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Статті в журналах з теми "Visual Attention, Dyslexia"
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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерела
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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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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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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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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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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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.
Повний текст джерелаДисертації з теми "Visual Attention, Dyslexia"
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Lobier, Muriel. "Attention visuelle et traitements pré-orthographiques dans la lecture et la dyslexie." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENS029.
Повний текст джерелаАнотація:
Ce travail de thèse a pour objectif d'explorer le rôle de l'attention visuelle dans les traitements visuels précoces en lecture. Il repose sur le cadre théorique du modèle mémoire multitrace de lecture (MTM) et de l'hypothèse du trouble de l'empan visuo-attentionel (VA) dans la dyslexie développementale. La capacité d'attention visuelle est opérationnalisée par l'empan VA, défini comme le nombre maximal d'éléments visuels qui peuvent être traités en parallèle. L'empan VA contribue significativement aux performances en lecture et est réduit chez une partie de la population dyslexique. Une série de trois études a exploré les relations entre l'attention visuelle, l'empan VA et la lecture chez le normo-lecteur. Dans une première étude, nous avons testé si le traitement des lettres dans les tâches de report de l'empan VA était parallèle ou sériel. Dans une deuxième étude, nous avons cherché à spécifier le rôle de l'attention visuelle dans l'empan VA et la lecture. Enfin, dans une troisième étude, nous voulions mettre en évidence à l'aide de l'IRMf l'implication des réseaux neuronaux de l'attention visuelle dans les traitements pré-orthographiques. Ces trois études suggèrent que l'attention visuelle est une composante importante des traitements pré-orthographiques de séquences de lettres. L'objectif de la deuxième série d'études était de montrer qu'un déficit de l'attention visuelle est l'explication la plus plausible du déficit de l'empan VA. Dans une quatrième étude, nous avons confronté les prédictions d'une explication phonologique ou visuelle du déficit de l'empan VA pour une tâche de catégorisation de séquences de caractères. Enfin, une dernière étude a évalué les corrélats neuronaux associés au traitement visuel de séquences de caractères chez des adultes dyslexiques avec trouble de l'empan VA. Ces deux dernières études suggèrent que le trouble sous-jacent au déficit de l'empan VA est bien une réduction de la capacité d'attention visuelle et non pas un déficit des capacités de recodage verbalThis doctoral thesis aims to investigate the role of visual attention in the visual front-end of reading. It is grounded in the theoretical framework of the multi trace memory model (MTM) of reading and of the visual attention (VA) span deficit hypothesis of developmental dyslexia. Visual attention capacity in the MTM model is operationalized by the VA span, defined as the maximum number of individual visual elements that can be processed in parallel. VA span contributes significantly to reading performance in normal reading children and is selectively impaired in a subset of the dyslexic population. Three studies investigated the role of visual attention in VA span and visual word recognition in normal reading. A first study tested whether letter processing in the VA span whole report task was parallel or serial. A second study specified the role of visual attention in VA span and reading speed. Finally, a third study used fMRI to investigate whether pre-orthographic processing involves neural networks of visual attention. These three studies argue for visual attention as an important component of pre-orthographic processing. A second series of studies aimed to show that an impairment of visual attention best accounts for the VA span deficit. In a fourth study, predictions of phonological and visual accounts of the VA span deficit were tested using a multiple character categorization task. Finally, a fifth study explored the neural correlates of multiple character processing in VA span impaired adults. These last two studies argue for reduced visual attention capacity and not poor verbal recoding abilities as the underlying cause for the VA span deficit
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Badcock, Nicholas Allan. "Applying the attentional blink /." Connect to this title, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0066.
Повний текст джерела
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Tiadi, Bi Kuyami Guy-Aimé. "Mouvements oculaires chez l'enfant dyslexique." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLS588/document.
