A case study of developmental phonological dyslexia: Is the attentional deficit in the perception of rapid stimuli sequences amodal?

Lallier, Marie; Donnadieu, Sophie; Berger, Christoph; Valdois, Sylviane

doi:10.1016/j.cortex.2009.03.014

Cited by 66 publications

(62 citation statements)

References 65 publications

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“…Indeed, both atypical attentional blink "duration and minimum" Hari et al, 1999) and "duration and amplitude" (Lallier et al, 2010a) have been reported in the same participants. Such result is a priori not surprising given the correlation reported between all three parameters (Cousineau et al, 2006).…”

Section: Amodal Sequential Processing Assessment: the Attentional Blinkmentioning

confidence: 72%

“…In a first study (Lallier, Donnadieu, Berger, & Valdois, 2010a), we assessed the amodality assumption of the SAS hypothesis by administering two similar attentional blink tasks in the visual and the auditory modalities to a French dyslexic adult participant, LL, and a group of skilled reader adults. The neuropsychological assessment of LL revealed that this patient suffered from a phonological dyslexia as characterised by slowed pseudoword reading rate and poor pseudoword spelling.…”

Section: Amodal Sequential Processing Assessment: the Attentional Blinkmentioning

confidence: 99%

“…The dyslexic group was impaired in phonological short-term memory and showed marginally poor phoneme deletion skills but performed as well as the controls on the partial or whole report task, thus suggesting preserved VA Span skills (Lallier, 2009). All children were given the same visual attentional blink task as in Lallier et al (2010a). A group effect was revealed on the attentional blink minimum parameters, reflecting a lower minimum for the dyslexic group than the control group, but no difference regarding duration of the attentional blink.…”

Section: Amodal Sequential Processing Assessment: the Attentional Blinkmentioning

confidence: 99%

“…Furthermore, phonological and VA Span disorders were always defined regarding the whole group of dyslexic participants (except for Lallier et al, 2010a).…”

Section: Amodal Sequential Processing Assessment: Stream Segregationmentioning

confidence: 99%

“…We therefore assessed VA Span abilities, phoneme awareness skills and phonological short-term memory in dyslexic children together with their dichotic listening performance. We reasoned that if phonological and VA Span skills play different roles in reading acquisition and are respectively associated with sequential and simultaneous processes (Lallier et al, 2010a), performance on a task requiring a high degree of simultaneous resource allocation should fail to, or only weakly, relate to phonological skills, even when participants are presented with phonological stimuli. However, if poor dichotic listening performance is mainly driven by simultaneous processing difficulties and if the simultaneous processing disorder is amodal, then dyslexic children with a VA Span disorder should perform poorly on the dichotic listening task whether or not they exhibit associated phonological deficits.…”

Section: Amodal Simultaneous Processing Assessment: Dichotic Listeningmentioning

confidence: 99%

See 4 more Smart Citations

Sequential Versus Simultaneous Processing Deficits in Developmental Dyslexia

Lallier¹,

Valdois²

2012

Dyslexia - A Comprehensive and International Approach

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Section: Amodal Sequential Processing Assessment: the Attentional Blinkmentioning

confidence: 72%

Section: Amodal Sequential Processing Assessment: the Attentional Blinkmentioning

confidence: 99%

Section: Amodal Sequential Processing Assessment: the Attentional Blinkmentioning

confidence: 99%

“…Furthermore, phonological and VA Span disorders were always defined regarding the whole group of dyslexic participants (except for Lallier et al, 2010a).…”

Section: Amodal Sequential Processing Assessment: Stream Segregationmentioning

confidence: 99%

Section: Amodal Simultaneous Processing Assessment: Dichotic Listeningmentioning

confidence: 99%

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Sequential Versus Simultaneous Processing Deficits in Developmental Dyslexia

Lallier¹,

Valdois²

2012

Dyslexia - A Comprehensive and International Approach

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Impaired Letter‐String Processing in Developmental Dyslexia: What Visual‐to‐Phonology Code Mapping Disorder?

2012

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Poor parallel letter-string processing in developmental dyslexia was taken as evidence of poor visual attention (VA) span, that is, a limitation of visual attentional resources that affects multi-character processing. However, the use of letter stimuli in oral report tasks was challenged on its capacity to highlight a VA span disorder. In particular, report of poor letter/digit-string processing but preserved symbol-string processing was viewed as evidence of poor visual-to-phonology code mapping, in line with the phonological theory of developmental dyslexia. We assessed here the visual-to-phonological-code mapping disorder hypothesis. In Experiment 1, letter-string, digit-string and colour-string processing was assessed to disentangle a phonological versus visual familiarity account of the letter/digit versus symbol dissociation. Against a visual-to-phonological-code mapping disorder but in support of a familiarity account, results showed poor letter/digit-string processing but preserved colour-string processing in dyslexic children. In Experiment 2, two tasks of letter-string report were used, one of which was performed simultaneously to a high-taxing phonological task. Results show that dyslexic children are similarly impaired in letter-string report whether a concurrent phonological task is simultaneously performed or not. Taken together, these results provide strong evidence against a phonological account of poor letter-string processing in developmental dyslexia.

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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.

show abstract

A case study of developmental phonological dyslexia: Is the attentional deficit in the perception of rapid stimuli sequences amodal?

Cited by 66 publications

References 65 publications

Sequential Versus Simultaneous Processing Deficits in Developmental Dyslexia

Sequential Versus Simultaneous Processing Deficits in Developmental Dyslexia

Impaired Letter‐String Processing in Developmental Dyslexia: What Visual‐to‐Phonology Code Mapping Disorder?

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

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