Subjective and objective evaluation of visual functions in dyslexic children with visual perceptual deficiency-Before and after ten-weeks of perceptual training.

Leung et al. (2018) ran a ten-week visual-perceptual training program with dyslexic 7- to 8-year-olds. They gave the kids standard visual tests and also measured brain waves (VEP) before, right after, and three months later.

The study had no control group; each child served as their own baseline.

After training, the children's scores on the visual-perceptual test went up slightly and stayed higher for three months. However, their brain-wave responses (VEP) did not change at all.

In short: paper test up, brain test flat.

Tiernan et al. (2022) looked at thirty years of Precision Teaching for reading and found steady, small gains when fluency is tracked daily. Ka-Yan's single jump fits that pattern: brief, targeted practice can lift test scores, but gains are modest without ongoing fluency checks.

Maïonchi-Pino et al. (2012) showed French dyslexic readers still use normal sound cues, just more slowly. That supports Ka-Yan's focus on visual-perceptual speed rather than re-teaching phonemes.

Sanchez-Joya et al. (2017) linked early medical risk to later visual-perceptual problems. Their data remind us to check birth history before we blame dyslexia alone; training may help, but some deficits start earlier.

If you work with dyslexic learners, add a quick visual-perceptual screen (TVPS-R or similar). A short, ten-week perceptual block can lift those scores a little, but keep your eye on reading fluency, not brain waves. Pair the perceptual drills with daily timed reading slices so the small visual gain turns into real reading speed.