Pre-orthographic character string processing and parietal cortex: A role for visual attention in reading?

Lobier, Muriel; Peyrin, Carole; Bas, Jean-François Le; Valdois, Sylviane

doi:10.1016/j.neuropsychologia.2012.05.023

Cited by 52 publications

(63 citation statements)

References 69 publications

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“…A series of studies were carried out to support the visual attentional interpretation of the VA span disorder in developmental dyslexia (Lassus-Sangosse et al, 2008; Valdois et al, 2012). Critical arguments were derived from behavioral studies showing that VA span impaired children with developmental dyslexia were similarly impaired in non-verbal tasks requiring multiple non-verbal stimuli processing (Lobier et al, 2012a,b) and from neuroimaging studies showing that the VA span disorder related to underactivation of visual-attention-related parietal regions (namely the superior parietal lobules bilaterally; Peyrin et al, 2011, 2012; Reilhac et al, 2013). In line with these findings, the current study demonstrates significant relationships between the LGR task and the two non-verbal tasks of VC and form constancy.…”

Section: Discussionmentioning

confidence: 99%

“…In line with the multifactorial approach (Pennington, 2006), more and more studies in the last decade revealed that abilities tapping into some kind of visual attentional processing contributed to reading acquisition and were impaired in developmental dyslexia (Boden and Giaschi, 2007; Bosse and Valdois, 2009; Franceschini et al, 2012). Difficulties in processing multiple element configurations has been well documented in developmental dyslexia (Pammer et al, 2004; Hawelka and Wimmer, 2005; Dubois et al, 2010; Lobier et al, 2012a,b). These difficulties might reflect deficits in the allocation of attention across the distinct visual elements that compose a global shape.…”

Section: Introductionmentioning

confidence: 99%

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The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

et al. 2014

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Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with developmental dyslexia and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme, and syllable blending) and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy). Results show that Brazilian Portuguese children with developmental dyslexia are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese population of children with developmental dyslexia. Two subsets of children with developmental dyslexia were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in children with developmental dyslexia whatever their language orthography transparency.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

et al. 2014

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“…The superior parietal lobules have been shown to be recruited during tasks tapping visual attention span abilities, in line with the attentional interpretation of these skills (Peyrin, Démonet, N'Guyen-Morel, Le Bas, & Valdois, 2011;Peyrin, Lallier, & Valdois, 2008). Interestingly, the superior parietal lobule has not been directly ascribed to the reading network per se (unlike the inferior parietal lobule), but may instead be involved in the preorthographic processing of letter strings (Carreiras et al, 2014;Lobier, Peyrin, Le Bas, & Valdois 2012;Reilhac, Peyrin, Démonet, & Valdois, 2013). Accordingly, dyslexic adults and children with a visual attention span disorder exhibit a hypo-activation of the superior parietal lobule bilaterally, whereas the brain activity of dyslexic participants with a pure auditory phonological deficit exhibit a hypo-activation of the left inferior frontal gyrus .…”

Section: Reading Subskills: Auditory Phonology and Visual Attention Spanmentioning

confidence: 99%

Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis

Lallier

Carreiras

2017

Psychon Bull Rev

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Reading acquisition is one of the most complex and demanding learning processes faced by children in their first years of schooling. If reading acquisition is challenging in one language, how is it when reading is acquired simultaneously in two languages? What is the impact of bilingualism on the development of literacy? We review behavioral and neuroimaging evidence from alphabetic writing systems suggesting that early bilingualism modulates reading development. Particularly, we show that cross-linguistic variations and cross-linguistic transfer affect bilingual reading strategies as well as their cognitive underpinnings. We stress the fact that the impact of bilingualism on literacy acquisition depends on the specific combination of languages learned and does not manifest itself similarly across bilingual populations. We argue that these differences can be explained by variations due to orthographic depth in the grain sizes used to perform reading and reading-related tasks. Overall, we propose novel hypotheses to shed light on the behavioral and neural variability observed in reading skills among bilinguals.Keywords Bilingualism . Reading development . Orthographic depth . Grain size Reading acquisition involves the recruitment and coordination of multiple cognitive and neural resources to build up fluent letter-to-sound mappings. However, the development of these complex mechanisms is not equal across languages. In alphabetic orthographies, the degree of difficulty affecting reading acquisition is modulated by factors linked to the complexity of letter-sound associations and to the size of the grain used in reading and reading related tasks. Although research has endeavored to improve our knowledge of reading acquisition across languages in monolingual settings, the number of behavioral (and neuroimaging) studies that look at reading development in bilinguals is rather scarce, making this population a clear outlier in this field of research. However, the rapid increase in the number of children acquiring reading in two languages simultaneously begs for more research on this question. The main goal of this article is to complement classic monolingual-centered research and take a step forward in proposing a novel framework on reading acquisition in bilinguals that will help to address unresolved questions on this topic: Namely, does bilingualism affect reading acquisition? And, if so, how does this influence manifest itself?In that aim, first, we present work that highlights the cognitive and neural bases of reading skills and reading subskills (auditory phonology and visual attention) in the context of monolingual and bilingual reading acquisition in alphabetic orthographies. Second, we review behavioral and neuroimaging evidence in monolinguals and bilinguals showing how orthographic-specific modulations shape the use of reading strategies and the size of the grain used in reading and reading-related tasks. Third, we propose the grain size accommodation hypothesis, which should contribute to predicti...

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“…Lastly, the VA span involves attentional but not phonological brain regions [51], [41], [5], [52]. Moreover, similar brain activations are observed regardless of the verbal or non-verbal nature of the stimuli to be processed [53]. The letter report tasks were displayed on a PC computer using E-prime software (E-prime Psychology Software Tools Inc., Pittsburgh, USA).…”

Section: Part 1: Whole Population Investigationmentioning

confidence: 99%

New Insights on Developmental Dyslexia Subtypes: Heterogeneity of Mixed Reading Profiles

2014

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We examined whether classifications based on reading performance are relevant to identify cognitively homogeneous subgroups of dyslexic children. Each of the 71 dyslexic participants was selected to have a mixed reading profile, i.e. poor irregular word and pseudo-word reading performance (accuracy and speed). Despite their homogeneous reading profile, the participants were found to split into four distinct cognitive subgroups, characterized by a single phonological disorder, a single visual attention span disorder, a double deficit or none of these disorders. The two subgroups characterized by single and contrasted cognitive disorders were found to exhibit a very similar reading pattern but more contrasted spelling performance (quantitative analysis). A qualitative analysis of the error types produced in reading and spelling provided some cues about the participants' underlying cognitive deficit. The overall findings disqualify subtyping based on reading profiles as a classification method to identify cognitively homogeneous subgroups of dyslexic children. They rather show an opaque relationship between the cognitive underpinnings of developmental dyslexia and their behavioral manifestations in reading and spelling. Future neuroimaging and genetic studies should take this issue into account since synthesizing over cognitively heterogeneous children would entail potential pitfalls.

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Pre-orthographic character string processing and parietal cortex: A role for visual attention in reading?

Cited by 52 publications

References 69 publications

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

Cross-linguistic transfer in bilinguals reading in two alphabetic orthographies: The grain size accommodation hypothesis

New Insights on Developmental Dyslexia Subtypes: Heterogeneity of Mixed Reading Profiles

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