The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in two large samples of French and British dyslexic children whose performance was compared to that of chronological-age matched control children. Results of the French study show (...) that the VA span capacities account for a substantial amount of unique variance in reading, as do phonological skills. The British study replicates this finding and further reveals that the contribution of the VA span to reading performance remains even after controlling IQ, verbal fluency, vocabulary and single letter identification skills, in addition to phoneme awareness. In both studies, most dyslexic children exhibit a selective phonological or VA span disorder. Overall, these findings support a multi-factorial view of developmental dyslexia. In many cases, developmental reading disorders do not seem to be due to phonological disorders. We propose that a VA span deficit is a likely alternative underlying cognitive deficit in dyslexia. (shrink)

This paper discusses how the association learning principle works for supporting acquisition of basic spelling and reading skills using digital game-based learning environment with the Finland-based GraphoLearn technology. This program has been designed and validated to work with early readers of different alphabetic writing systems using repetition and reinforcing connections between spoken and written units. Initially GL was developed and found effective in training children at risk of reading disorders in Finland. Today GL training has been shown to support learning (...) decoding skills among children independent of whether they face difficulties resulting from educational, social, or biological reasons. (shrink)

Brain lateralization of lexical tone processing remains a matter of debate. In this study we used a dichotic listening paradigm to examine the influences of the knowledge of Jyutping, linguistic-processing demand and tone type on the ear preference pattern of native tone processing in Hong Kong Cantonese speakers. While participants with little knowledge of Jyutping showed a previously reported left-ear advantage, those with a good level of Jyutping expertise exhibited either a right-ear advantage or bilateral processing during lexical tone identification (...) and contour tone discrimination, respectively. As for the effect of linguistic-processing demand, while an LEA was found in acoustic/phonetic perception situations, this advantage disappeared and was replaced by a bilateral pattern in conditions that involved a greater extent of linguistic processing, suggesting an increased involvement of the left hemisphere. Regarding the effect of tone type, both groups showed an LEA in level tone discrimination, but only the Jyutping group demonstrated a bilateral pattern in contour tone discrimination. Overall, knowledge of written codes of tones, greater degree of linguistic processing and contour tone processing seem to influence the brain lateralization of lexical tone processing in native listeners of Cantonese by increasing the recruitment of the left-hemisphere language network. (shrink)

Le but de cette étude est la compréhension du statut syllabique des mots ayant les séquences graphiques initiales “es+C” et “ex+C” en portugais, puisqu’elles violent le Principe de la Sonorité. Ainsi, on a procédé à une étude avec des locuteurs appartenant à de différents groupes d’âge et origines dialectales. On a choisi dix locuteurs de la maternelle, de l’école élémentaire et des collégiens en troisième de la région de Lisbonne et du Porto. Après avoir visionné des images, les locuteurs devaient (...) produire et segmenter les mots y représentés. Les résultats ont démontré que ces séquences graphiques ont une structure sous-jacente différente et que les différences dialectales ont tendance à disparaître à cause de l’influence de la lecture et de l’écriture, car les élèves inséraient une voyelle dans la première séquence et une diphtongue dans la seconde lorsqu’ils segmentaient les syllabes. (shrink)