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Journal articles on the topic 'Visual Attention, Dyslexia'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Facoetti, Andrea, Anna Noemi Trussardi, Milena Ruffino, Maria Luisa Lorusso, Carmen Cattaneo, Raffaella Galli, Massimo Molteni, and Marco Zorzi. "Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia." Journal of Cognitive Neuroscience 22, no. 5 (May 2010): 1011–25. http://dx.doi.org/10.1162/jocn.2009.21232.

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Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical and computational studies suggest that spatial attention plays an important role in phonological decoding. The present behavioral study investigated exogenous spatial attention in dyslexic children and matched controls by measuring RTs to visual and auditory stimuli in cued-detection tasks. Dyslexics with poor nonword decoding accuracy showed a slower time course of visual and auditory (multisensory) spatial attention compared with both chronological age and reading level controls as well as compared with dyslexics with slow but accurate nonword decoding. Individual differences in the time course of multisensory spatial attention accounted for 31% of unique variance in the nonword reading performance of the entire dyslexic sample after controlling for age, IQ, and phonological skills. The present study suggests that multisensory “sluggish attention shifting”—related to a temporoparietal dysfunction—selectively impairs the sublexical mechanisms that are critical for reading development. These findings may offer a new approach for early identification and remediation of developmental dyslexia.

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2

FACOETTI, A., P. PAGANONI, M. TURATTO, V. MARZOLA, and G. MASCETTI. "Visual-Spatial Attention in Developmental Dyslexia." Cortex 36, no. 1 (2000): 109–23. http://dx.doi.org/10.1016/s0010-9452(08)70840-2.

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3

Gabay, Yafit, Shai Gabay, Rachel Schiff, and Avishai Henik. "Visual and Auditory Interference Control of Attention in Developmental Dyslexia." Journal of the International Neuropsychological Society 26, no. 4 (November 15, 2019): 407–17. http://dx.doi.org/10.1017/s135561771900122x.

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AbstractAn accumulating body of evidence highlights the contribution of general cognitive processes, such as attention, to language-related skills.Objective:The purpose of the present study was to explore how interference control (a subcomponent of selective attention) is affected in developmental dyslexia (DD) by means of control over simple stimulus-response mappings. Furthermore, we aimed to examine interference control in adults with DD across sensory modalities.Methods:The performance of 14 dyslexic adults and 14 matched controls was compared on visual/auditory Simon tasks, in which conflict was presented in terms of an incongruent mapping between the location of a visual/auditory stimulus and the appropriate motor response.Results:In the auditory task, dyslexic participants exhibited larger Simon effect costs; namely, they showed disproportionately larger reaction times (RTs)/errors costs when the auditory stimulus and response were incongruent relative to RT/errors costs of non-impaired readers. In the visual Simon task, both groups presented Simon effect costs to the same extent.Conclusion:These results indicate that the ability to control auditory selective attention is carried out less effectively in those with DD compared with visually controlled processing. The implications of this impaired process for the language-related skills of individuals with DD are discussed.

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4

Ward, Lindsey M., and Zoi Kapoula. "Dyslexics’ Fragile Oculomotor Control Is Further Destabilized by Increased Text Difficulty." Brain Sciences 11, no. 8 (July 27, 2021): 990. http://dx.doi.org/10.3390/brainsci11080990.

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Dyslexic adolescents demonstrate deficits in word decoding, recognition, and oculomotor coordination as compared to healthy controls. Our lab recently showed intrinsic deficits in large saccades and vergence movements with a Remobi device independent from reading. This shed new light on the field of dyslexia, as it has been debated in the literature whether the deficits in eye movements are a cause or consequence of reading difficulty. The present study investigates how these oculomotor problems are compensated for or aggravated by text difficulty. A total of 46 dyslexic and 41 non-dyslexic adolescents’ eye movements were analyzed while reading L’Alouette, a dyslexia screening test, and 35 Kilos D’Espoir, a children’s book with a reading age of 10 years. While reading the more difficult text, dyslexics made more mistakes, read slower, and made more regressive saccades; moreover, they made smaller amplitude saccades with abnormal velocity profiles (e.g., higher peak velocity but lower average velocity) and significantly higher saccade disconjugacy. While reading the simpler text, these differences persisted; however, the difference in saccade disconjugacy, although present, was no longer significant, nor was there a significant difference in the percentage of regressive saccades. We propose that intrinsic eye movement abnormalities in dyslexics such as saccade disconjugacy, abnormal velocity profiles, and cognitively associated regressive saccades can be particularly exacerbated if the reading text relies heavily on word decoding to extract meaning; increased number of regressive saccades are a manifestation of reading difficulty and not a problem of eye movement per se. These interpretations are in line with the motor theory of visual attention and our previous research describing the relationship between binocular motor control, attention, and cognition that exists outside of the field of dyslexia.

