Abstract:A steady increase in reading speed is the hallmark of normal reading acquisition. However, little is known of the influence of visual attention capacity on children's reading speed. The number of distinct visual elements that can be simultaneously processed at a glance (dubbed the visual attention span), predicts single-word reading speed in both normal reading and dyslexic children. However, the exact processes that account for the relationship between the visual attention span and reading speed remain to be … Show more
“…It has been previously shown that, for both shallow and deep orthographies, the greater the visual attention span skills, the faster the reading speed Lobier, Dubois, & Valdois, 2013), showing that when several letters are identified simultaneously in one visual attentional capture, the following reading computations are speeded up (e.g., phonological access from print). Therefore, lexical effects on reading speed may be expected across orthographies (see Fig.…”
Section: Predictions Of the Grain Size Accommodation Hypothesismentioning
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...
“…It has been previously shown that, for both shallow and deep orthographies, the greater the visual attention span skills, the faster the reading speed Lobier, Dubois, & Valdois, 2013), showing that when several letters are identified simultaneously in one visual attentional capture, the following reading computations are speeded up (e.g., phonological access from print). Therefore, lexical effects on reading speed may be expected across orthographies (see Fig.…”
Section: Predictions Of the Grain Size Accommodation Hypothesismentioning
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...
“…‘A steady increase in reading speed is the hallmark of normal reading acquisition… visual attention capacity could constrain reading speed in elementary school children’ (Lobier, Dubois, & Valdois, , p. 1).…”
Section: Multi‐trace Memory Model: a Connectionist Model Of Readingmentioning
The aim of this review is to provide a background on the neurocognitive aspects of the reading process and review neuroscientific studies of individuals with developmental dyslexia, which provide evidence for amodal processing deficits. Hari, Renvall, and Tanskanen (2001) propose amodal sluggish attentional shifting (SAS) as a causal factor for temporal processing deficits in dyslexia. Undergirding this theory is the notion that when dyslexics are faced with rapid sequences of stimuli, their automatic attentional systems fail to disengage efficiently, which leads to difficulty when moving from one item to the next (Lallier et al., ). This results in atypical perception of rapid stimulus sequences. Until recently, the SAS theory, particularly the examination of amodal attentional deficits, was studied solely through the use of behavioural measures (Facoetti et al., ; Facoetti, Lorusso, Cattaneo, Galli, & Molteni, ). This paper examines evidence within the literature that provides a basis for further exploration of amodal SAS as an underlying deficit in developmental dyslexia.
“…Previous studies reported that visual rapid processing played an important role in reading fluency (McLean et al, 2011; Lobier et al, 2012, 2013; Main et al, 2014). Visual rapid processing includes rapid temporal processing and rapid simultaneous processing (Lallier and Valdois, 2010).…”
Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.
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