A variety of experimental research studies revealed differences between disabled

and nondisabled readers on visual skills in the area of reading. However, research on

relationship between visual problems and reading was criticized by reading researchers

due to technical problems of the research designs. Specifically, methodological problems

in the experimental approaches were detected. Along with such criticisms, some

researchers believed that only language factors were involved in reading (e.g., Vellutino,

1987). Therefore, studies in this area were somewhat neglected among reading

researchers. Furthermore, since 1980, increased attention on studies related to

phonological awareness may have contributed to underestimating research in other

aspects of reading. Despite heavy criticism and underestimation, many reading

researchers revealed that visual skills play an important role in reading (e.g., Eden et al.,

1993, 1995; Watson et al., 2003). Recently, methodological problems were reduced

through using more advanced measurements with sufficient evidence of validity and

reliability and through carefully selecting appropriate research designs. Moreover, the

multidimensional viewpoint on reading is beginning to be more widely accepted among

reading researchers. Most recently, Habib, a neuroscientist, offered scientific evidence on

the roles of a visual deficit on RD (2000). Functional magnetic resonance imaging

(fMRI) has provided new information concerning the neuroanatomical location of the

system affected in RD (Eden & Zeffiro, 1998). By utilizing fMIRI, researchers have found

that both dyslexic and normal readers can see stationary dots on a screen but finding

moving dots was more difficult to detect in dyslextic readers compared to normal

readers. Furthermore, dyslexic participants show no activation of the MT (V5) visual

cortex, which detects motion, during reading and seeing these moving dots while normal