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Chen, HUANG, and ZHAO Jing. "Visual-spatial attention processing in developmental dyslexia." Advances in Psychological Science 26, no. 1 (2018): 72. http://dx.doi.org/10.3724/sp.j.1042.2018.00072.

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6

Heiervang, Einar, and Kenneth Hugdahl. "Impaired Visual Attention in Children with Dyslexia." Journal of Learning Disabilities 36, no. 1 (January 2003): 68–73. http://dx.doi.org/10.1177/00222194030360010801.

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7

ZHAO, Jing. "Skills of visual attention span in developmental dyslexia." Advances in Psychological Science 27, no. 1 (2019): 20. http://dx.doi.org/10.3724/sp.j.1042.2019.00020.

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8

Stein, John. "Dyslexia: the Role of Vision and Visual Attention." Current Developmental Disorders Reports 1, no. 4 (September 27, 2014): 267–80. http://dx.doi.org/10.1007/s40474-014-0030-6.

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9

Facoetti, Andrea, and Massimo Molteni. "The gradient of visual attention in developmental dyslexia." Neuropsychologia 39, no. 4 (January 2001): 352–57. http://dx.doi.org/10.1016/s0028-3932(00)00138-x.

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10

Bosse, Marie-Line, Marie Josèphe Tainturier, and Sylviane Valdois. "Developmental dyslexia: The visual attention span deficit hypothesis." Cognition 104, no. 2 (August 2007): 198–230. http://dx.doi.org/10.1016/j.cognition.2006.05.009.

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11

Wang, Li-Chih, and Hsien-Ming Yang. "The Roles of Various Forms of Attention in Temporal Processing Deficits in Chinese Children With and Without Dyslexia." Learning Disability Quarterly 43, no. 4 (June 21, 2019): 241–53. http://dx.doi.org/10.1177/0731948719856300.

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This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3–6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing children who were matched by gender, IQ, and age with the children with dyslexia. Our results indicated that Chinese children with dyslexia performed significantly worse on tasks of temporal processing, selective attention, and switching attention. Furthermore, both visual and auditory temporal processing, in addition to various attention types, could be significant distinguishing predictors between the two groups. Moreover, we found that visual temporal processing, but not auditory temporal processing, significantly contributed to Chinese character reading. This study was among the first to confirm the unique role of visual temporal processing in Chinese character reading.

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12

Gibert, Charlotte, Florent Roger, Emmanuel Icart, Marie Brugulat, and Maria Pia Bucci. "A New Immersive Rehabilitation Therapy (MoveR) Improves More Than Classical Visual Training Visual Perceptual Skills in Dyslexic Children." Biomedicines 11, no. 1 (December 22, 2022): 21. http://dx.doi.org/10.3390/biomedicines11010021.

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In this study, we wonder how to compare the improvement in visual perceptual skills (by using the test of visual perceptual skills, TVPS) in children with dyslexia after two visual training types (a new immersive rehabilitation therapy called MoveR, and the classical vision therapy). Thirty-nine children with dyslexia were enrolled in the study. They were split into two groups (G1 and G2) matched in IQ (intelligence quotient), sex, and age. Children of the group G1 underwent to MoveR training while children of the group G2 underwent to visual training. TVPS scores of four subtests were assessed twice before and 6 months after the two different types of training (MoveR or visual). MoveR training is an immersive therapy to reinforce visual discrimination, visual attention, saccadic/vergence system and spatial orientation. Visual therapy is based by training different types of eyes movements (horizontal, vertical and oblique pursuits and saccades, convergence and divergence movements), reading task and some exercise for improving eyes–head coordination. Each training type lasted 30 min a day, five days a week, for two weeks. Before training, the TVPS scores of the four subtests measured were statistically similar for both groups of children with dyslexia (G1 and G2). After training, both group of children (G1 and G2) improved the TVPS score of the four subtests assessed; however, such improvement reached significance in G1 only. We conclude that MoveR training could be a more useful tool than classical visual training to improve visual perceptual abilities in dyslexic children. Follow up studies on a larger number of dyslexic children will be necessary in order to explore whether such improvement persists over time and its eventual implication in reading or other classroom’s activities.

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13

Low, Ann-Marie, Signe Vangkilde, Julijana le Sommer, Birgitte Fagerlund, Birte Glenthøj, Jens Richardt Møllegaard Jepsen, Claus Bundesen, Anders Petersen, and Thomas Habekost. "Visual attention in adults with attention-deficit/hyperactivity disorder before and after stimulant treatment." Psychological Medicine 49, no. 15 (December 18, 2018): 2617–25. http://dx.doi.org/10.1017/s0033291718003628.

