When I first met Connor, age 11, he read for me one word at a time, carefully keeping his eyes in the right visual field and pointing them to each separate syllable, pronouncing it perfectly as he had been taught to do. When I asked him to relate to me what he had just read, Connor was able to repeat only one or two words that he barely recalled. He did well at breaking the printed code into discrete parts, yet had no understanding of reading as language, as a way to grasp the big picture being conveyed by the author. I invited him to do some playful Brain Gym® activities with me before continuing.
After doing PACE, we used Brain Buttons again, along with Earth Buttons and Lazy 8s, to help Connor discover how to track, to use his eyes as a team to cross his visual midline, and to work in his visual midfield where the left and right fields overlap. It was fun! When Connor read a second time, less than half an hour later, he read with ease, enthusiasm, and full understanding. Connor was now able to report in his own words what he had read, using intonations to add meaning as he spoke.
It’s important for parents to realize that many children can appear to read well, receive good grades, and excel at school yet be pointing their eyes primarily in the right visual field, where they separate information into small parts or bits. Reading this way, they may get tired, read slowly, get headaches, have eye strain, or lose depth perception. Like Connor, they may even need to read material two or three times in order to fully comprehend it. The pleasure of reading fluently is assumed for the future, yet for many, never happens.
Having taught adult speed reading to people who have been reading in this slow way for years, I’m aware that eye pointings per line (known as fixations) increase as students struggle to use their eyes as a team, and that the number of times a person rereads the material (called regressions) also increase. For youngsters, when grades are good, this one-sided way of reading is accepted as normal, since most people don’t recognize the visual stress and don’t question what seems to be working. Only the children who are labeled with learning challenges get special help, and even then teachers may not identify the subtle difficulty these students are having when crossing the visual midline1, let alone know that it can be easily addressed with a few minutes of doing such activities as Lazy 8s and the Double Doodle.
As stated by UK psychiatrist Iain McGilchrist2, “the first apprehension of anything is by the right hemisphere while it remains new” but is soon “taken over by the left hemisphere where it becomes familiar. Knowledge of the whole is . . . followed by knowledge of the parts.” For reading, this means that the skilled learner takes in at a glance (through the left visual field and right hemisphere), the meaningful context and picture clues that help him guess where the story is going. He simultaneously confirms his hunch (through the right visual field and left hemisphere), by pronouncing the words.
From my perspective as a reading teacher, it’s easier for learners to read with both eyes working together on the midfield than to rely mainly on one eye for information. In any case, reading with both eyes and a singleness of vision is more functional and less stressful. Having helped thousands of people to learn, through effortless movements, the simple, mechanical, physical skill of eye teaming, I know that most readers can readily get beyond the visual stress of word analysis to enjoying the auditory language experience of listening to the story as they read it, which is what reading really is.
1David Grisham, O.D., M.S., Maureen Powers, Ph.D., Phillip Riles, M.A. Visual skills of poor readers in high school. Optometry – Journal of the American Optometric Association. Volume 78, Issue 10 , October 2007.
2Iain McGilchrist. The Master and His Emissary: The Divided Brain and the Making of the Western World Yale University Press; Reprint edition: 2012.
© 2013 by Paul E. Dennison. All rights reserved.
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