Повний текст джерелаАнотація:
La dyslexie développementale est un trouble neuro-développemental qui affecte spécifiquement l’apprentissage du langage écrit d’environ 10% des enfants en âge scolaire. Ces dernières années, plusieurs études ont montré la présence des anomalies oculomotrices chez les enfants dyslexiques. Toutefois, plusieurs questions sur la performance oculomotrice des enfants dyslexiques sont encore sans réponse ou restent peu étudiées.Dans cette thèse, nous avons réalisé trois études afin d’examiner l’oculomotricité des enfants dyslexiques comparativement à celle des enfants non-dyslexiques. Pour la première fois, nous avons enregistré les saccades verticales chez les enfants dyslexiques (étude 1). Les résultats ont montré que, comparés aux enfants non-dyslexiques de même âge chronologique, les enfants dyslexiques avaient des latences plus longues, de faibles précisions et des vitesses saccadiques ayant une asymétrie haut/bas. Les études 2 et 3 nous ont permis d’élargir les investigations, respectivement, sur la fixation visuelle et sur la reconnaissance visuo-auditive phonologique chez les enfants dyslexiques. Nous avons reporté une fixation visuelle et une reconnaissance visuo-auditive phonologique de faible qualité chez les enfants dyslexiques par rapport aux groupes d’enfants-non dyslexiques de même âge chronologique et de même âge de lecture.Nous avons suggéré que le développement atypique du système visuel magnocellulaire, de même que celui des structures cortico-sous-corticales et des difficultés attentionnelles expliqueraient les perturbations oculomotrices des enfants dyslexiques. Ainsi, nous avons proposé des voies de rééducation oculomotrice en vue de contribuer à l’amélioration des capacités de lecture des enfants dyslexiques.Mots-clés: Mouvements oculaires, saccades, fixations, système visuel, cortex visuel, structures cortico-sous-corticales, attention, dyslexie développementaleABSTRACTDevelopmental dyslexia is a neurodevelopmental disorder that affects written language learning of about 10% of school-age children. During the last years, several studies have shown the presence of oculomotor abnormalities in dyslexia. However, several questions about the oculomotor performance of dyslexic children are still unanswered.We conducted three studies to examine eye movements of dyslexic children with respect to non-dyslexic age-matched children. In the first of our study, we investigated vertical saccades performance in dyslexic children. The results showed that, dyslexic children had longer latencies, poor precision and slow saccadic speed with up / down asymmetry. Studies 2 and 3 respectively allowed us to enlarge the investigation of visual fixation as well as visual-auditory phonological capabilities in dyslexic children. We reported a low quality of visual fixation and visual-auditory phonological recognition in children with dyslexia compared with the non-dyslexic children.Taken together, all these findings suggested, in dyslexic children, an immaturity of the magnocellular visual system, as well as of the cortico-subcortical structures responsible for oculomotor performances. Attentional capabilities, that are poor in dyslexic children, would be also explained their oculomotor deficiencies reported. Thus, we proposed oculomotor rehabilitation that could be able to improve reading skills in dyslexia.Key words: Eye movements, saccades, fixations, visual system, visual cortex, cortical and sub-cortical structures, attention, developmental dyslexia
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Zoubrinetzky, Rachel. "Hétérogénéité cognitive et remédiation des dyslexies développementales." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAS029/document.
Повний текст джерелаАнотація:
L’objectif de ce travail de thèse était de mieux caractériser l’hétérogénéité de la dyslexie développementale et d’étudier les implications de cette hétérogénéité pour la remédiation de ce trouble d’acqusition de la lecture. L’Etude I met en évidence une hétérogénéité cognitive au sein d’une population d’enfants dyslexiques, qui pourtant ont un profil de lecture homogène de dyslexie mixte. Ce profil est classiquement interprété comme relevant d’un double déficit. Or nous montrons que la plupart de ces enfants présente en fait un déficit cognitif unique, soit phonologique, soit de l’empan visuo-attentionnel (VA). De plus, ces deux sous-groupes à déficit unique ont des profils de lecture très similaires lorsqu’ils sont directement comparés. Ces données suggèrent donc que la classification en sous-types basée sur les profils de lecture n’est pas pertinente pour identifier des sous-groupes cognitivement homogènes dans la population dyslexique. Dans l’Etude II, nous décrivons un cas de dyslexie avec trouble sélectif de la lecture des pseudo-mots. Ce profil est classiquement interprété comme reflétant un déficit phonologique. Or, le cas que nous décrivons