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AbstractBackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder which frequently persists into adulthood. The primary goal of the current study was to (a) investigate attentional functions of stimulant medication-naïve adults with ADHD, and (b) investigate the effects of 6 weeks of methylphenidate treatment on these functions.MethodsThe study was a prospective, non-randomized, non-blinded, 6-week follow-up design with 42 stimulant medication-naïve adult patients with ADHD, and 42 age and parental education-matched healthy controls. Assessments included measures of visual attention, based on Bundesen's Theory of Visual Attention (TVA), which yields five precise measures of aspects of visual attention; general psychopathology; ADHD symptoms; dyslexia screening; and estimates of IQ.ResultsAt baseline, significant differences were found between patients and controls on three attentional parameters: visual short-term memory capacity, threshold of conscious perception, and to a lesser extent visual processing speed. Secondary analyses revealed no significant correlations between TVA parameter estimates and severity of ADHD symptomatology. At follow-up, significant improvements were found specifically for visual processing speed; this improvement had a large effect size, and remained when controlling for re-test effects, IQ, and dyslexia screen performance. There were no significant correlations between changes in visual processing speed and changes in ADHD symptomatology.ConclusionsADHD in adults may be associated with deficits in three distinct aspects of visual attention. Improvements after 6 weeks of medication are seen specifically in visual processing speed, which could represent an improvement in alertness. Clinical symptoms and visual attentional deficits may represent separate aspects of ADHD in adults.

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14

Saksida, Amanda, Stéphanie Iannuzzi, Caroline Bogliotti, Yves Chaix, Jean-François Démonet, Laure Bricout, Catherine Billard, et al. "Phonological skills, visual attention span, and visual stress in developmental dyslexia." Developmental Psychology 52, no. 10 (October 2016): 1503–16. http://dx.doi.org/10.1037/dev0000184.

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15

Taskov, Tihomir, and Juliana Dushanova. "Functional Connectivity in Developmental Dyslexia during Speed Discrimination." Symmetry 13, no. 5 (April 25, 2021): 749. http://dx.doi.org/10.3390/sym13050749.

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A universal signature of developmental dyslexia is literacy acquisition impairments. Besides, dyslexia may be related to deficits in selective spatial attention, in the sensitivity to global visual motion, speed processing, oculomotor coordination, and integration of auditory and visual information. Whether motion-sensitive brain areas of children with dyslexia can recognize different speeds of expanded optic flow and segregate the slow-speed from high-speed contrast of motion was a main question of the study. A combined event-related EEG experiment with optic flow visual stimulation and functional frequency-based graph approach (small-world propensity ϕ) were applied to research the responsiveness of areas, which are sensitive to motion, and also distinguish slow/fast -motion conditions on three groups of children: controls, untrained (pre-D) and trained dyslexics (post-D) with visual intervention programs. Lower ϕ at θ, α, γ1-frequencies (low-speed contrast) for controls than other groups represent that the networks rewire, expressed at β frequencies (both speed contrasts) in the post-D, whose network was most segregated. Functional connectivity nodes have not existed in pre-D at dorsal medial temporal area MT+/V5 (middle, superior temporal gyri), left-hemispheric middle occipital gyrus/visual V2, ventral occipitotemporal (fusiform gyrus/visual V4), ventral intraparietal (supramarginal, angular gyri), derived from θ-frequency network for both conditions. After visual training, compensatory mechanisms appeared to implicate/regain these brain areas in the left hemisphere through plasticity across extended brain networks. Specifically, for high-speed contrast, the nodes were observed in pre-D (θ-frequency) and post-D (β2-frequency) relative to controls in hyperactivity of the right dorsolateral prefrontal cortex, which might account for the attentional network and oculomotor control impairments in developmental dyslexia.

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16

Caldani, Simona, Christophe-Loïc Gerard, Hugo Peyre, and Maria Pia Bucci. "Visual Attentional Training Improves Reading Capabilities in Children with Dyslexia: An Eye Tracker Study During a Reading Task." Brain Sciences 10, no. 8 (August 15, 2020): 558. http://dx.doi.org/10.3390/brainsci10080558.

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Dyslexia is a specific disorder in reading abilities. The aim of this study was to explore whether a short visual attentional training could improve reading capabilities in children with reading disorders by changing their oculomotor characteristics. Two groups (G1 and G2) of 25 children with reading disabilities and who are matched in IQ (intelligence quotient), sex, and age participated in the study. The allocation of a subject to a specific group (G1 = experimental group; G2 = control group) was generated in an unpredictable random sequence. The reading task was recorded twice for G1, i.e., before (T1) and after (T2) 10 min of visual attentional training. Training consisted of oculomotor tasks (saccades and pursuits movements) and searching tasks (three different exercises). For G2, the two reading tasks at T1 and T2 were done at an interval of 10 min instead. We found that at T1, oculomotor performances during reading were statistically similar for both groups of children with reading disabilities (G1 and G2). At T2, the group G1 only improved oculomotor capabilities significantly during reading; in particular, children read faster, and their fixation time was shortest. We conclude that short visual attentional training could improve the cortical mechanisms responsible for attention and reading capabilities. Further studies on a larger number of dyslexic children will be necessary in order to explore the effects of different training types on the visual attentional span given its important role on the orienting and focusing visuospatial attention and on the oculomotor performance in children with dyslexia.

