The relation of visual attention span with serial and discrete rapid automatized naming and reading

Jong, Peter F. de; Boer, Madelon van den

doi:10.1016/j.jecp.2021.105093

Cited by 10 publications

(10 citation statements)

References 39 publications

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“…Yet, our findings add to the ongoing debate about the role of sequential processing efficiency in reading fluency. They also highlight the need to determine whether within- and between-word serial processes are partly overlapping constructs or completely separate skills (see also de Jong and van den Boer, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, we performed a fixed-order regression analysis within SEM to examine the unique contributions of the word- and text-level predictors to the individual reading outcomes (see van den Boer et al, 2014 ; de Jong and van den Boer, 2021 , for examples). In this analysis, the predictors were entered in the regression model in a pre-specified order, first word-level and then text-level predictors.…”

Section: Methodsmentioning

confidence: 99%

“…The square of the partial correlation between the fourth (and last) phantom factor and the outcome indicates the unique variance explained by the predictor entered in the fourth step while controlling for all other predictors in the model. This alternative model specification using phantom factors does not affect model fit ( de Jong and van den Boer, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

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Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

2022

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In this study, we investigated how word- and text-level processes contribute to different types of reading fluency measures. We aimed to increase our understanding of the underlying processes necessary for fluent reading. The sample included 73 Dutch Grade 3 children, who were assessed on serial word reading rate (familiar words), word-list reading fluency (increasingly difficult words), and sentence reading fluency. Word-level processes were individual word recognition speed (discrete word reading) and sequential processing efficiency (serial digit naming). Text-level processes were receptive vocabulary and syntactic skills. The results showed that word- and text-level processes combined accounted for a comparable amount of variance in all fluency outcomes. Both word-level processes were moderate predictors of all fluency outcomes. However, vocabulary only moderately predicted sentence reading fluency, and syntactic skills merely contributed to sentence reading fluency indirectly through vocabulary. The findings indicate that sequential processing efficiency has a crucial role in reading fluency across various measures besides individual word recognition speed. Additionally, text-level processes come into play when complexity and context availability of fluency measures increases, but the exact timing requires further study. Findings are discussed in terms of future directions and their possible value for diagnostic assessment and intervention of reading difficulties.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

2022

Self Cite

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“…], because as hinted above, meaning units (morphology) must also be represented and clearly demarcated in a writing system. The unitization and automatization of sets of letters into integrated chunks (here written language mimics spoken language) that can be rapidly and efficiently recognized principally at the level of morphemes is facilitated by various demarcation devices in writing such as word spacing (in English), character size uniformity (in Chinese) morpheme demarcation within poly-morphemic words (in Finnish for beginning readers), word-initial capitalization (German, and, in former times, English too), uniquely word-final characters (e.g., Thai, and Arabic), all of which help the reader chunk groups of symbols (letters, aksharas, kana, characters -the minimal units of writing) and without which, reading speed is significantly impaired [84,89]. This means that, contrary to popular belief, the phonological principle is not the sole basis of all reading, or even learning to read.…”

Section: Decipherability Learnability and Combinatorialitymentioning

confidence: 99%

“…There are other candidates at the behavioral level of analysis such as visual attention (Facoetti), Visual Attention Span (Valdois), procedural learning (Nicolson & Fawcett), but to date, none of these additional candidate (or competing) sources of variance has remotely approached the consensus achieved by the PDH. In most cases, a single researcher or team has compiled an impressive body of evidence in support of their own theory, but other independent teams have either failed to replicate the empirical findings with additional controls, or have replicated the findings but offered a different interpretation (see for example, [7,8,[89][90][91] with respect to the visual attention span (VAS) hypothesis).…”

Section: Decipherability Learnability and Combinatorialitymentioning

confidence: 99%

Common Misconceptions about the Phonological Deficit Theory of Dyslexia

2021

Brain Sciences

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In this discussion paper, I review a number of common misconceptions about the phonological deficit theory (PDH) of dyslexia. These include the common but mistaken idea that the PDH is simply about phonemic awareness (PA), and, consequently, is a circular “pseudo”-explanation or epiphenomenon of reading difficulties. I argue that PA is only the “tip of the phonological iceberg” and that “deeper” spoken-language phonological impairments among dyslexics appear well before the onset of reading and even at birth. Furthermore, not even reading-specific expressions of phonological deficits—PA or pseudoword naming, can be considered circular if we clearly distinguish between reading proper—real meaning-bearing words, or real text, and the mechanisms (subskills) of reading development (such as phonological recoding). I also explain why an understanding of what constitutes an efficient writing system explains why phonology is necessarily a major source of variability in reading ability and hence a core deficit (or at least one core deficit) among struggling readers whether dyslexic or non-dyslexic. I also address the misguided notion that the PDH has now fallen out of favor because most dyslexia researchers have (largely) ceased studying phonological processing. I emphasize that acceptance of the PDH does not imply repudiation of other non-phonological hypotheses because the PDH does not claim to account for all the variance in reading ability/disability. Finally, I ask where neurobiology enters the picture and suggest that researchers need to exercise more caution in drawing their conclusions.

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The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

Valdois

2022

Dyslexia

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The visual attention span (VAS) deficit hypothesis in developmental dyslexia posits that a subset of dyslexic individuals shows a multielement parallel processing deficit due to reduced visual attention capacity. However, the attention‐based interpretation of poor performance on VAS tasks is hotly debated. The purpose of the present paper is to clarify this issue through a critical review of relevant behavioural and neurobiological findings. We first examine the plausibility of alternative verbal interpretations of VAS performance, evaluating whether performance on VAS tasks might reflect verbal short‐term memory, verbal coding or visual‐to‐verbal mapping skills. We then focus on the visual dimensions of VAS tasks to question whether VAS primarily reflects visuo‐attentional rather than more basic visual skills. Scrutiny of the available behavioural and neurobiological findings not only points to a deficit of visual attention in dyslexic individuals with impaired VAS but further suggests a selective endogenous attentional system deficit that relates to atypical functioning of the brain dorsal attentional network. The overview clarifies the debate on what is being measured through VAS tasks and provides insights on how to interpret the VAS deficit in developmental dyslexia.

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The relation of visual attention span with serial and discrete rapid automatized naming and reading

Cited by 10 publications

References 39 publications

Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

Word- and Text-Level Processes Contributing to Fluent Reading of Word Lists and Sentences

Common Misconceptions about the Phonological Deficit Theory of Dyslexia

The visual‐attention span deficit in developmental dyslexia: Review of evidence for a visual‐attention‐based deficit

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