présente un trouble de l’empan VA en l’absence de toute atteinte verbale ou phonologique. Cette étude confirme une relation entre trouble cognitif et profil de lecture complexe et non univoque. L’Etude III interroge plus spécifiquement les liens entre troubles de l’empan VA, de la conscience phonémique et de la perception catégorielle des phonèmes. Nous montrons que la conscience phonémique joue un rôle de médiation entre perception catégorielle et lecture, et que cette relation est indépendante des capacités d’empan VA. Ces données nous ont ainsi permis de mieux caractériser l’hétérogénéité cognitive de la population dyslexique. Dans les deux dernières études, nous nous sommes interrogés sur la prise en compte de cette hétérogénéité cognitive dans la remédiation de la dyslexie. L’Etude IV est une étude d’entrainement cognitif. Deux types d’entraînements ont été successivement proposés à des enfants dyslexiques : un entraînement à la perception catégorielle et un entraînement de l’empan VA. Nous avons étudié les effets de chacun de ces entraînements sur des sous-groupes qui présentent un trouble cognitif unique, soit phonologique, soit de l’empan VA. Les résultats montrent l’intérêt de proposer une remédiation ciblée sur le déficit cognitif sous-jacent. Cette étude a également des enjeux théoriques majeurs, puisqu’elle nous a permis d’interroger les relations de causalité entre ces déficits cognitifs sous-jacents et la dyslexie. Enfin, dans l’Etude V la méthode d’adaptation visuelle par saillance syllabique étudiée n’améliore pas la lecture des enfants dyslexiques. L’ensemble des ces études confirment l’hétérogénéité cognitive de la population dyslexique et l’importance de prendre en compte cette hétérogénéité dans les méthodes de remédiation qui peuvent être proposéesThe first aim of this doctoral thesis was to better understand the heterogeneity of developmental dyslexia focusing on the relationship between reading profiles and cognitive disorders. Our second purpose was to question the implications of cognitive heterogeneity for the remediation of developmental dyslexia. Study I revealed cognitive heterogeneity despite the homogeneous reading profile of the recruited population. Most children with a mixed reading profile typically interpreted as resulting from a double deficit, actually suffered from a single cognitive disorder, either a phoneme awareness or a visual attention (VA) span disorder. In addition, direct comparisons of these two cognitively distinct subgroups revealed very similar reading profiles. These findings suggest that the classification based on reading profiles is irrelevant to identify cognitively homogeneous subgroups in dyslexia. In Study II, we report the case study of a child with a selective pseudo-word reading disorder, a profile typically attributed to a phonological deficit. Contrary to this prediction however, we show that this dyslexic child shows preserved verbal and phonological skills but a VA span deficit. This finding again suggests the absence of one-to-one relationships between reading profiles and cognitive disorders. Study III more specifically explored the links between three types of cognitive deficits, namely the VA span disorder, the phoneme awareness deficit and the categorical perception disorder. Results show that phoneme awareness mediates the relationship between categorical perception and reading: poor categorical perception causes poor phoneme awareness, which in turn impacts reading performance. Poor VA span also impacts reading performance but independently of phoneme awareness and categorical perception. These findings are further evidence for the independent contribution of phonology and VA span to the reading outcome of dyslexic children. In Study IV, we assessed the longitudinal effects of two cognitive trainings. Dyslexic participants with a single phonological or a single VA span disorder were administered successively either a categorical perception then a VA span intervention, or the two trainings in the reverse order. At the clinical level, results show that intervention is more efficient when targeted on the underlying cognitive deficit. At the theoretical level, they question causal relationship between these cognitive deficit and dyslexia. Last, Study V explored the compensation power of a visual adaptation method using syllabic saliency. Results failed to show any positive effect of this method on reading performance. The overall findings support the cognitive heterogeneity of the dyslexic population and show that taking this issue into account is crucial to improve the effects of intervention programs
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Awadh, Faris Haroon Rasheed. "Caractérisation et rôle de l’empan visuo-attentionnel chez les lecteurs arabophones adultes et enfants (experts et dyslexiques développementales)." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAS004/document.