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Facoetti, Andrea, Maria Luisa Lorusso, Pierluigi Paganoni, Carmen Cattaneo, Raffaella Galli, Carlo Umiltà, and Gian Gastone Mascetti. "Auditory and visual automatic attention deficits in developmental dyslexia." Cognitive Brain Research 16, no. 2 (April 2003): 185–91. http://dx.doi.org/10.1016/s0926-6410(02)00270-7.

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18

Facoetti, Andrea, Pierluigi Paganoni, and Maria Luisa Lorusso. "The spatial distribution of visual attention in developmental dyslexia." Experimental Brain Research 132, no. 4 (June 6, 2000): 531–38. http://dx.doi.org/10.1007/s002219900330.

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19

Laasonen, Marja, Jonna Salomaa, Denis Cousineau, Sami Leppämäki, Pekka Tani, Laura Hokkanen, and Matthew Dye. "Project DyAdd: Visual attention in adult dyslexia and ADHD." Brain and Cognition 80, no. 3 (December 2012): 311–27. http://dx.doi.org/10.1016/j.bandc.2012.08.002.

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20

Lobier, Muriel, Rachel Zoubrinetzky, and Sylviane Valdois. "The visual attention span deficit in dyslexia is visual and not verbal." Cortex 48, no. 6 (June 2012): 768–73. http://dx.doi.org/10.1016/j.cortex.2011.09.003.

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21

Facoetti, Andrea, Massimo Turatto, Maria Luisa Lorusso, and Gian Gastone Mascetti. "Orienting of visual attention in dyslexia: evidence for asymmetric hemispheric control of attention." Experimental Brain Research 138, no. 1 (April 17, 2001): 46–53. http://dx.doi.org/10.1007/s002210100700.

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22

Cheng, Chen, Yue Yao, Zhengjun Wang, and Jingjing Zhao. "Visual attention span and phonological skills in Chinese developmental dyslexia." Research in Developmental Disabilities 116 (September 2021): 104015. http://dx.doi.org/10.1016/j.ridd.2021.104015.

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23

Goswami, Usha. "Visual attention span deficits and assessing causality in developmental dyslexia." Nature Reviews Neuroscience 16, no. 4 (March 20, 2015): 225–26. http://dx.doi.org/10.1038/nrn3836-c2.

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24

Collis, Nathan L., Saskia Kohnen, and Sachiko Kinoshita. "The role of visual spatial attention in adult developmental dyslexia." Quarterly Journal of Experimental Psychology 66, no. 2 (February 2013): 245–60. http://dx.doi.org/10.1080/17470218.2012.705305.

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25

Łockiewicz, Marta, and Martyna Matuszkiewicz. "Parents’ literacy skills, reading preferences, and the risk of dyslexia in Year 1 students." Polish Psychological Bulletin 47, no. 3 (September 1, 2016): 281–88. http://dx.doi.org/10.1515/ppb-2016-0034.

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Abstract The aim of our study was to examine the familial risk of dyslexia in Year 1 school beginners, whose parents had been diagnosed as dyslexic or exhibited symptoms of the specific difficulties in reading and writing without a formal opinion issued by a counselling centre. We found that both a dyslexia report and specific reading and writing difficulties with no formal diagnosis manifested by a family member, and parents’ reading preferences, predicted the risk of dyslexia in Year 1 children. Moreover, the children at familiar risk of dyslexia, as compared with their peers at no risk, later began to babble, were less apt at self-help and liked drawing less at the age of 2-3 years, and experienced more problems with drawing a circle at the age of 3. Additionally, during Year 1 of education, they performed poorer in fine motor skills, linguistic perception and sound deletion, visual functions and attention. Such symptoms can be observed by parents and teachers during the child’s play and educational activities. Early intervention can enhance the child’s readiness to school entry, and facilitate effective and satisfactory learning, increasing their further educational opportunities and the quality of life.

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Taran, Nikolay, Rola Farah, Mark DiFrancesco, Mekibib Altaye, Jennifer Vannest, Scott Holland, Keri Rosch, Bradley L. Schlaggar, and Tzipi Horowitz‐Kraus. "The role of visual attention in dyslexia: Behavioral and neurobiological evidence." Human Brain Mapping 43, no. 5 (January 3, 2022): 1720–37. http://dx.doi.org/10.1002/hbm.25753.

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27

Chen, Nga Ting, Mo Zheng, and Connie Suk-Han Ho. "Examining the visual attention span deficit hypothesis in Chinese developmental dyslexia." Reading and Writing 32, no. 3 (July 13, 2018): 639–62. http://dx.doi.org/10.1007/s11145-018-9882-1.

