Ocular Motility in Learning Disabilities

Abstract

Improving ocular motility has become a widely discussed technique of assisting children who have learning disabilities. It has been assumed that learning difficulties in some cases were due to lack of binocular coordination. This paper demonstrates that learning is done in the brain and not in the eyes and that while the Electronystagmograph does demonstrate incoordinate eye movements in children who have difficulty in reading, the experiments performed demonstrate that it is the degree of comprehension that produces the type of ocular movement and not ocular motility that determines the degree of comprehension.