Повний текст джерелаАнотація:
RésuméL’objectif général de cette thèse était d’étudier les capacités d’empan visuo-attentionnel (VA) des lecteurs arabophones. Les recherches ont montré que l’empan VA module le traitement visuel des séquences de lettres et joue à ce titre un rôle important en lecture experte, tel que modélisé dans le cadre du modèle multitraces de lecture experte (Ans, Carbonnel et Valdois, 1998). Il a également été montré que l'empan VA joue un rôle dans l’acquisition de la lecture et qu’une réduction de l’empan VA explique certaines formes de dyslexies développementales. Néanmoins, les études menées jusqu’ici se sont limitées aux langues européennes. Il s’agissait donc d’évaluer la pertinence du concept d’empan VA dans une langue de structure très différente, comme l’arabe. Deux questions principales ont été abordées : la première (Etude 1) portait sur une éventuelle modulation des capacités d’empan VA selon la langue ; elle a été menée chez des lecteurs experts. La seconde (Etude 2) visait à évaluer l’implication de l’empan VA dans les troubles de l’apprentissage de la lecture. Dans l’étude 1, nous avons comparé les performances d’empan VA chez des adultes de langue française, espagnole et arabe. Nous montrons notamment que les capacités d’empan VA sont plus limitées chez les arabophones que chez les français ou les hispanophones. La taille de l’empan VA n’est pas modulée par la transparence de la langue mais pourrait varier selon les contraintes de traitement des mots (traitement parallèle pour le français et l’espagnol mais traitement privilégié de la racine morphologique pour l’arabe). L’étude 2 a porté sur des enfants arabophones de 4ème et 5ème année, bons et mauvais lecteurs, qui ont été soumis à des épreuves de lecture, de conscience phonologique et d’empan VA. Nous montrons que les capacités d’empan VA contribuent à expliquer les performances en lecture de mots et de texte, voyellé et non voyellé, indépendamment des capacités phonologiques des enfants. Comme dans les langues européennes, un sous-groupe d’enfants mauvais lecteurs présente un trouble isolé de l’empan VA. Par contre, la proportion d’enfants présentant un trouble de l’empan VA, isolé ou pas, est beaucoup plus importante que dans les études précédentes portant sur les langues européennes. Ces résultats devraient conduire à proposer de nouveaux outils de diagnostic et de remédiation des troubles d'apprentissage de la lecture chez les lecteurs arabophones. Ils ont également des implications potentielles sur les méthodes d’enseignement de la lecture en langue arabeAbstractThe aim of this doctoral research was to study the visual-attention (VA) span abilities of Arabic-readers. Previous studies showed that VA span modulates letter string visual processing and plays an important role in expert reading, as modeled in the multitrace memory model (Ans, Carbonnel and Valdois, 1998). The VA span was previously described as a key component of reading acquisition; a reduction in VA span was found to characterize a subgroup of children with developmental dyslexia. Longitudinal and training studies suggest this relation may be causal. However, all previous studies on VA span have been limited to the European languages. Our purpose in this doctoral research was to assess the relevance of the VA span in a language of very different structure, the Arabic language. Two main questions were addressed. In Study 1, we explored potential modulations of VA span skills depending on the language characteristics; this study was conducted on expert readers. Study 2 was designed to investigate the role of VA span in reading acquisition in Arabic children. In Study 1, we compared the VA span performance of skilled readers from three different languages (French, Spanish and Arabic). We show that VA span abilities are reduced in Arabic as compared to French or Spanish. Differences in the size of VA span do not relate to language transparency but may depend on orthographic processing constraints (parallel processing of the word letter string for French and Spanish but privileged processing of the morphological root for Arabic). Study 2 was carried out on Arabic-speaking children, good and poor readers, from 4th and 5th grade. They were administered tests of reading, phonological awareness and VA span. Results show that VA span abilities contribute to explain performance in word and text reading whatever the script (vowelized or not) regardless of the child phonological abilities. As in European languages, a subgroup of poor readers shows an isolated VA span disorder. However, the proportion of children with a VA span disorder (isolated or not) is much higher than in previous studies on European languages. The current findings should allow designing new diagnostic tools and remediation programs for Arabic children with learning disorders. They also have potential implications for the teaching methods of reading in Arabic
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Mahé, Gwendoline. "La reconnaissance visuelle des mots chez le dyslexique : implication des voies ventrale et dorsale." Phd thesis, Université de Strasbourg, 2013. http://tel.archives-ouvertes.fr/tel-00919475.
Повний текст джерелаАнотація:
L'objectif de ces travaux a été d'étudier, à partir des potentiels évoqués, l'implication des voies ventrale (qui sous-tend le traitement expert de l'écrit) et dorsale (qui sous-tend des processus phonologiques et attentionnels) lors de la reconnaissance visuelle des mots chez des adultes dyslexiques. Les spécificités des sujets dyslexiques ont été isolées en les comparant à deux groupes contrôles, appariés sur : l'âge (i.e., des lecteurs experts) et sur le niveau de lecture (i.e., des mauvais lecteurs). Les résultats montrent des déficits du traitement expert de l'écrit, phonologiques et de la détection du conflit spécifiques aux sujets dyslexiques. Nos données montrent aussi des déficits du traitement expert des mots familiers et d'orientation de l'attention communs aux sujets dyslexiques et mauvais lecteurs. Les résultats sont discutés dans le cadre du modèle LCD, de la théorie du mapping phonologique et d'une implication précoce de l'orientation attentionnelle dans la lecture.