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Sireteanu, Ruxandra, Claudia Goebel, Ralf Goertz, and Timo Wandert. "Do Children with Developmental Dyslexia Show a Selective Visual Attention Deficit?" Strabismus 14, no. 2 (January 2006): 85–93. http://dx.doi.org/10.1080/09273970600701168.

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Lorusso, Maria Luisa, Andrea Facoetti, Alessio Toraldo, and Massimo Molteni. "Tachistoscopic treatment of dyslexia changes the distribution of visual–spatial attention." Brain and Cognition 57, no. 2 (March 2005): 135–42. http://dx.doi.org/10.1016/j.bandc.2004.08.057.

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30

Zavadenko, Nikolay N. "Dyslexia as the most prevalent form of specific learning disabilities." L.O. Badalyan Neurological Journal 2, no. 3 (September 30, 2021): 146–58. http://dx.doi.org/10.46563/2686-8997-2021-2-3-146-158.

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Dyslexia is the most common form of specific learning disabilities. Dyslexia is observed in 5-17.5 % of schoolchildren, and among children with specific learning disabilities, it accounts for about 70-80 %. Usually, dyslexia manifests itself as the inability to achieve an appropriate level of reading skills development that would be proportional to their intellectual abilities and writing and spelling skills. Secondary consequences of dyslexia may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background skills. The review discusses neurological management of reading and writing as complex higher mental functions, including many components that are provided by various brain areas. The principles of dyslexia classification, the main characteristics of its traditionally defined forms are given: phonemic, optical, mnestic, semantic, agrammatic. The article analyzes the cerebral mechanisms of dyslexia development, the results of studies using neuropsychological methods, functional neuroimaging, and the study of the brain connectome. The contribution to dyslexia development of disturbances in phonological awareness, rapid automated naming (RAN), the volume of visual attention (VAS), components of the brain executive functions is discussed. The origin of emotional disorders in children with dyslexia, risk factors for dyslexia development (including genetic predisposition) are considered. Dyslexia manifestations in children are listed, about which their parents seek the advice of a specialist for the first time. In the process of diagnosing dyslexia, attention should be paid to the delay in the child’s speech development, cases of speech and language development disorders and specific learning disabilities among family members. It is necessary to consider possible comorbidity of dyslexia in a child with attention deficit hyperactivity disorder, dyscalculia, developmental dyspraxia, disorders of emotional control and brain executive functions. Timely diagnosis determines the effectiveness of early intervention programs based on an integrated multimodal approach.

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Simoës-Perlant, Aurélie, Marie-Pierre Thibault, Tonia Lanchantin, Céline Combes, Olga Volckaert-Legrier, and Pierre Largy. "How adolescents with dyslexia dysorthographia use texting." Written Language and Literacy 15, no. 1 (January 30, 2012): 65–79. http://dx.doi.org/10.1075/wll.15.1.04sim.

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Adolescents with dyslexia dysorthographia have some phonological skill deficiency and/or visual-attention deficit. Knowing that these same skills are required to use SMS codes, the main objective of this study is to understand how these subjects use texting language. To understand this, we compared the SMSs of adolescents with dyslexia dysorthographia with the SMSs of typical writers in a dictation task. We analyzed the number and the type of SMS codes used by the subjects. This study shows less use of SMS codes in quantitative terms in adolescents with dyslexia dysorthographia (DD), but globally equivalent use in terms of quality, in comparison with normal writers. Keywords: adolescent; SMS language; dyslexia; dysorthographia; writing; development

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32

Vidyasagar, Trichur R. "Attentional Gating in Primary Visual Cortex: A Physiological Basis for Dyslexia." Perception 34, no. 8 (August 2005): 903–11. http://dx.doi.org/10.1068/p5332.

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The visual magnocellular pathway is known to play a central part in visuospatial attention and in directing attention to specific parts of the visual world in serial search. It is proposed that, in the case of reading, this mechanism is trained to perform a sequential gating of visual information coming into the primary visual cortex to enable further orderly processing by the ventral stream. This scheme, taken together with the potential for plasticity between the different afferent channels in the case of a relative impairment of the magnocellular system, can provide some limited rationale for the beneficial effects that have been claimed for the use of coloured overlays and glasses.

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33

Wilmer, Jeremy B., Alexandra J. Richardson, Yue Chen, and John F. Stein. "Two Visual Motion Processing Deficits in Developmental Dyslexia Associated with Different Reading Skills Deficits." Journal of Cognitive Neuroscience 16, no. 4 (May 2004): 528–40. http://dx.doi.org/10.1162/089892904323057272.

