{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,15]],"date-time":"2026-09-15T00:49:10Z","timestamp":1789433350389,"version":"build-2803163510"},"reference-count":37,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2016,10,10]],"date-time":"2016-10-10T00:00:00Z","timestamp":1476057600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Child Neurol"],"published-print":{"date-parts":[[2017,1]]},"abstract":"<jats:p>Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P &lt; .001) and comprehension ( P &lt; .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.<\/jats:p>","DOI":"10.1177\/0883073816668704","type":"journal-article","created":{"date-parts":[[2016,10,11]],"date-time":"2016-10-11T12:29:49Z","timestamp":1476188989000},"page":"104-111","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":24,"title":["The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students"],"prefix":"10.1177","volume":"32","author":[{"given":"David","family":"Dodick","sequence":"first","affiliation":[{"name":"Department of Neurology, Mayo Clinic Arizona, Phoenix, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amaal J.","family":"Starling","sequence":"additional","affiliation":[{"name":"Department of Neurology, Mayo Clinic Arizona, Phoenix, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jennifer","family":"Wethe","sequence":"additional","affiliation":[{"name":"Department of Neurology, Mayo Clinic Arizona, Phoenix, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yi","family":"Pang","sequence":"additional","affiliation":[{"name":"Illinois Eye Institute, Chicago, IL, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Leonard V.","family":"Messner","sequence":"additional","affiliation":[{"name":"Illinois Eye Institute, Chicago, IL, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Craig","family":"Smith","sequence":"additional","affiliation":[{"name":"Bill and Melinda Gates Foundation, Seattle, WA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Christina L.","family":"Master","sequence":"additional","affiliation":[{"name":"Department of Pediatrics, Children\u2019s Hospital of Philadelphia, University of Pennsylvania, Philadelphia, PA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rashmi B.","family":"Halker-Singh","sequence":"additional","affiliation":[{"name":"Department of Neurology, Mayo Clinic Arizona, Phoenix, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bert B.","family":"Vargas","sequence":"additional","affiliation":[{"name":"Department of Neurology, Mayo Clinic Arizona, Phoenix, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jamie M.","family":"Bogle","sequence":"additional","affiliation":[{"name":"Department of Neurology, Mayo Clinic Arizona, Phoenix, AZ, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jay","family":"Mandrekar","sequence":"additional","affiliation":[{"name":"Division of Biomedical Statistics and Informatics, Mayo Clinic Rochester, Rochester, MN, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alexandra","family":"Talaber","sequence":"additional","affiliation":[{"name":"King-Devick Test, Inc, Oakbrook Terrace, IL, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Danielle","family":"Leong","sequence":"additional","affiliation":[{"name":"Illinois Eye Institute, Chicago, IL, USA"},{"name":"King-Devick Test, Inc, Oakbrook Terrace, IL, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2016,10,10]]},"reference":[{"key":"bibr1-0883073816668704","unstructured":"Early Reading Proficiency in the United States. 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