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Phonological Skills, Visual Attention Span, and Visual Stress in Developmental Dyslexia.

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Title: Phonological Skills, Visual Attention Span, and Visual Stress in Developmental Dyslexia.
Authors: Saksida, Amanda1, Bogliotti, Caroline2, Démonet, Jean-François3, Billard, Catherine4, Le Heuzey, Marie-France5, George, Florence6, Iannuzzi, Stéphanie7, Chaix, Yves8, Bricout, Laure9, Nguyen-Boucaud, Marie-Ange10, Soares-Boucaud, Isabelle11, Ziegler, Johannes C.12, Ramus, Franck13 franck.ramus@ens.fr
Source: Developmental Psychology. Oct2016, Vol. 52 Issue 10, p1503-1516. 14p.
Subject Terms: *Attention, *Child development, *Dyslexia, *Factor analysis, *Visual perception, *Phonological awareness, Research funding, Phonological alexia
Geographic Terms: France
Abstract: In this study, we concurrently investigated 3 possible causes of dyslexia--a phonological deficit, visual stress, and a reduced visual attention span--in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of response accuracy (92.1% of the sample), speed (84.8%), or both (79.3%). Deficits in visual attention span, as measured by partial report ability, affected 28.1% of dyslexic participants, all of which also showed a phonological deficit. Visual stress, as measured by subjective reports of visual discomfort, affected 5.5% of dyslexic participants, not more than controls (8.5%). Although phonological variables explained a large amount of variance in literacy skills, visual variables did not explain any additional variance. Finally, children with comorbid phonological and visual deficits did not show more severe reading disability than children with a pure phonological deficit. These results (a) confirm the importance of phonological deficits in dyslexia; (b) suggest that visual attention span may play a role, but a minor one, at least in this population; (c) do not support any involvement of visual stress in dyslexia. Among the factors that may explain some differences with previously published studies, the present sample is characterized by very stringent inclusion criteria, in terms of the severity of reading disability and in terms of exclusion of comorbidities. This may exacerbate the role of phonological deficits to the detriment of other factors playing a role in reading acquisition. [ABSTRACT FROM AUTHOR]
Copyright of Developmental Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Phonological Skills, Visual Attention Span, and Visual Stress in Developmental Dyslexia.
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  Data: <searchLink fieldCode="AR" term="%22Saksida%2C+Amanda%22">Saksida, Amanda</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bogliotti%2C+Caroline%22">Bogliotti, Caroline</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Démonet%2C+Jean-François%22">Démonet, Jean-François</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Billard%2C+Catherine%22">Billard, Catherine</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Le+Heuzey%2C+Marie-France%22">Le Heuzey, Marie-France</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22George%2C+Florence%22">George, Florence</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Iannuzzi%2C+Stéphanie%22">Iannuzzi, Stéphanie</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Chaix%2C+Yves%22">Chaix, Yves</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Bricout%2C+Laure%22">Bricout, Laure</searchLink><relatesTo>9</relatesTo><br /><searchLink fieldCode="AR" term="%22Nguyen-Boucaud%2C+Marie-Ange%22">Nguyen-Boucaud, Marie-Ange</searchLink><relatesTo>10</relatesTo><br /><searchLink fieldCode="AR" term="%22Soares-Boucaud%2C+Isabelle%22">Soares-Boucaud, Isabelle</searchLink><relatesTo>11</relatesTo><br /><searchLink fieldCode="AR" term="%22Ziegler%2C+Johannes+C%2E%22">Ziegler, Johannes C.</searchLink><relatesTo>12</relatesTo><br /><searchLink fieldCode="AR" term="%22Ramus%2C+Franck%22">Ramus, Franck</searchLink><relatesTo>13</relatesTo><i> franck.ramus@ens.fr</i>
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  Data: In this study, we concurrently investigated 3 possible causes of dyslexia--a phonological deficit, visual stress, and a reduced visual attention span--in a large population of 164 dyslexic and 118 control French children, aged between 8 and 13 years old. We found that most dyslexic children showed a phonological deficit, either in terms of response accuracy (92.1% of the sample), speed (84.8%), or both (79.3%). Deficits in visual attention span, as measured by partial report ability, affected 28.1% of dyslexic participants, all of which also showed a phonological deficit. Visual stress, as measured by subjective reports of visual discomfort, affected 5.5% of dyslexic participants, not more than controls (8.5%). Although phonological variables explained a large amount of variance in literacy skills, visual variables did not explain any additional variance. Finally, children with comorbid phonological and visual deficits did not show more severe reading disability than children with a pure phonological deficit. These results (a) confirm the importance of phonological deficits in dyslexia; (b) suggest that visual attention span may play a role, but a minor one, at least in this population; (c) do not support any involvement of visual stress in dyslexia. Among the factors that may explain some differences with previously published studies, the present sample is characterized by very stringent inclusion criteria, in terms of the severity of reading disability and in terms of exclusion of comorbidities. This may exacerbate the role of phonological deficits to the detriment of other factors playing a role in reading acquisition. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Developmental Psychology is the property of American Psychological Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=118492776
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        Value: 10.1037/dev0000184
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 1503
    Subjects:
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Child development
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      – SubjectFull: Dyslexia
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      – SubjectFull: Factor analysis
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      – SubjectFull: Visual perception
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      – SubjectFull: Phonological awareness
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      – SubjectFull: Research funding
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      – SubjectFull: Phonological alexia
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      – SubjectFull: France
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              Text: Oct2016
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