16 research outputs found
Encoding order and developmental dyslexia:a family of skills predicting different orthographic components
We investigated order encoding in developmental dyslexia using a task that presented nonalphanumeric visual characters either simultaneously or sequentially—to tap spatial and temporal order encoding, respectively—and asked participants to reproduce their order. Dyslexic participants performed poorly in the sequential condition, but normally in the simultaneous condition, except for positions most susceptible to interference. These results are novel in demonstrating a selective difficulty with temporal order encoding in a dyslexic group. We also tested the associations between our order reconstruction tasks and: (a) lexical learning and phonological tasks; and (b) different reading and spelling tasks. Correlations were extensive when the whole group of participants was considered together. When dyslexics and controls were considered separately, different patterns of association emerged between orthographic tasks on the one side and tasks tapping order encoding, phonological processing, and written learning on the other. These results indicate that different skills support different aspects of orthographic processing and are impaired to different degrees in individuals with dyslexia. Therefore, developmental dyslexia is not caused by a single impairment, but by a family of deficits loosely related to difficulties with order. Understanding the contribution of these different deficits will be crucial to deepen our understanding of this disorder
“Shall We Play a Game?”: Improving Reading Through Action Video Games in Developmental Dyslexia
The relationship between viaualspatial attention and nonword reading in developmental dyslexia.
Focused visuo-spatial attention was studied in 10 developmental dyslexic children with impaired
nonword reading, 10 dyslexic children with intact nonword reading, and 12 normally reading
children. Reaction times to lateralized visual stimuli in a cued detection task showed that attentional
facilitation of the target at the cued location was symmetrical in the three groups. However, dyslexics
with impaired nonword reading selectively showed a lack of attentional inhibition for targets at the
uncued location in the right visual field. This result was replicated in a second group of 13 dyslexics
with impaired nonword reading. Individual differences in the ability of right attentional inhibition
across the entire sample of dyslexics accounted for 17% of unique variance in nonword reading
accuracy after controlling for individual differences in age, IQ , and phonological skills. A possible
explanation based on the role of spatial attention mechanisms in the graphemic parsing process is
discussed. Our results suggest that focused visuo-spatial attention may be crucial for nonword
decoding
The relationship between visuo-spatial attention and nonword reading in developmental dyslexia
Ordenação e resolução temporal em cantores profissionais e amadores afinados e desafinados
The role of visual and auditory temporal processing for Chinese children with developmental dyslexia
10.1007/s11881-008-0015-4Annals of Dyslexia58115-3