Title: Assessment and support of visual abilities in German-speaking children with and without developmental dyslexia by learning Chinese characters. Visual processing and educational application

Children with developmental dyslexia are highly impaired for reading alphabetic script. We found in previous studies that they had no problems for naming pictograms (confrontational naming). This lead us to the project to teach these children a non-alphabetic, logographic script. The children participated in a compact course of Chinese language and culture. Reading speed and eye movements are recorded by an infrared limbus tracker and a scanning laser ophthalmo-scope (SLO) during reading alphabetic script, naming pictograms and Chinese characters.