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Developmental dyslexia is associated with deficits in the processing of visual motion stimuli, and some evidence suggests that these motion processing deficits are related to various reading subskills deficits. However, little is known about the mechanisms underlying such associations. This study lays a richer groundwork for exploration of such mechanisms by more comprehensively and rigorously characterizing the relationship between motion processing deficits and reading subskills deficits. Thirty-six adult participants, 19 of whom had a history of developmental dyslexia, completed a battery of visual, cognitive, and reading tests. This battery combined motion processing and reading subskills measures used across previous studies and added carefully matched visual processing control tasks. Results suggest that there are in fact two distinct motion processing deficits in developmental dyslexia, rather than one as assumed by previous research, and that each of these deficits is associated with a different type of reading subskills deficit. A deficit in detecting coherent motion is selectively associated with low accuracy on reading subskills tests, and a deficit in discriminating velocities is selectively associated with slow performance on these same tests. In addition, evidence from visual processing control tasks as well as self-reports of ADHD symptoms suggests that these motion processing deficits are specific to the domain of visual motion, and result neither from a broader visual deficit, nor from the sort of generalized attention deficit commonly comorbid with developmental dyslexia. Finally, dissociation between these two motion processing deficits suggests that they may have distinct neural and functional underpinnings. The two distinct patterns of motion processing and reading deficits demonstrated by this study may reflect separable underlying neurocognitive mechanisms of developmental dyslexia.

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Cancer, Stievano, Pace, Colombo, and Antonietti. "Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia." Children 6, no. 8 (August 8, 2019): 91. http://dx.doi.org/10.3390/children6080091.

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Music and rhythm-based training programs to improve reading are a novel approach to treatment of developmental dyslexia and have attracted the attention of trainers and researchers. Experimental studies demonstrating poor basic auditory processing abilities in individuals with dyslexia suggest they should be effective. On this basis, the efficacy of a novel rhythm-based intervention, Rhythmic Reading Training (RRT), was recently investigated and found to improve reading skills in Italian children with dyslexia, but its mode of action remains somewhat unclear. In this study, 19 children and preadolescents with dyslexia received 20 sessions of RRT over 10 weeks. Gains in a set of reading-related cognitive abilities—verbal working memory, auditory, and visual attention, and rhythm processing—were measured, along with reading outcomes. Analysis of the specific contribution of cognitive subprocesses to the primary effect of RRT highlighted that reading speed improvement during the intervention was related to rhythm and auditory discrimination abilities as well as verbal working memory. The relationships among specific reading parameters and the neuropsychological profile of participants are discussed.

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35

Buchholz, Judy, and Elinor McKone. "Adults with dyslexia show deficits on spatial frequency doubling and visual attention tasks." Dyslexia 10, no. 1 (January 21, 2004): 24–43. http://dx.doi.org/10.1002/dys.263.

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36

Bilbao, Carmen, and David Pablo Piñero. "Distribution of Visual and Oculomotor Alterations in a Clinical Population of Children with and without Neurodevelopmental Disorders." Brain Sciences 11, no. 3 (March 10, 2021): 351. http://dx.doi.org/10.3390/brainsci11030351.

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A prospective, non-randomized comparative study was conducted to compare the distribution of oculomotor and visual alterations in children with neurodevelopmental disorders and healthy children without such disorders. Sixty-nine children (aged 6–13 years) were enrolled and divided into three groups: a control group (CG) of 23 healthy children; a group of 18 healthy children with oculomotor abnormalities (OAG); and a group of 28 children with a neurodevelopmental disorder (NDDG), with 15 cases of dyslexia, 7 cases of developmental coordination disorder (DCD) and 6 cases of attention deficit/hyperactivity disorder (ADHD). Significantly worse near stereopsis was found in NDDG compared with CG (p < 0.001) and OAG (p = 0.001). Likewise, a significantly lower amplitude of accommodation was found in NDDG compared with CG in both the right (p = 0.001) and left eyes (p < 0.001). No statistically significant differences between groups were found in the measurement of near and distance phoria (p ≥ 0.557), near point of convergence (p = 0.700) and fusional vergences (p ≥ 0.059). Significantly impaired oculomotor test scores were found in NDDG compared with CG (p < 0.001), with no significant differences between OAG and NDDG (p ≥ 0.063). The comparison between the three types of neurodevelopmental disorders included revealed the presence of a significantly lower amplitude of accommodation in children with DCD compared with dyslexics. Furthermore, less exophoria at near was present in children with dyslexia compared with children with ADHD (p = 0.018) and DCD (p = 0.054). In conclusion, children with dyslexia, ADHD and DCD show an altered oculomotor pattern and a more reduced amplitude of accommodation, not always compatible with the diagnostic criteria of an accommodative insufficiency. Accommodative and binocular vision problems are not always present in these children and cannot be considered an etiologic factor.

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Mozer, Michael C., and Marlene Behrmann. "On the Interaction of Selective Attention and Lexical Knowledge: A Connectionist Account of Neglect Dyslexia." Journal of Cognitive Neuroscience 2, no. 2 (April 1990): 96–123. http://dx.doi.org/10.1162/jocn.1990.2.2.96.

