      What This Says

      Real Stories From The Real World

      John

      Richard

      Richard’s Reading

      Marco

      Acknowledgments

      There are so many individuals that I want to thank as I went on my personal journey toward attempting to understand the very complex interaction twixt the eye and the brain. Those that knew me when I started this journey in all probability saw me as a pain in the neck and that would be the nicer way of putting it. Those that have known me, across time, have in all probability seen me as someone with a serious Obsessive-Compulsive Disorder when it comes to my ever presented question WHY???? What you’re saying doesn’t make sense. Even as I write this global Thank You I can almost see individuals covertly inserting ear plugs. You all were, however, typically able to respond to me with a smile.

      There are those, however, that I would like to particularly thank. Some are still with us in body. Others have passed on but are probably grinning and saying The old bat is still at it. Never-the-less I would like to cite: Jim Akimo, Colin Fern, Margaret Fones, Betty Burnett, Lawrence Stark (UCB), Debra Adler-Ginsberg, Raymond Gottlieb, Stuart Mann, Stuart Heller, Elliot Branard, Ellen from Milpitas (sorry that your last name has totally eluded me but I have thought of you many times across time), Nancy Lockhart and George Pavlidis.

      Most of all I want to thank my son Chris for really supporting me over and above. He continues to hang in there even as I attempt to put my thoughts in this booklet.

      Elizabeth Celestre

      NOTES / QUESTIONS

      BINOCULAR SACCADIC DYSFUNCTION—A PRECURSOR TO DYSLEXIA?

      Before we begin the discussion of Binocular Saccadic Dysfunction and the possibility of this dysfunction being ONE of the contributors to a disorder categorized as DYSLEXIA by educators, medical and psychological professionals and those associated with support providers such as Behavior Analysts, Social Service Workers, etc., I believe that there must be a clear, concise, and professional definition presented in order to form a firm base reference point.

      Therefore, for the purposes of this submittal, I will be utilizing the definition presented in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, DSM-IV authored by the AMERICAN PSYCHIATRIC ASSOCIATION. Indeed, if one were to look in the DSM-IV Index there is NO specific reference to DYSLEXIA. The term is only found if one looks under the Gross Category of Learning Disorders, Sub-Section 315.00 Reading Disorder, pp. 48-50 cited as In individuals with Reading Disorder (which has also been called dyslexia), oral reading is characterized by distortions, substitutions, or omissions; both oral and silent reading are characterized by slowness and errors in comprehension.

      I, as a professional educator with experience providing instructional and assessment services to individuals Ages Birth through Adult in Regular Education, Special Education, and Adult Education venues, am not finding difficulty agreeing with the characteristics cited above. Indeed, these are—in my opinion—precisely stated. Nor, upon cursory review of medical literature focusing on both the physiological and genetic characteristics of dyslexia etiology and my limited exposure and knowledge presented by these areas of expertise, am I finding difficulty accepting these theories. What I am positing is the proposition that One Size Does Not Fit All as it pertains to the typical rationalization associated with these manifestations. Sadly, in my opinion, minimum efforts have been expended by educators and associated medical professionals (psychologists, neurologists, and neuro-psychologists) to resolutely delve into basic etiologies of these various characteristics.

      We have, at last, reached an area of contribution that has—in my opinion and independent research efforts—been grossly neglected i.e. that of visual functioning as it relates to typical task completion in academic environments (classroom and assigned homework). In the past, for example, if students reported to the teacher that they were having problems seeing the materials on

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