Massachusetts Institute of Technology Computer Science and Artificial Intelligence Laboratory
Abstract
Previous studies have shown that dyslexic individuals who supplement windowed reading practice with intensive small-scale hand-eye coordination tasks exhibit marked improvement in their reading skills. Here we examine whether similar hand-eye coordination activities, in the form of artwork performed by children in kindergarten, first and second grades, could reduce the number of students at-risk for reading problems. Our results suggest that daily hand-eye coordination activities significantly reduce the number of students at-risk. We believe that the effectiveness of these activities derives from their ability to prepare the students perceptually for reading.