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Neglect dyslexia, a reading impairment acquired as a consequence of brain injury, is traditionally interpreted as a disturbance of selective attention. Patients with neglect dyslexia may ignore the left side of an open book, the beginning words of a line of text, or the beginning letters of a single word. These patients provide a rich but sometimes contradictory source of data regarding the locus of attentional selectivity. We have reconsidered the patient data within the framework of an existing connectionist model of word recognition and spatial attention. We show that the effects of damage to the model resemble the reading impairments observed in neglect dyslexia. In simulation experiments, we account for a broad spectrum of behaviors including the following: (1) when two noncontiguous stimuli are presented simultaneously, the contralesional stimulus is neglected (extinction); (2) explicit instructions to the patient can reduce the severity of neglect; (3) stimulus position in the visual field affects reading performance; (4) words are read much better than pronounceable nonwords; (5) the nature of error responses depends on the morphemic composition of the stimulus; and (6) extinction interacts with lexical knowledge (if two words are presented that form a compound, e.g., COW and BOY, the patient is more likely to report both than in a control condition, e.g., SUN and FLY). The convergence of findings from the neuropsychological research and the computational modeling sheds light on the role of attention in normal visuospatial processing, supporting a hybrid view of attentional selection that has properties of both early and late selection.

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Bellocchi, Stéphanie, Vincent Henry, and Amaria Baghdadli. "Visual Attention Processes and Oculomotor Control in Autism Spectrum Disorder: A Brief Review and Future Directions." Journal of Cognitive Education and Psychology 16, no. 1 (2017): 77–93. http://dx.doi.org/10.1891/1945-8959.16.1.77.

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Autism spectrum disorder (ASD) is defined as persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests or activities Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-5; American Psychiatric Association, 2013). However, individuals with ASD show clearly atypical visual patterns. So far, indications of abnormal visual attention and oculomotor control concerning stimuli independent of social function in ASD have been found. The same findings have been shown in individuals suffering of other neurodevelopmental disorders (e.g., developmental coordination disorder and developmental dyslexia [DD]). Furthermore, visual attention processes and oculomotor control are supposed to be subserved by the magnocellular visual system, which has been found, in turn, to be dysfunctional in ASD and other neurodevelopmental disabilities (i.e., DD). The purpose of this article is to briefly review the link between oculomotor control and visual attention processes and ASD, and to discuss the specificity and overlap of eye movement findings between ASD and other neurodevelopmental disorders.

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di Pellegrino, Giuseppe, Elisabetta Làdavas, and Claudio Galletti. "Lexical Processes and Eye Movements in Neglect Dyslexia." Behavioural Neurology 13, no. 1-2 (2002): 61–74. http://dx.doi.org/10.1155/2002/789013.

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Neglect dyslexia is a disturbance in the allocation of spatial attention over a letter string following unilateral brain damage. Patients with this condition may fail to read letters on the contralesional side of an orthographic string. In some of these cases, reading is better with words than with non-words. This word superiority effect has received a variety of explanations that differ, among other things, with regard to the spatial distribution of attention across the letter string during reading. The primary goal of the present study was to explore the interaction between attention and lexical processes by recording eye movements in a patient (F.C.) with severe left neglect dyslexia who was required to read isolated word and non-word stimuli of various length.F.C.’s ocular exploration of orthographic stimuli was highly sensitive to the lexical status of the letter string. We found that: (1) the location to which F.C. directed his initial saccade (obtained approximately 230 ms post-stimulus onset) differed between word and non-word stimuli; (2) the patient spent a greater amount of time fixating the contralesional side of word than non-word strings. Moreover, we also found that F.C. failed to identify the left letters of a string despite having fixated them, thus showing a clear dissociation between eye movement responses and conscious access to orthographic stimuli.Our data suggest the existence of multiple interactions between lexical, attentional and eye movement systems that occur from very initial stages of visual word recognition.

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Lobier, Muriel, and Sylviane Valdois. "Visual attention deficits in developmental dyslexia cannot be ascribed solely to poor reading experience." Nature Reviews Neuroscience 16, no. 4 (March 20, 2015): 225. http://dx.doi.org/10.1038/nrn3836-c1.

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Werth, Reinhard. "Dyslexic Readers Improve without Training When Using a Computer-Guided Reading Strategy." Brain Sciences 11, no. 5 (April 21, 2021): 526. http://dx.doi.org/10.3390/brainsci11050526.

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Background: Flawless reading presupposes the ability to simultaneously recognize a sequence of letters, to fixate words at a given location for a given time, to exert eye movements of a given amplitude, and to retrieve phonems rapidly from memory. Poor reading performance may be due to an impairment of at least one of these abilities. Objectives: It was investigated whether reading performance of dyslexic children can be improved by changing the reading strategy without any previous training. Methods: 60 dyslexic German children read a text without and with the help of a computer. A tailored computer program subdivided the text into segments that consisted of no more letters than the children could simultaneously recognize, indicated the location in the segments to which the gaze should be directed, indicated how long the gaze should be directed to each segment, which reading saccades the children should execute, and when the children should pronounce the segments. The computer aided reading was not preceded by any training. Results: It was shown that the rate of reading mistakes dropped immediately by 69.97% if a computer determined the reading process. Computer aided reading reached the highest effect size of Cohen d = 2.649. Conclusions: The results show which abilities are indispensable for reading, that the impairment of at least one of the abilities leads to reading deficiencies that are diagnosed as dyslexia, and that a computer-guided, altered reading strategy immediately reduces the rate of reading mistakes. There was no evidence that dyslexia is due to a lack of eye movement control or reduced visual attention.