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Buchholz, Judith Ann. "Visual attentional processes in adults with dyslexia." Phd thesis, 2008. http://hdl.handle.net/1885/6964.
Повний текст джерелаАнотація:
Deficits in sensory processing of visual and auditory stimuli, specifically that
associated with the magnocellular/dorsal pathways, have been extensively reported
in individuals with dyslexia (McArthur and Bishop, 2001; Stein, 2001). Furthermore, significant relationships have been reported between reading ability and performance on sensory processing tasks, both in the auditory and the visual modalities (Cestnick and Coltheart, 1999; Cestnick and Jerger, 2000; Talcott et al., 2002). However, a central role for phonological difficulties in
reading difficulties independent of visual and auditory processing deficits has
been demonstrated (Ramus et al., 2003b). The inconsistent results may be explained by individual differences in attentional processes (Marshall et al., 2001; Olson and Datta, 2002). While many studies have been carried out investigating attentional difficulties experienced by children with dyslexia, relatively few have examined these difficulties in adults with dyslexia (ADys).
Furthermore, the relationship of these difficulties to the phonological deficits
most often seen has yet to be fully explored. By determining the difficulties experienced by individuals with dyslexia, it may be possible to develop strategies
to overcome them. This thesis primarily examines and compares processes of
visual attention in adults with and without dyslexia. Each adult with dyslexia
demonstrated phonological deficits consistent with this difficulty being a core
deficit in dyslexia. A case-based approach, in addition to the usual group comparisons, has been adopted...
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Fortier-St-Pierre, Simon. "La dynamique spatio-temporelle de l’attention en lecture chez les dyslexiques." Thesis, 2019. http://hdl.handle.net/1866/24649.
Повний текст джерелаАнотація:
La dyslexie est un trouble neurodéveloppemental nuisant au développement normal de la fluidité en lecture. Certains processus de base à la lecture pourraient être atteints chez les dyslexiques et entraîner des répercussions touchant les représentations de haut niveau des mots en découlant : orthographique, phonologique et sémantique. Un de ces processus de base est le déploiement spatio-temporel de l’attention sur des séquences de stimuli multiples alignés à l’horizontale. L’efficacité de ce déploiement pourrait être étroitement liée à l’expertise en lecture chez les normo-lecteurs, et des irrégularités dans celui-ci pourraient être observées chez des dyslexiques. Malheureusement, la caractérisation de ce déploiement en contexte de reconnaissance de mots écrits, son implication dans la vitesse de lecture et (potentiellement) même dans certaines habiletés langagières demeurent largement sous-spécifiées. Le premier article de cette thèse vise à révéler les divergences du déploiement de l’attention dans le temps et dans l’espace pendant la reconnaissance d’un mot familier chez un groupe d’adultes dyslexiques par rapport à un groupe de normo-lecteurs. Les groupes sont appariés en termes d’âge et de fonctionnement intellectuel. Cet objectif est poursuivi avec la technique de sonde attentionnelle. Les résultats révèlent que les dyslexiques dirigent moins de ressources attentionnelles vers la première lettre d’un mot, ce qui est sous-optimal considérant que la première lettre d’un mot est particulièrement informative sur son identité. Le deuxième article de cette thèse vise à déterminer si les habiletés en lecture de texte et de traitement phonologique chez les dyslexiques peuvent bénéficier d’un entraînement attentionnel court. Un protocole utilisant un entraînement visuo-attentionnel (NeuroTracker) et un entraînement placebo chez une vingtaine d’adultes dyslexiques met en évidence des gains systématiques immédiatement après l’entraînement actif. L’ordre des entraînements (actif puis placebo, ou placebo puis actif) était contrebalancé entre deux groupes. Ces gains s’observent en vitesse de lecture, et même au niveau de la conscience phonologique. Le troisième article de cette thèse apporte finalement une contribution additionnelle significative pour l’évaluation de la vitesse de la lecture chez les adultes universitaires franco-québécois. L’utilisation des phrases-tests d’un outil existant (MNRead) a été intégrée à un protocole de présentation visuelle sérielle rapide pour l’évaluation de la vitesse de lecture. En plus de cet ensemble de phrases-test, quatre autres ensembles de phrases-test ont été normés. L’outil développé permet d’obtenir une mesure de la vitesse de lecture fiable chez un même individu à différentes reprises (Exp. 1) et il satisfait différents standards psychométriques (Exps. 1 et 2), en étant notamment sensible à la présence des difficultés en lecture retrouvées chez les dyslexiques (Exp. 2). En somme, il appert que certains processus visuo-attentionnels sous-tendent l’expertise en lecture et que ceux-ci pourraient présenter des irrégularités chez les dyslexiques. La caractérisation d’un déploiement attentionnel sous-optimal en reconnaissance