Phonological skills, visual attention span, and visual stress in developmental dyslexia

Bibliographic Data

ID9792145
AuthorsAmanda Saksida (0000-0001-7434-9625, Laboratoire de Sciences Cognitives et Psycholinguistique, corresponding author), Stéphanie Iannuzzi (Laboratoire de Sciences Cognitives et Psycholinguistique), Caroline Bogliotti (0000-0003-1413-1135, Université Paris Nanterre), Yves Chaix (0000-0001-7800-4392, Centre Hospitalier Universitaire de Toulouse), Jean-François Démonet (0000-0003-0100-6175, Brain Physiology Lab), Laure Bricout (Laboratoire de Sciences Cognitives et Psycholinguistique), C Billard (0000-0002-1108-2510, Ministère de la Culture), Marie-Ange Nguyen-Morel (Centre National de la Recherche Scientifique), Marie-France Le Heuzey, Marie‐France Le Heuzey (Hôpital Robert-Debré), Isabelle Soares-Boucaud, Isabelle Soares‐Boucaud (Hôpital Femme Mère Enfant), Florence George (0000-0002-4901-963X, Hôpital d'Enfants), Johannes C Ziegler (0000-0002-2061-5729, Laboratoire de Psychologie Cognitive), Franck Ramus (0000-0002-1122-5913, Laboratoire de Sciences Cognitives et Psycholinguistique)
Year2016
Volume52
Issue10
Pages1503-1516
Publication date2016-10-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/dev0000184
PMID27690491
OpenAlexW2529731395
LanguageEN
Citations received25
References cited15

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. (PsycINFO Database Record

Audiology · Cognitive psychology · Developmental psychology · Dyslexia · Linguistics · Literacy · Phonological awareness · Population · Reading (process · Reading disability · Stress (linguistics · Cognitive and developmental aspects of mathematical skills · Medicine · Psychology · Reading and Literacy Development · Tactile and Sensory Interactions

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