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. 2017 Jun 23;7:4185. doi: 10.1038/s41598-017-04471-5

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© The Author(s) 2017

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Intervention improves reading skills but not motion sensitivity. (a) Intervention effects. Reading skills improved significantly during the reading intervention. Reading skills are plotted as a function of time in the intervention (circle). The population average (50^th percentile) reading score is shown for reference. (b) Motion processing learning effects. Motion discrimination threshold (percent coherence) is plotted as a function of experimental block. Subjects completed three blocks during each measurement session. The black line is the best-fitting exponential decay function to the data. The shaded area is ± 1 SEM of the mean threshold in block 3 of session one (pre-intervention). Thresholds decline over the first three blocks as the subjects learn the task and then reach a stable level with no change over the intervention. Error bars represent ± 1 SEM across subjects.