de mots familiers tout comme les bénéfices obtenus en lecture et en traitement phonologique subséquents à un entraînement attentionnels mettent en lumière l’importance de ces processus de base en lecture.Dyslexia is a neurodevelopmental disorder that affects the normal development of reading fluency. Deficits affecting basic reading processes may affect dyslexics and would thus alter high-level word representations: orthographic, phonological, and semantic. One of these basic processes is the attentional mechanism that is involved in the visual processing of horizontal multi-element strings such as words. The effectiveness of this mechanism could be closely related to reading expertise in normal readers and anomalies thereof could be observed in dyslexics. Unfortunately, it remains unclear how attention is deployed during visual word recognition and how it may impact on reading speed and potentially on certain language skills. The first article of this thesis aims to shed light on divergences in the deployment of attention through time and space during the recognition of familiar words in a group of adults with dyslexia in comparison to normal readers. These groups were matched in terms of age and intellectual functioning. This objective is pursued with the attentional probe technique. Results reveal that less attentional resources are directed to the first letter of a word in dyslexics, which is suboptimal considering that the first letter of a word has a higher diagnostic value than any other letter position. The goal of the second article is to determine if reading fluency and phonological awareness in dyslexics may benefit from a short attentional training. The effects of an active training using the NeuroTracker program and a placebo training in adults with dyslexia shows systematic gains immediately after active training. The order of the training (active then placebo, or placebo then active) was counter-balanced across two groups. These gains are observed on reading speed as well as on phonological awareness. The third article of this thesis finally brings a significant additional contribution to the evaluation of reading speed among Quebec university students. The use of test sentences from an existing tool (MNRead) has been incorporated into a rapid visual serial presentation protocol to assess reading speed. In addition to this set of test sentences, four other sets of test sentences have been standardized. The tool is reliable, as reading speed measurements are similar in the same individual at different times (Exp 1). Moreover, it meets different psychometric standards (Exps 1 and 2) while being particularly sensitive to the presence of the reading difficulties found in dyslexics (Exp.2). In sum, it appears that particular visual-attention processes underlie reading expertise and that these show anomalies in dyslexics. The characterization of a suboptimal attention deployment in visual word recognition as well as the benefits obtained in reading and phonological awareness subsequent to an attentional training highlight the importance of these basic processes in reading.
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Flint, Sarah. "It's the chicken not the egg: visual attentional deficits in adults with dyslexia are not the result of a failure to learn to read." Phd thesis, 2015. http://hdl.handle.net/1885/110006.
Повний текст джерелаАнотація:
The magnocellular deficit theory of dyslexia posits
that many individuals with dyslexia demonstrate deficits in
reading, visual attention and visual processing which can be
attributed to a functional failure of the magnocells in the
visual system, or general impairment in the dorsal visual
pathway. Research from the last 10 years has examined
magnocellular function in pre-readers, demonstrating that there
is a magnocellular deficit evident in pre-readers at familial
risk of dyslexia demonstrating a neurobiological underpinning to
dyslexia. The inclusion of illiterate adults as a comparison
group in lieu of pre-readers has garnered increasing interest in
recent years. The inclusion of illiterate adults as a test group
can provide strong evidence that any magnocellular deficits
demonstrated are not the result of reading experience or
orthographic familiarity. If a magnocellular deficit is
demonstrated between dyslexic readers and normal readers, but not
between illiterate adults and normal readers, the deficit cannot
be attributed to reading experience. The studies and chapters in
this dissertation set out to examine this. Illiterate adults
were to be recruited from the large illiterate population in
Papua New Guinea. However, as there was no linguistically and
culturally appropriate test of reading ability available in PNG
in order to determine literacy level in the PNG population. The
Flint Melanesian Reading Ability Assessment was developed to
address this need. The Flint Melanesian Reading Ability
Assessment examines the reading ability of adults in PNG in
either English or Tok Pisin. Furthermore, as the research was
being conducted cross-culturally, any possible cultural confounds
that would hinder cross-cultural comparisons needed to be
identified and strategies to overcome these identified.
