Meanwhile, existing studies on privacy policies only focused on specific areas of interest and lack an inclusive outlook on the state privacy policies due to the differences in privacy policy samples, text properties, measures, methodologies, and backgrounds. Today's privacy policies contain various deficiencies, including failure to convey information comprehensibly to most Internet users and a lack of transparency. Further interventional studies with a longer study period after discontinuation of this optical intervention are required to confirm the long-term sustainability of its positive effects on the reading performance of school children with dyslexia. Improvement in the reading performance was maintained after discontinuation of the VTM intervention. However, combined intervention showed a better reading improvement effect. The improvement remaining stable 12 weeks after discontinuation of intervention indicated a sustained effect.Conclusions: Combined or individual intervention improved the reading performance of school children with dyslexia at levels 1 and 2. Students at level 2 showed significantly improved reading speed 12 weeks after cessation of intervention (at 36 weeks post-VTM intervention) compared to 24 weeks post-VTM intervention (P < 0.05). In group B, students at both levels showed significantly improved reading speed and rate from baseline to 24 and 36 weeks post-VTM intervention (all P < 0.05). Students at level 2 showed significantly improved reading speed and rate from baseline to 12 and 24 weeks post-VTM intervention (all P < 0.05). In group A, students at level 1 showed significantly improved reading speed from baseline to 12 weeks post-VTM intervention and reading rate from baseline to 24 weeks post-VTM intervention (both P < 0.05). However, the reading performance improvement was only approximately 28% in group C and 38% – 50% in groups A and B. The reading performance was assessed at baseline and 12, 24, and 36 weeks post-intervention.Results: Both components of the reading performance improved significantly for school children at both levels in all study groups (all P < 0.05). Groups A and B received combined VTM and MOE interventions for 12 and 24 weeks, respectively, and group C received MOE intervention alone. The participants underwent comprehensive ophthalmic and optometric examinations and were categorized into groups A, B, and C, comprising primary school children at level 1 or 2. Methods: This prospective, interventional study was conducted on primary school children with dyslexia aged 8 – 11 years. This study was aimed at identifying the sustainability of the effect of combined Visual Tracking Magnifier (VTM) and Ministry of Education (MOE) interventions and MOE intervention alone on the reading performance of school children with dyslexia after discontinuation of intervention. Due to the potential of poor school outcomes interventions have been employed to help students with dyslexia read. A developmental lag model of dyslexic reading does not account for the results, since the regression of critical print size on maximum reading rate differed between groups.īackground: Dyslexia is a learning disability associated with reading difficulties in children. Non-dyslexic reading curves also showed a decrease of critical print size with age. Dyslexic reading curves showed higher critical print sizes and shallower reading rate-by-print size slopes below the critical print size, consistent with the hypothesis of a letter-position coding deficit. Results confirmed that reading rate-by-print size curves followed the same two-limbed shape for dyslexic and non-dyslexic readers. The groups were equated for word reading ability. Reading speed was measured across twelve print sizes ranging from Snellen equivalents of 20/12 to 20/200 letter sizes for a group of dyslexic readers in Grades 2 to 4 (aged 7 to 10 years), and for non-dyslexic readers in Grades 1 to 3 (aged 6 to 8 years). It also predicted that dyslexic readers would require larger critical print sizes to attain their maximum reading speeds, following the letter position coding deficit hypothesis. This article details a study which predicted that across a wide range of print sizes dyslexic reading would follow the same curve shape as skilled reading, with constant reading rates across large print sizes and a sharp decline in reading rates below a critical print size.
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