Helping dyslexic children attend to letters within visual word forms

McCandliss, Bruce D.

doi:10.1073/pnas.1209921109

Cited by 14 publications

(10 citation statements)

References 17 publications

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“…Though phonological awareness is uncontroversially a primary predictor of reading performance, especially in development (extensive review in NRP, 2000), it is important to keep in mind that reading relies on other processes as well. Especially relevant to the present results, given the functional and anatomical locus of the N170 in the higher visual processing system, it is clear that properly directed visual attention is a crucial foundation of reading (e.g., Bosse et al, 2007;Franceschini, Gori, Ruffino, Pedrolli, & Facoetti, 2012;McCandliss, 2012;Vidyasagar & Pammer, 2010). With this in mind, disorder in the extraction of visual features from text -as embodied here by a lack of differentiation between words and other item types -can clearly be deleterious to reading as a whole.…”

Section: Discussionmentioning

confidence: 86%

Individual differences in involvement of the visual object recognition system during visual word recognition

Laszlo

Sacchi

2015

Brain and Language

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Section: Discussionmentioning

confidence: 86%

Individual differences in involvement of the visual object recognition system during visual word recognition

Laszlo

Sacchi

2015

Brain and Language

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“…Heightened sensitivity to crowding, which impairs letter recognition in the periphery, may additionally slow reading by hindering this priming effect (Frömer et al, 2015). Increasing the letter spacing is reported to effectively improve reading in dyslexia (Gori & Facoetti, 2015;McCandliss, 2012;Zorzi et al, 2012), presumably by reducing demands for crowding in the parafovea.…”

Section: Assistive Technologies For Readingmentioning

confidence: 99%

Pushing the Speed of Assistive Technologies for Reading

Schneps

Chen

Pomplun

et al. 2018

Mind Brain and Education

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People who are practiced in using text‐to‐speech can drive listening speeds to surprisingly high limits. Here, we investigate the extent to which people who are otherwise untrained, with and without dyslexia, can increase their reading speed when forcibly accelerated visual or auditory presentations are used in isolation or in tandem. The experiment examined the reading speed and comprehension of 43 college students using three methods enabled by software on a handheld device: forcibly accelerated visual augmentation, auditory text‐to‐speech, and a combination of the two. We found that both typical and impaired readers attained the highest reading speed using the combined method, controlling for comprehension. Importantly, those with dyslexia using the combined methods reached the equivalent reading speed of typical readers using paper, visual, or auditory methods, with no loss in comprehension. Findings here suggest that in future evolutions—using technologies available today—parallel neurological pathways for language processing can be exploited to optimize reading for those impaired.

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“…As a result, the difference in reading speed between poor and average to good readers increases rapidly over time. Therefore, it is not surprising that the results of Zorzi et al (2012) were picked up and praised by the research community (e.g., McCandliss, 2012). It was appreciated that an immediate increase in performance was achieved through relatively simple and ecologically valid methods.…”

Section: Introductionmentioning

confidence: 99%

Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia

Boer

Leenaars

Bos

et al. 2017

Journal of Experimental Child Psychology

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Recently, increased interletter spacing (LS) has been studied as a way to enhance reading fluency. It is suggested that increased LS improves reading performance, especially in poor readers. Theoretically, these findings are well substantiated as a result of diminished crowding effects. Empirically, however, findings on LS are inconclusive. In two experiments, we examined whether effects of increased LS are specific to children with dyslexia and whether increased LS affects word or sentence processing. In the first experiment, 30 children with dyslexia and 30 controls (mean age=9years 11months) read sentences in standard and increased LS conditions. In the second experiment, these sentences were read by an unselected sample of 189 readers (mean age=9years 3months) in either a sentence or word-by-word reading condition. The first experiment showed that increased LS affected children with dyslexia and controls in similar ways. Participants made fewer errors in the increased LS condition than in the standard LS condition. Reading rates were not affected. There were no indications that the effect of LS was related to reading ability, not even for a subgroup of readers. Findings of the second experiment were similar. Increased LS resulted in fewer errors, not faster reading rates. This was found only when complete sentences were presented, not when sentences were read word by word. Three main conclusions can be drawn. First, increased LS appears to affect reading accuracy only. Second, the findings do not support claims that increased LS specifically affects poor readers. And third, the effect of LS seems to occur at the interword level. Theoretical and practical implications of these findings are discussed.

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Helping dyslexic children attend to letters within visual word forms

Cited by 14 publications

References 17 publications

Individual differences in involvement of the visual object recognition system during visual word recognition

Individual differences in involvement of the visual object recognition system during visual word recognition

Pushing the Speed of Assistive Technologies for Reading

Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia

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