The Visual Deficit Hypothesis

Lovegrove, William

doi:10.1007/978-1-4613-9133-3_8

Cited by 9 publications

(5 citation statements)

References 55 publications

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“…Other investigations of group differences in the literature on reading disabilities literature, although deserving of further study, have not passed this threshold. Such is the case, for example, with data regarding visual processing deficits that have been reported in the literature (Lovegrove, 1992; Lovegrove, Martin, & Slaghuis, 1986; Willows, 1991). Although these findings do deserve experimental attention, their replicability has not been established (Hayduk, Bruck, & Cavanagh, 1992; Kruk, 1991), and they simply do not exist in the context of the converging evidence and theory that characterize our knowledge of phonological core deficits (Hulme, 1988; Shankweiler et al, 1992; Vellutino, 1979; Vellutino & Scanlon, 1987).…”

Section: Discussionmentioning

confidence: 82%

“…Equally contentious has been the ongoing debate regarding which processing deficiencies are uniquely characteristic of children with reading disabilities (cf. Bruck, 1988, 1990; Lovegrove, 1992; Morrison, 1987, 1991; Olson, Kliegl, Davidson, & Foltz, 1985; Olson et al, 1989; Pennington, 1986; Siegel, 1992, 1993; Siegel & Ryan, 1988; Stanovich, 1986a, 1988b; Tallal, Sainburg, & Jernigan, 1991; Vellutino, 1979; Willows, 1991; Wolf, 1991). Reductive research efforts will continue to be hampered (indeed, such efforts may even be premature) until researchers succeed in coming to a consensual model of reading disability classification and until they can definitively establish what is unique about the cognitive processing profile of children with reading disabilities.…”

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confidence: 99%

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Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Stanovich

Siegel²

1994

Journal of Educational Psychology

1,077

881

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In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. Children were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition module. The results generally support the phonological-core variable-difference model of reading disability and demonstrate that degree of aptitude/ achievement discrepancy is unrelated to the unique cognitive tradeoffs that are characteristic of the word recognition performance of children with reading disabilities.

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Section: Discussionmentioning

confidence: 82%

mentioning

confidence: 99%

Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Stanovich

Siegel²

1994

Journal of Educational Psychology

1,077

881

View full text Add to dashboard Cite

show abstract

“…Alternatively, one may argue that the "where" mechanism is not functioning adequately. This is implied in Lovegrove's (1992) visual deficit hypothesis, which postulates a deficit in the transient system of vision that is sensitive to stimuli presented outside the foveal region. It is known from previous research that extrafoveal information is utilized in determining where to look next in a text (Rayner & Pollatsek, 1981).…”

Section: Discussionmentioning

confidence: 99%

Eye fixation patterns among dyslexic and normal readers: Effects of word length and word frequency.

Hyönä¹,

Olson²

1995

Journal of Experimental Psychology: Learning, Memory, and Cogni

182

191

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Eye fixation patterns of 21 dyslexic and 21 younger, nondyslexic readers were compared when they read aloud 2 texts. The study examined whether word-frequency and word-length effects previously found for skilled adult readers would generalize equally to younger dyslexic and nondyslexic readers. Significantly longer gaze durations and reinspection times were found for low-frequency and long words than for high-frequency and short words. The effects also showed up in the number of fixations on the target words. The effects did not differ significantly for the 2 experimental groups. The results run counter to the oculomotor dysfunction hypothesis of dyslexia. Instead, they support the view that both dyslexic and nondyslexic readers' eye fixation patterns reflect their difficulties in successfully identifying words in a text.

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“…Alternatively, it could be argued that the mechanism of reading redirection is not working properly. This change is involved in the visual deficit theory, which postulates a visual transient system defect sensitive to stimuli presented outside the foveal region (Lovegrove, 1992).…”

Section: Discussionmentioning

confidence: 99%

Effects of word length and word frequency among dyslexic, ADHD-I and typical readers

Pereira

Costa²,

Guerreiro³

2022

JEMR

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This study aimed to investigate the neuropsycholinguistic functioning of children with Developmental Dyslexia (DD) and Attention-Deficit/Hyperactivity Disorder – inattentive subtype (ADHD-I) in a reading task. The psycholinguistic profile of both groups was assessed using a battery of neuropsychological and linguistic tests and compared to typical readers. Participants were submitted to a silent reading task with lexical manipulation of the text. Eye movements were recorded and compared aiming to find cognitive processes involved in reading that could help differentiate groups. The study examined whether word-frequency and word-length effects distinguish between groups. Participants included 19 typical readers, 21 children diagnosed with ADHD-I and 19 children with DD. All participants were attending 4th grade and had a mean age of 9.08 years. Children with DD and ADHD-I exhibited significant different cognitive and linguistic profiles on almost all measures evaluated when compared to typical readers. The effects of word length and word frequency interaction also differed significantly in the 3 experimental groups. The results support the multiple cognitive deficits theory. While the shared deficits support the evidence of a phonological disorder present in both conditions, the specific ones corroborate the hypothesis of an oculomotor dysfunction in DD and a visuo-spatial attention dysfunction in ADHD.

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The Visual Deficit Hypothesis

Cited by 9 publications

References 55 publications

Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Eye fixation patterns among dyslexic and normal readers: Effects of word length and word frequency.

Effects of word length and word frequency among dyslexic, ADHD-I and typical readers

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