Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability

Francisco, Ana A.; Groen, Margriet A.; Jesse, Alexandra; McQueen, James M.

doi:10.1016/j.lindif.2017.01.003

Cited by 11 publications

(19 citation statements)

References 112 publications

(115 reference statements)

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“…In particular, others have found that DD might be associated with more general audio–visual integration processes. For example, Harrar et al (2014) showed that dyslexics have problems with multisensory integration of simple non-linguistic stimuli, Francisco et al (2017) showed a correlation between reading errors and audiovisual temporal sensitivity for speech and non-speech stimuli, and Widmann et al (2012) showed that dyslexic children did not integrate visual symbolic and auditory sensory information into a unitary audiovisual object representation (though see Widmann et al, 2014 ). Of relevance for the present study, it remains to be examined whether individuals with DD might have more subtle integration problems with auditory and lipread speech than we could observe here ( De Gelder and Vroomen, 1991 ).…”

Section: Discussionmentioning

confidence: 99%

A Selective Deficit in Phonetic Recalibration by Text in Developmental Dyslexia

2018

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Upon hearing an ambiguous speech sound, listeners may adjust their perceptual interpretation of the speech input in accordance with contextual information, like accompanying text or lipread speech (i.e., phonetic recalibration; Bertelson et al., 2003). As developmental dyslexia (DD) has been associated with reduced integration of text and speech sounds, we investigated whether this deficit becomes manifest when text is used to induce this type of audiovisual learning. Adults with DD and normal readers were exposed to ambiguous consonants halfway between /aba/ and /ada/ together with text or lipread speech. After this audiovisual exposure phase, they categorized auditory-only ambiguous test sounds. Results showed that individuals with DD, unlike normal readers, did not use text to recalibrate their phoneme categories, whereas their recalibration by lipread speech was spared. Individuals with DD demonstrated similar deficits when ambiguous vowels (halfway between /wIt/ and /wet/) were recalibrated by text. These findings indicate that DD is related to a specific letter-speech sound association deficit that extends over phoneme classes (vowels and consonants), but – as lipreading was spared – does not extend to a more general audio–visual integration deficit. In particular, these results highlight diminished reading-related audiovisual learning in addition to the commonly reported phonological problems in developmental dyslexia.

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Section: Discussionmentioning

confidence: 99%

A Selective Deficit in Phonetic Recalibration by Text in Developmental Dyslexia

2018

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“…At the same time, other studies in school-aged children report no distinct differences between dyslexic and non-dyslexic readers in the identification of speech based on visual cues from talking faces alone or lip-reading but instead suggest a unique impairment in auditory categorization (Baart et al, 2012 ). Still others (Francisco et al, 2017a , b ) find that for adult university students with dyslexia, lip-reading ability uniquely contributes to variance in phonological awareness, with those who score lower on phonological awareness (more severely impaired) being also better lip-readers. This finding seems to support the claim that increased reliance on visual speech may be a compensatory mechanism when processing auditory speech alone is problematic (Francisco et al, 2017a , b ).…”

Section: Introductionmentioning

confidence: 99%

“…Still others (Francisco et al, 2017a , b ) find that for adult university students with dyslexia, lip-reading ability uniquely contributes to variance in phonological awareness, with those who score lower on phonological awareness (more severely impaired) being also better lip-readers. This finding seems to support the claim that increased reliance on visual speech may be a compensatory mechanism when processing auditory speech alone is problematic (Francisco et al, 2017a , b ).…”

Section: Introductionmentioning

confidence: 99%

Facial speech processing in children with and without dyslexia

et al. 2021

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What role does the presence of facial speech play for children with dyslexia? Current literature proposes two distinctive claims. One claim states that children with dyslexia make less use of visual information from the mouth during speech processing due to a deficit in recruitment of audiovisual areas. An opposing claim suggests that children with dyslexia are in fact reliant on such information in order to compensate for auditory/phonological impairments. The current paper aims at directly testing these contrasting hypotheses (here referred to as “mouth insensitivity” versus “mouth reliance”) in school-age children with and without dyslexia, matched on age and listening comprehension. Using eye tracking, in Study 1, we examined how children look at the mouth across conditions varying in speech processing demands. The results did not indicate significant group differences in looking at the mouth. However, correlation analyses suggest potentially important distinctions within the dyslexia group: those children with dyslexia who are better readers attended more to the mouth while presented with a person’s face in a phonologically demanding condition. In Study 2, we examined whether the presence of facial speech cues is functionally beneficial when a child is encoding written words. The results indicated lack of overall group differences on the task, although those with less severe reading problems in the dyslexia group were more accurate when reading words that were presented with articulatory facial speech cues. Collectively, our results suggest that children with dyslexia differ in their “mouth reliance” versus “mouth insensitivity,” a profile that seems to be related to the severity of their reading problems.

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“…Hearing and vision affect most learners with dyslexia. As the main mechanism of dyslexia, speech binding defects may be a potential cause of more basic audiovisual processing defects [18].…”

Section: Featuresmentioning

confidence: 99%

The Influence of the Traditional Teaching Approach Transfer to Flipped Classroom Approach on Dyslexia

Chen¹

2021

Advances in Social Science, Education and Humanities Research

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Many studies have shown that the development of teaching methods and the influence factors of dyslexia have something in common for learners. However, the influence of the teaching approach on dyslexia remains unclear and still has details that need to be further studied. In this study, I attempt to review the influence of the traditional teaching approach transfer to flipped classroom approach on dyslexia through various literary theories. I expected to find out flipped classroom approach influences dyslexia, and flipped classroom approach can help learners with dyslexia. In practice, it can help learners with dyslexia or educators who treat dyslexia.

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Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability

Cited by 11 publications

References 112 publications

A Selective Deficit in Phonetic Recalibration by Text in Developmental Dyslexia

A Selective Deficit in Phonetic Recalibration by Text in Developmental Dyslexia

Facial speech processing in children with and without dyslexia

The Influence of the Traditional Teaching Approach Transfer to Flipped Classroom Approach on Dyslexia

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