Citations 3
King-Devick Test identifies real-time concussion and asymptomatic concussion in youth athletes
Dhawan, Priya S., Leong, Danielle, Tapsell, Lisa, Starling, Amaal J. , Galetta, Steven , Balcer, Laura J. , Overall, Trenton L., Adler, Jennifer S. , Halker-Singh, Rashmi B., Vargas, Bert B., Galetta, Steven L, Dodick, David, Dodick, David W.
Neurology Clinical Practice | December 11, 2017 | Volume: 7 | Issue: 6 | Pages: 464-473
Spontaneous intracranial hypotension diagnosed as Chiari I malformation
Kingston, William , Halker-Singh, Rashmi B., Hoxworth, Joseph, Halker-Singh, Rashmi, Hoxworth, Joseph M.
Neurology | March 27, 2017 | Volume: 88 | Issue: 13 | Pages: 1294-1294
The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students
Starling, Amaal J. , Wethe, Jennifer V. , Messner, Leonard V., Master, Christina L. , Halker-Singh, Rashmi B., Vargas, Bert B., Bogle, Jamie M. , Mandrekar, Jay , Talaber, Alexandra , Leong, Danielle, Dodick, David, Wethe, Jennifer, Dodick, David W. , Pang, Yi , Smith, Craig E. , Wethe, Jennifer V
Journal of Child Neurology | October 11, 2016 | Volume: 32 | Issue: 1 | Pages: 104-111
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 < .001) and comprehension ( P < .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.