My dyslexia project started with an interest in physically how we see; I wanted to combine previous knowledge of field of vision, with the varying different ways of seeing; double vision, colour blindness and eventually dyslexia. 

 

A fragmented construction creates a comprehensible wide-angle scene allowing for peripheral information. This relates to the two-point perspective given by our eyes which allows for peripheral vision. I developed this idea to take two photos of the same image from both my eyes; the miniscule difference within the framing and composition accurately depict the two images that my brain would automatically combine. By superimposing my images, double vision is replicated depicting the inability to combine the visual stimuli from each eye. 

 

Within my research, I read an article called ‘Screening for Dyslexia using Eye Tracking during Reading’(M. Benfatto, 2016). This sparked an interest in my personal experience of dyslexia and its crossover with sight. Whilst reading, a person has points of fixation joined by saccades which can be seen in eye tracking technology. A saccade is the quick simultaneous movement of both eyes between two or more phases of fixation in the same direction. A dyslexic person will have longer durations of fixations and shorter saccades than the average person (M. Benfatto, 2016). The focal subject matter for my project centred around libraries. The first introduction to a library happens during school; where weekly lessons create the learning foundation of a child’s reading ability. 

 

I have used the eye tracking scientific research to physically manipulate my photographic images; where pixels, representing areas of fixations, have been digitally moved to cover the saccades to replicate dyslexic scan paths and visualise reading for a dyslexic person.