Consequently, the role of culture on visual processing across
cultures was examined by comparing performance on visual search
tasks between undergraduate students from the University of PNG
and the Australian National University. It was found that
culture may influence visual processing. Section B examines the
role of magnocellular function in dyslexic adults compared to
normal, illiterate and semi-literate readers. Visual search,
coherent motion, and frequency doubling tasks were used to
investigate whether deficits in magnocellular processing were the
result of a failure to learn to read or the result of an
underlying biological deficit. Illiterate adults performed the
same as normal and semi-literate readers in visual search task
and all three groups performed better than the dyslexic readers
did. These findings indicate that there is a difference in the
visual attention of dyslexic readers. Likewise, the coherent
motion and frequency doubling tasks both demonstrated that the
illiterate adults did not perform these tasks differently to a
normal or semi-literate reader. Again, the dyslexic readers
performed more poorly on coherent motion and frequency doubling
tasks. Together these studies provide supporting evidence the
magnocellular deficit theory of dyslexia. They indicate that
illiterate adults do not demonstrate this magnocellular deficit;
therefore a deficit may not be attributed to reading experience
or orthographic familiarity. These results cannot conclusively
demonstrate a causal relationship; they do provide another avenue
for further research that may elucidate this association.
Keywords: Dyslexia, Magnocellular Deficit Hypothesis,
Neurobiological, Dorsal, Coherent Motion, Frequency Doubling
Illusion, Visual Search, Cross-Cultural Psychology, Papua New
Guinea, Australia, Illiterate.
Книги з теми "Visual Attention, Dyslexia"
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John, Everatt, ed. Reading and dyslexia: Visual and attentional processes. London: Routledge, 1999.
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Wilde, Bonnie Lynn. Creative writing for dyslexic and ADD students: Creative writing guide ideas of visual-spatial appeal to junior high and high school students. Lacombe, Alta: Loftier Learning Reading Lag & Dyslexia Outreach, 2005.
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3
Learning disabilities sourcebook: Basic consumer health information about dyslexia, dyscalculia, dysgraphia, speech and communication disorders, auditory and visual processing disorders, and other conditions that make learning difficult, including attention deficit hyperactivity disorder, down syndrome and other chromosomal disorders, fetal alcohol spectrum disorders, hearing and visual impairment, autism and other pervasive developmental disorders, and traumatic brain Injury; along with facts about diagnosing learning disabilities, early intervention, the special education process, legal protections, assistive technology, and accommodations, and guidelines for life-stage transitions, suggestions for coping with daily challenges, a glossary of related terms, and a directory of additional resources. 4th ed. Detroit, MI: Omnigraphics, 2012.
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(Editor), Linda M. Shin, and Linda M. Ross (Editor), eds. Learning Disabilities Sourcebook: Basic Information About Disorders Such As Dyslexia, Visual and Auditory Processing Deficits, Attention Deficit/Hyperactivity ... and Autism, alo (Health Reference Series). Omnigraphics, 1998.
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Everatt, John. Visual and Attentional Processes in Reading and Dyslexia. Routledge, 1999.
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M, Shin Linda, ed. Learning disabilities sourcebook: Basic information about disorders such as dyslexia, visual and auditory processing deficits, attention deficit/hyperactivity disorder, and autism, along with statistical and demographic data, reports on current research initiatives, an explanation of the assessment process, and a special section for adults with learning disabilities. Detroit, MI: Omnigraphics, 1998.
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Brennfleck, Shannon Joyce, ed. Learning disabilities sourcebook: Basic consumer health information about dyslexia, auditory and visual processing disorders, communication disorders, dyscalculia, dysgraphia, and other conditions that impede learning, including attention deficit/hyperactivity disorder, autism spectrum disorders, hearing and visual impairments, chromosome-based disorders, and brain injury; along with facts about brain function, assessment, therapy and remediation, accommodations, assistive technology, legal protections, and tips about family life, school transitions, and employment strategies, a glossary of related terms, and directories of additional resources. 3rd ed. Detroit, MI: Omnigraphics, 2009.
