Abstract Reality
Think of a dissertation or thesis abstract as if it is the back cover of a book. Once you read it, you can tell if the book is something that you want or need to read. It gives the reader the gist of the plot, but does not give everything away. In much the same way, an abstract gives the reader the gist of your research. Like the back cover of a book, the abstract should be very succinct and it should not give away too many of the details. The abstract below is an example of quantitative research design using an experimental intervention to alleviate difficulties associated with dyslexia. As the number of participants is small, this study may be considered a “pilot study.” However, the intervention is clearly defined, pre– and post–intervention measures were taken, and results are of practical significance.
The Development of a Cognitive Visual Therapy Program Aimed at Stimulating the Magnocellular Pathways and Its Effect on the Reading Difficulties Associated with Developmental Dyslexia and Irlen Syndrome
Developmental dyslexia, Irlen Syndrome, or simply dyslexia, are names given to the visual processing problem plaguing a large percent of the population, often making reading difficult to impossible. In an effort to address associated difficulties, including visual distortions, eye tracking problems, slow or distorted visual processing, reading anxiety, and slow cognitive processing, a multi–faceted therapeutic approach was designed. The goal of this study was to measure any change in the ability to see clearly on white paper without the aid of colored overlays, and in the reading rate. A related goal was to improve reading rate sufficiently to allow reading comprehension within a reasonable amount of time. Potential participants, screened by the Irlen Reading Perceptual Scale, were found to have severe reading difficulties and discomfort. Each person chose colored overlays that provided relief from their reading discomfort and visual distortions. A program of eye exercises was developed for participants’ home use, utilizing colored overlays or paper. Weekly sessions including biofeedback, visual therapy, computer generated eye exercises, convergence and divergence exercises, and stereograms were conducted. One hundred percent of participants regained tracking control and ability to see clearly on white paper without distortions. The increase in reading rate in words per minute ranged from 168 percent to 360 percent over a twelve–week period. The average number of sessions necessary to alleviate visual distortions was eight, and the average number of days to alleviate visual distortions was sixty–three. Reading comprehension and processing time also improved with the visual training intervention.
Peggy Thibodaux, a Ph.D. in natural health graduate, has a background in biomedical research and mechanical engineering. Her skills are well–suited to the development of tools for the improvement of student visual and reading abilities. Thibodaux is currently assisting her local school system in creating programs for the remediation of dyslexia and reading difficulties, and volunteers with The Augustine Project, a program designed to assist low–income children with dyslexia. She is in the process of building a natural health consulting practice, with a focus on reading disabilities and improvement of visual acuity skills.
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