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Perry, Conrad, and Heidi Long. "What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies." Brain Sciences 12, no. 1 (January 10, 2022): 87. http://dx.doi.org/10.3390/brainsci12010087.

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This critical review examined current issues to do with the role of visual attention in reading. To do this, we searched for and reviewed 18 recent articles, including all that were found after 2019 and used a Latin alphabet. Inspection of these articles showed that the Visual Attention Span task was run a number of times in well-controlled studies and was typically a small but significant predictor of reading ability, even after potential covariation with phonological effects were accounted for. A number of other types of tasks were used to examine different aspects of visual attention, with differences between dyslexic readers and controls typically found. However, most of these studies did not adequately control for phonological effects, and of those that did, only very weak and non-significant results were found. Furthermore, in the smaller studies, separate within-group correlations between the tasks and reading performance were generally not provided, making causal effects of the manipulations difficult to ascertain. Overall, it seems reasonable to suggest that understanding how and why different types of visual tasks affect particular aspects of reading performance is an important area for future research.

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Judge, Jeannie, Markéta Caravolas, and Paul C. Knox. "Visual attention in adults with developmental dyslexia: Evidence from manual reaction time and saccade latency." Cognitive Neuropsychology 24, no. 3 (May 2007): 260–78. http://dx.doi.org/10.1080/02643290601181791.

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Vidyasagar, Trichur R., and Kristen Pammer. "Impaired visual search in dyslexia relates to the role of the magnocellular pathway in attention." NeuroReport 10, no. 6 (April 1999): 1283–87. http://dx.doi.org/10.1097/00001756-199904260-00024.

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Vidyasagar, Trichur R. "Visual attention and neural oscillations in reading and dyslexia: Are they possible targets for remediation?" Neuropsychologia 130 (July 2019): 59–65. http://dx.doi.org/10.1016/j.neuropsychologia.2019.02.009.

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Visser, Troy A. W., Catherine Boden, and Deborah E. Giaschi. "Children with dyslexia: evidence for visual attention deficits in perception of rapid sequences of objects." Vision Research 44, no. 21 (September 2004): 2521–35. http://dx.doi.org/10.1016/j.visres.2004.05.010.

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Gabay, Y., S. Gabay, R. Schiff, S. Ashkenazi, and A. Henik. "Visuospatial Attention Deficits in Developmental Dyslexia: Evidence from Visual and Mental Number Line Bisection Tasks." Archives of Clinical Neuropsychology 28, no. 8 (October 1, 2013): 829–36. http://dx.doi.org/10.1093/arclin/act076.

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Zoubrinetzky, Rachel, Gregory Collet, Willy Serniclaes, Marie-Ange Nguyen-Morel, and Sylviane Valdois. "Relationships between Categorical Perception of Phonemes, Phoneme Awareness, and Visual Attention Span in Developmental Dyslexia." PLOS ONE 11, no. 3 (March 7, 2016): e0151015. http://dx.doi.org/10.1371/journal.pone.0151015.

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Underwood, Geoffrey, and Daphne Boot. "Hemispheric Asymmetries in Developmental Dyslexia: Cerebral Structure or Attentional Strategies?" Journal of Reading Behavior 18, no. 3 (September 1986): 219–28. http://dx.doi.org/10.1080/10862968609547570.

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Two experiments investigated visual processing asymmetries in normal and dyslexic readers, with unilateral tachistoscopic presentations. The experiments employed randomized or blocked presentations of verbal and nonverbal materials to determine whether previously reported differences between dyslexics and normals were due to structural hemispheric differences or to strategical processing differences. The results indicate that if dyslexics are unable to predict the nature of the stimulus, then they behave as normal readers. Their atypical laterality emerges only when they can adopt a strategy in anticipation of a specific type of stimulus. This leads to the suggestion that developmental dyslexia is associated more with inappropriate modes of thought than it is with hemispheric dysfunction.

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Stenneken, Prisca, Johanna Egetemeir, Gerd Schulte-Körne, Hermann J. Müller, Werner X. Schneider, and Kathrin Finke. "Slow perceptual processing at the core of developmental dyslexia: A parameter-based assessment of visual attention." Neuropsychologia 49, no. 12 (October 2011): 3454–65. http://dx.doi.org/10.1016/j.neuropsychologia.2011.08.021.

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