Знайти повний текст джерелаЧастини книг з теми "Visual Attention, Dyslexia"
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Valdois, Sylviane, Delphine Lassus-Sangosse, and Muriel Lobier. "The Visual Nature of the Visual Attention Span Disorder in Developmental Dyslexia." In Visual Aspects of Dyslexia, 111–22. Oxford University Press, 2012. http://dx.doi.org/10.1093/acprof:oso/9780199589814.003.0007.
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Facoetti, Andrea. "Spatial Attention Disorders in Developmental Dyslexia: Towards the Prevention of Reading Acquisition Deficits." In Visual Aspects of Dyslexia, 123–36. Oxford University Press, 2012. http://dx.doi.org/10.1093/acprof:oso/9780199589814.003.0008.
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Facoetti, Andrea, Sandro Franceschini, and Simone Gori. "Role of Visual Attention in Developmental Dyslexia." In Developmental Dyslexia across Languages and Writing Systems, 307–26. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108553377.014.
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Mahaffey, Cat, and Ashlyn C. Walden. "#teachingbydesign." In Emerging Technologies in Virtual Learning Environments, 38–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7987-8.ch003.
Повний текст джерелаАнотація:
Much attention has been drawn toward issues of accessibility, but changes in course design have been slow at best. This chapter aims to expand notions of accessibility beyond students with visual or hearing impairments to include students with colorblindness, dyslexia, or anxiety; and students disadvantaged by socioeconomics, gender, or race. More specifically, this chapter serves as a call for instructors to incorporate accessibility practices in their course designs and to explicitly teach students what accessibility is and how to incorporate its principles into their writing/designing/creating processes.
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Stringer, R., and J. Kershner. "Possible Attentional Origins of Word Decoding Deficits in Dyslexia." In Studies in Visual Information Processing, 357–70. Elsevier, 1993. http://dx.doi.org/10.1016/b978-0-444-89949-1.50031-6.
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Vidyasagar, T. R. "Chapter 19 From attentional gating in macaque primary visual cortex to dyslexia in humans." In Progress in Brain Research, 297–312. Elsevier, 2001. http://dx.doi.org/10.1016/s0079-6123(01)34020-7.
Повний текст джерелаТези доповідей конференцій з теми "Visual Attention, Dyslexia"
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dos Santos, Bianca Rodrigues, Giseli Donadon Germano, and Simone Aparecida Capellini. "TEACHERS’ OPINIONS REGARDING THE LEARNING SKILLS OF BRAZILIAN DYSLEXIC SCHOOLCHILDREN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end044.
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"Dyslexia is described as a difficulty in learning to read, which affects 5-12% of students. The aim of this study was to characterize the opinion of teachers of students with dyslexia in a specific questionnaire on learning skills. 74 teachers of Brazilian schoolchildren with an interdisciplinary diagnosis of dyslexia participated, of both genders, aged from 9 years to 10 years and 11 months from the 3rd to the 5th year of Elementary School I. The teachers answered the Learning Skills Questionnaire, composed of six items: 1) attention skills; 2) visual processing skills; 3) auditory processing skills; 4) logical-mathematical reasoning skills; 5) motor skills; 6) behavioral skills. The questionnaire was filled out by teachers, with responses scored on a scale from 0 to 4 points (Likert Scale). Data for this study were collected from March 2019 to March 2020, before the start of the COVID-19 pandemic in Brazil. The results were analyzed statistically indicating that teachers answered “rarely” and “sometimes” for all categories, except for category 6 (behavioral), which most answers were “never”. There was also an indication of “I don't know” for all categories, suggesting that teachers’ lack of knowledge regarding behaviors aspects of dyslexic’s schoolchildren. The results allowed us to conclude that teachers still need of information about how schoolchildren with dyslexia learn to read, since the results “rarely” and “sometimes” were presented in all categories of academic learning."
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Al-Wabil, Areej, Panayiotis Zaphiris, and Stephanie Wilson. "Examining visual attention of dyslexics on web navigation structures with eye tracking." In 2008 International Conference on Innovations in Information Technology (IIT). IEEE, 2008. http://dx.doi.org/10.1109/innovations.2008.4781673.
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Pavithran, P. G., K. Arunkumar, N. P. Guhan Seshadri, Bikesh Kumar Singh, V. Mahesh, and B. Geethanjali. "Index of Theta/Alpha ratio to quantify visual - spatial attention in dyslexics using Electroencephalogram." In 2019 5th International Conference on Advanced Computing & Communication Systems (ICACCS). IEEE, 2019. http://dx.doi.org/10.1109/icaccs.2019.8728482.
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