Visuo-spatial cueing in children with differential reading and spelling profiles

Abstract

Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear.

Cognitive Profiles of Developmental Dysgraphia

“…But even if the numerical trend did not reach significance, the variable visual attention revealed interesting results nevertheless, because Cluster 1, the cluster with deficits in visual magnocellular function, also had numerically worse results in visual attention than Cluster 2 and the normally spelling children. With respect to visual attention skills, similarities to results by Banfi et al (2017) can be pointed out, who investigated visuo-spatial attention skills in dyslexic and dysgraphic children. In their study, a difference between poor readers and writers was also detected with respect to a right-over-left advantage (position effect) for dyslexics and no position effect for dysgraphic children.…”

“… Bosse et al (2007) reported that both visual attention deficits as well as a phonological disorder can be associated with dyslexia, thus causing reading problems for different reasons. Banfi et al (2017) investigated visuo-spatial cueing effects for children with isolated reading and spelling problems as well as a combined disorder. In contrast to children with an isolated reading or spelling disorder, children with a combined reading and spelling deficit showed a cueing deficit, which means, no significant difference in reaction time between valid and invalid cues.…”

“…In contrast to children with an isolated reading or spelling disorder, children with a combined reading and spelling deficit showed a cueing deficit, which means, no significant difference in reaction time between valid and invalid cues. Dyslexic and dysgraphic children differed with respect to a position effect ( Banfi et al, 2017 ). Whereas poor readers had a strong right-over-left advantage, poor writers had no position effect.…”

Spelling Problems and Causes Among Saudi English Language Undergraduates

“…Right spelling as a skill means being precise; the habit of being correct is one of the essential virtues to be acquired by educated persons. Precision is important for communication, especially for the person who is receiving the information, while it is highly significant for the person who wishes to construct the communication (Banfi et al, 2017). Spelling precision can be viewed from two different dimensions: accuracy and stability.…”

Impaired sequential and partially compensated probabilistic skill learning in Parkinson's disease

“…All participants having an RT difference (Block 12 minus Block 11) smaller than 35.17 ms were classified as 'non-learners', whereas all participants above the threshold of 35.17 ms were classified as 'learners'. This method is based on a previous study of visual cueing in reading and spelling deficit (Banfi et al, 2017). After categorizing participants, chi-squared tests were applied to determine whether the number of learners differed by group (PD vs. HC).…”