Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading

Sublexical Effects on Eye Movements During Repeated Reading of Words and Pseudowords in Finnish

“…on the other hand, a prolonged word length effect is the most striking behavioral manifestation of dyslexia, presumably indicating the continued use of a letter-by-letter reading strategy (de luca et al, 1999hutzler & wimmer, 2003;Zoccolotti et al, 2005;martens & de Jong, 2006amartens & de Jong, , 2008thaler et al, 2009). in the aforementioned eye movement studies, the length effect among beginning and dyslexic readers is also seen in fixation frequency measures, providing strong evidence for the use of small recognition units in reading.…”

“…it seems plausible to assume that even in fluent reading these types of words are not recognized as whole words but via smaller units. thus, the recognition units in reading may be viewed as a continuum from small-size letter/phonemic units via multi-letter units to complete words (duncan, Seymour, & hill, 2000;thaler et al, 2009). it is known that dyslexics are highly affected by sublexical factors, possibly because they have problems in forming or retrieving larger orthographic representations and thus have to rely on a sublexical reading strategy (Zoccolotti, de luca, di pace, Judica, & Spinelli, 2005).…”

“…in irregular orthographies recognition of specific letter combinations is motivated by the unique pronunciation they may code (paap, noel, & Johansen, 1992;rastle & coltheart, 1999). for example, in german there is evidence for consonant clusters working as perceptual units (marinus & de Jong, 2008;thaler et al, 2009). in many languages, words are formed as combinations of a relatively limited number of syllables.…”

O processamento da anáfora pronominal em crianças com transtorno de déficit de atenção e hiperatividade e em crianças disléxicas: um estudo através da análise dos movimentos oculares

“…Já Rayner et al (2012) definem o transtorno de leitura sob outro ângulo, sendo para eles uma incapacidade específica da linguagem com origem neurobiológica. É caracterizado por dificuldades na acurácia e fluência de reconhecimento de palavras e habilidade baixa de decodificação e soletração.…”

“…Essas dificuldades normalmente são resultado de um déficit no componente fonológico da linguagem, que muitas vezes não é necessário a outras habilidades cognitivas. Outras consequências incluem problemas com a compreensão em leitura e redução da experiência em leitura, o que impede o aumento de vocabulário e conhecimento (RAYNER et al, 2012).…”