Visual information processing in dyslexic children

Scheuerpflug, P.; Plume, Ellen; Vetter, Viktoria; Schulte-Koerne, Gerd; Deimel, Wolfgang; Bartling, Jürgen; Remschmidt, Helmut; Warnke, Andreas

doi:10.1016/j.clinph.2003.07.006

Cited by 27 publications

(16 citation statements)

References 27 publications

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“…Tasks that operate under isoluminant color or photopic conditions (Chase et al, 2003;Cornelissen et al, 1995;Livingstone & Hubel, 1987 are more sensitive to nontemporal visual processes. On the other hand, motion stimuli Scheuerpflug et al, 2004) and frequency doubling (Pammer et al, 2004) are more likely to tap into the temporal processes. Since these tasks were not available at time of testing, we were not able to run these tests.…”

Section: Discussionmentioning

confidence: 99%

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

Lovegrove

2007

Perception & Psychophysics

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This study examined the relative involvement of rapid auditory and visual temporal resolution mechanisms in the reading of phonologically regular pseudowords and English irregular words presented both in isolation and in contiguity as a series of six words. Seventy-nine undergraduates participated in a range of reading, visual temporal, and auditory temporal tasks. The correlation analyses suggested a general timing mechanism across modalities. There were more significant correlations between the visual temporal measures and irregular word reading and between the auditory measures and pseudoword reading. Auditory gap detection predicted pseudoword reading accuracies. The low temporal frequency flicker contrast sensitivity measure predicted the accuracies of isolated irregular words and pseudowords presented in contiguity. However, when a combined speed-accuracy score was used, visible persistence at both low and high spatial frequencies and auditory gap detection were active the in the reading of pseudowords presented in contiguity. Sensory processing skills in both visual and auditory modalities accounted for some of the variance in the reading performance of normal undergraduates, not just reading-impaired students.

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Section: Discussionmentioning

confidence: 99%

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

Lovegrove

2007

Perception & Psychophysics

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“…Motion studies-such as frequency doubling (Pammer et al, 2004) or motion stimuli Scheuerpflug et al, 2004)-may yield significant differences in the visual temporal and reading processes. We wanted to find out whether these temporal and reading variables mattered within a normal population.…”

Section: Discussionmentioning

confidence: 99%

The reading ability of good and poor temporal processors among a group of college students

Lovegrove

2008

Perception & Psychophysics

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“…For example, "crowding effects" are particularly marked in dyslexic readers for whom flanked items interfere more with discrimination of a target item than in nondyslexic readers (e.g., Hawelka & Wimmer, 2005;Pernet, Valdois, Celsis, & Demonet, 2006;Spinelli, De Luca, Judica, & Zoccolotti, 2002). Additional findings suggest low-level visual deficits in dyslexia, including deficits related to contrast sensitivity, pattern masking, and motion perception (Di Lollo, Hanson, & McIntyre, 1983;Scheuerpflug et al, 2004;Skottun, 2000;Slaghuis & Ryan, 2006;Stein, Talcott, & Walsh, 2000). What is not well understood is the extent to which visual processes are causally implicated in poor object naming by readers with dyslexia or in slow visual naming in general.…”

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confidence: 92%

Object Naming in Dyslexic Children: More Than a Phonological Deficit

Araújo

Faísca

Bramão

et al. 2011

The Journal of General Psychology

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ABSTRACT. In the present study, the authors investigate how some visual factors related to early stages of visual-object naming modulate naming performance in dyslexia. The performance of dyslexic children was compared with 2 control groups-normal readers matched for age and normal readers matched for reading level-while performing a discrete naming task in which color and dimensionality of the visually presented objects were manipulated. The results showed that 2-dimensional naming performance improved for color representations in control readers but not in dyslexics. In contrast to control readers, dyslexics were also insensitive to the stimulus's dimensionality. These findings are unlikely to be explained by a phonological processing problem related to phonological access or retrieval but suggest that dyslexics have a lower capacity for coding and decoding visual surface features of 2-dimensional representations or problems with the integration of visual information stored in long-term memory. This work was

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Visual information processing in dyslexic children

Cited by 27 publications

References 27 publications

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

The contribution of rapid visual and auditory processing to the reading of irregular words and pseudowords presented singly and in contiguity

The reading ability of good and poor temporal processors among a group of college students

Object Naming in Dyslexic Children: More Than a Phonological Deficit

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