Visual attention span and phonological skills in Chinese developmental dyslexia

Cheng, Chen; Yao, Yue; Wang, Zhengjun; Zhao, Jingjing

doi:10.1016/j.ridd.2021.104015

Cited by 22 publications

(62 citation statements)

References 45 publications

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“…Chen et al ( 2019 ) stated that the VP plays a critical role in reading Chinese words and texts and extends far beyond many common reading skills. Poor VP is caused by the disruption of the magnocellular pathway in dyslexic students and affects their PhP (Cheng et al, 2021 ). Failure to recognize sight words and texts makes it difficult for them to read properly.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A child’s PhP is determined by their ability to read and spell words correctly (Verhoeven et al, 2019 ). A child with poor phonological skills progresses poorly and is likely to be classified as dyslexic (Cheng et al, 2021 ). Cao et al ( 2017 ) pointed out that phonological theory postulates that people with dyslexia have incapacities in the storage, representation, and retrieval of speech sounds.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Cao et al ( 2017 ) pointed out that phonological theory postulates that people with dyslexia have incapacities in the storage, representation, and retrieval of speech sounds. According to them, the ability to attend to and manipulate linguistic sounds is necessary, as it helps establish and automate the graphophonic relationship that underlies a person’s phonological and decoding skills (Cao et al, 2017 ; Cheng et al, 2021 ). Because of the importance of these two factors in acquiring correct reading skills to reduce dyslexia, the current study investigates the influence of AT applications in improving both VP and PhP among students with dyslexia.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Dyslexia refers to impairments in the recognition, decoding, spelling, and reading of words (Smirni et al, 2020 ). Studies in the neuropsychological and cognitive fields have confirmed that two mental functions are involved in the process of recognizing written words (Cheng et al, 2021 ; Dobson, 2019 ): phonological function and visual recognition. The phonological function is represented by the use of phonemic transliteration, which is known as phonological processing (PhP), while the visual function is applied through the visual recognition of written units, known as visual perception (VP) (Zhao et al, 2018 ).…”

Section: Introductionmentioning

confidence: 97%

“…By contrast, the average (or good) reader shows greater abilities not only in the varied use of reading strategies according to the discourse style of the text being read but also in the awareness and explicit expression of these strategies and the application of prior knowledge (Zhao et al, 2018 ). Students with dyslexia are also characterized by some general symptoms, such as difficulty learning the alphabet; difficulty linking sounds and the letters that represent them; difficulty identifying or generating rhymed words or counting syllables in words; difficulty dividing words into individual sounds or mixing sounds to make words; difficulty retrieving a word or naming problems; difficulty learning to decode words, and thus confusing opposite words such as before/after, right/left, above/below; and difficulty distinguishing between similar sounds in words or mixing sounds in the pronunciation of multi-syllable words (Chen et al, 2019 ; Cheng et al, 2021 ). Therefore, this study investigates how AT can contribute to improving students’ PhP and VP, which are responsible for the occurrence of dyslexia.…”

Section: Introductionmentioning

confidence: 99%

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Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

2022

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In Saudi Arabia, the COVID-19 pandemic forced students with dyslexia to complete their learning through online applications, like their peers without dyslexia. This study explores the influence of assistive technology (AT) on improving the visual perception (VP) and phonological processing (PhP) abilities of students with dyslexia. Three learning applications were used (Google Classroom, Zoom, and Quizlet) as AT platforms. A quantitative approach was adopted based on a quasi-experimental design. Single-subject experimental methods were used to examine the influence of AT on improving students’ VP, PhP, and frequency of access (FA). Fourteen students with dyslexia who were selected as participants through purposeful sampling were divided into two experimental groups based on gender. The results showed that AT influenced the VP, PhP, and FA in both experimental groups. Girls scored higher than boys in VP, PhP, and FA, and a positive correlation was found between VP and PhP with AT applications among girls and boys. A simple linear regression analysis showed that a significant and positive relationship exists between FA and the VP and PhP abilities of students with dyslexia through AT applications.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

2022

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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.

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Neural dissociation of visual attention span and phonological deficits in developmental dyslexia: A hub‐based white matter network analysis

Liu

Schotten

Altarelli

et al. 2022

Human Brain Mapping

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It has been suggested that developmental dyslexia may have two dissociable causesa phonological deficit and a visual attention span (VAS) deficit. Yet, neural evidence for such a dissociation is still lacking. This study adopted a data-driven approach to white matter network analysis to explore hubs and hub-related networks corresponding to VAS and phonological accuracy in a group of French dyslexic children aged from 9 to 14 years. A double dissociation in brain-behavior relations was observed.Structural connectivity of the occipital-parietal network surrounding the left superior occipital gyrus hub accounted for individual differences in dyslexic children's VAS, but not in phonological processing accuracy. In contrast, structural connectivity of two networks: the temporal-parietal-occipital network surrounding the left middle temporal gyrus hub and the frontal network surrounding the left medial orbital superior frontal gyrus hub, accounted for individual differences in dyslexic children's phonological processing accuracy, but not in VAS. Our findings provide evidence in favor of distinct neural circuits corresponding to VAS and phonological deficits in developmental dyslexia. The study points to connectivity-constrained white matter subnetwork dysfunction as a key principle for understanding individual differences of cognitive deficits in developmental dyslexia.

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Visual attention span and phonological skills in Chinese developmental dyslexia

Cited by 22 publications

References 45 publications

Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

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

Neural dissociation of visual attention span and phonological deficits in developmental dyslexia: A hub‐based white matter network analysis

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