A visual processing but no phonological disorder in a child with mixed dyslexia

Valdois, Sylviane; Bidet-Ildei, Christel; Lassus-Sangosse, Delphine; Reilhac, Caroline; Nguyen-Morel, Marie-Ange; Guinet, Eric; Orliaguet, Jean‐Pierre

doi:10.1016/j.cortex.2011.05.011

Cited by 57 publications

(54 citation statements)

References 77 publications

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“…'s global report performance was impaired, partial report appeared to be unimpaired. Valdois et al (2011) previously reported this dissociation in the case of Martial, who had mixed dyslexia and surface dysgraphia. However, the researchers concluded that Martial's performance was atypical in the partial report task when they examined accuracy according to letter position in the test array.…”

Section: Discussion Of Rf's Results From Detailed Assessmentsmentioning

confidence: 87%

“…was able to report fewer letters than children in the comparison group when tested in global report. As noted in the Introduction, poor performance in letter report has been associated in the literature with developmental surface dyslexia and surface dysgraphia (e.g., Valdois et al, 2003Valdois et al, , 2011. Although R.F.…”

Section: Discussion Of Rf's Results From Detailed Assessmentsmentioning

confidence: 96%

“…They also reported a boy with phonological dyslexia, who did not exhibit a deficit in letter report. Valdois et al (2011) described a case of a nine-year-old boy, Martial, who exhibited severe mixed dyslexia (poor reading of irregular words and nonwords) and surface dysgraphia. Valdois et al tested Martial with global and partial report tasks.…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

“…'s performance was comparable to that of the comparison group. Valdois et al (2011) used a control task of single letter identification in their study in order to investigate potential visual processing difficulties for letters. An equivalent task was devised for R.F.…”

Section: Letter Reportmentioning

confidence: 99%

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Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia

Niolaki

Masterson

2013

Cognitive Neuropsychology

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A case study with a 12-year-old boy, R.F., who was a monolingual speaker of Greek is reported. R.F. showed slow word reading and a difficulty in spelling irregular words but not nonwords. Assessments revealed that R.F. did not appear to have a phonological deficit, but indicated impaired multicharacter processing ability for visually presented letter arrays. On the basis of previous research linking multicharacter processing and reading we developed an intervention aimed at improving R.F.'s ability to report letter arrays of increasing length. Following a 9-week programme, improvement was observed, and investigation of R.F.'s reading revealed gains in single word reading speed and accuracy. The findings support the significance of intervention studies for testing hypotheses regarding causal relationships among cognitive processes and the notion of specific profiles of developmental dyslexia/dysgraphia in both opaque and transparent orthographies.

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Section: Discussion Of Rf's Results From Detailed Assessmentsmentioning

confidence: 87%

Section: Discussion Of Rf's Results From Detailed Assessmentsmentioning

confidence: 96%

Section: Please Scroll Down For Articlementioning

confidence: 99%

Section: Letter Reportmentioning

confidence: 99%

See 2 more Smart Citations

Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia

Niolaki

Masterson

2013

Cognitive Neuropsychology

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“…There is a growing consensus that various causes underlie developmental dyslexia and that different individuals with dyslexia have different types of deficits (Bosse et al, 2007;Menghini et al, 2010;Pennington, 2006). For instance, there is increasing evidence that some cases of developmental dyslexia are clearly not phonological (Bosse et al, 2007;Dubois, Lafaye De Micheaux, Noël & Valdois, 2007;Dubois et al, 2010;Lassus-Sangosse et al, 2008;Valdois et al, 2003;Valdois et al, 2011;White et al, 2006). Likewise, scholars have suggested that only a subset of the dyslexic population have a VAS deficit (e.g., Bosse et al, 2007;Hawelka & Wimmer, 2005).…”

Section: Discussionmentioning

confidence: 94%

Do dyslexic individuals present a reduced visual attention span? Evidence from visual recognition tasks of non-verbal multi-character arrays

2016

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A controversy has recently developed regarding the hypothesis that developmental dyslexia may be caused, in some cases, by a reduced visual attention span (VAS). To examine this hypothesis, independent of phonological abilities, researchers tested the ability of dyslexic participants to recognize arrays of unfamiliar visual characters. Employing this test, findings were rather equivocal: dyslexic participants exhibited poor performance in some studies but normal performance in others. The present study explored four methodological differences revealed between the two sets of studies that might underlie their conflicting results. Specifically, in two experiments we examined whether a VAS deficit is (a) specific to recognition of multi-character arrays as wholes rather than of individual characters within arrays, (b) specific to characters' position within arrays rather than to characters' identity, or revealed only under a higher attention load due to (c) low-discriminable characters, and/or (d) characters' short exposure. Furthermore, in this study we examined whether pure dyslexic participants who do not have attention disorder exhibit a reduced VAS. Although comorbidity of dyslexia and attention disorder is common and the ability to sustain attention for a long time plays a major rule in the visual recognition task, the presence of attention disorder was neither evaluated nor ruled out in previous studies. Findings did not reveal any differences between the performance of dyslexic and control participants on eight versions of the visual recognition task. These findings suggest that pure dyslexic individuals do not present a reduced visual attention span.

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Assessing and Intervening with Children with Reading Disorders

Sotelo‐Dynega

2022

Best Practices in School Neuropsychology

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A visual processing but no phonological disorder in a child with mixed dyslexia

Cited by 57 publications

References 77 publications

Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia

Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia

Do dyslexic individuals present a reduced visual attention span? Evidence from visual recognition tasks of non-verbal multi-character arrays

Assessing and Intervening with Children with Reading Disorders

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