This study was aimed at predicting individual differences in text reading fluency. The basic proposal included two factors, i.e., the ability to decode letter strings (measured by discrete pseudo-word reading) and integration of the various sub-components involved in reading (measured by Rapid Automatized Naming, RAN). Subsequently, a third factor was added to the model, i.e., naming of discrete digits. In order to use homogeneous measures, all contributing variables considered the entire processing of the item, including pronunciation time. The model, which (...) was based on commonality analysis, was applied to data from a group of 43 typically developing readers (11- to 13-year-olds) and a group of 25 chronologically matched dyslexic children. In typically developing readers, both orthographic decoding and integration of reading sub-components contributed significantly to the overall prediction of text reading fluency. The model prediction was higher (from ca. 37% to 52% of the explained variance) when we included the naming of discrete digits variable, which had a suppressive effect on pseudo-word reading. In the dyslexic readers, the variance explained by the two-factor model was high (69%) and did not change when the third factor was added. The lack of a suppression effect was likely due to the prominent individual differences in poor orthographic decoding of the dyslexic children. Analyses on data from both groups of children were replicated by using patches of colours as stimuli (both in the RAN task and in the discrete naming task) obtaining similar results. We conclude that it is possible to predict much of the variance in text-reading fluency using basic processes, such as orthographic decoding and integration of reading sub-components, even without taking into consideration higher-order linguistic factors such as lexical, semantic and contextual abilities. The approach validity of using proximal vs distal causes to predict reading fluency is discussed. (shrink)

It has been suggested that there is a close relationship between visual attention span (VAS) and fluent reading. This relation may be modulated by participants’ age, and exhibits various patterns in different reading modes (i.e. oral v.s. silent reading) and different reading levels (e.g. sentence v.s. character/word levels). Moreover, the modulation effects from the above factors might be more remarkable in the framework of languages with a deep orthography. Therefore, the present study investigated the developmental pattern of the relationship between (...) VAS skills and reading fluency in Chinese, a language with particularly deep orthography, by recruiting 292 participants from primary schools, middle schools and universities. Two tests were utilized to assess fluent reading skills at the single-character and sentence levels with oral and silent reading modes. A visual 1-back task was adopted to reflect VAS capacity with non-verbal stimuli and no verbal response. Results showed that the VAS capacity of low-grade primary school students could significantly account for the variance in single-character reading fluency in the oral mode and that it was a significant predictor of sentence reading fluency in the oral mode among high-grade primary school students. VAS abilities of middle school students allowed a unique and stable prediction of their silent sentence reading. With increasing reading ability, VAS skills of adults showed significant and similar predictive power for estimating the variations in fluent sentence reading in both silent and oral modes. These results revealed developmental changes in the contribution of VAS to fluent reading in Chinese, and provided evidence unveiling whether the underlying mechanisms of oral and silent reading were shared or different. (shrink)

Cognitive Science, Volume 46, Issue 5, May 2022.

Dual task is known to affect postural stabilty in children. We explored the effect of visual tasks on postural control in dyslexic and in age-matched non-dyslexic children. Thirty dyslexic children (mean age: 9.80 ± 0.28 years) were compared with thirty non-dyslexic children (mean age: 9.92 ± 0.35 years). All children underwent ophthalmologic and optometric evaluation. Eye movements were recorded by a video-oculography system (EyeBrain ® T2) and postural sway was recorded simultaneously by a force platform (TechnoConept®). Both groups of children (...) performed fixations, pursuits, pro- and anti-saccades tasks. Dyslexic children showed significantly poor near fusional vergence ranges (convergence and divergence) with respect to the non-dyslexic children. During the postural task, quality of fixation and anti-saccade performance in dyslexic children were significantly worse compared to non-dyslexic children. In contrast, the number of catch-up saccades during pursuits and the latency of pro-and anti-saccades were similar in both groups of children examined. Concerning postural quality, dyslexic children were more unstable than age-matched non-dyslexic children. For both groups of children tested we also observed that executing saccades (pro- and anti-saccades) reduced postural values significantly in comparison with fixation and pursuit tasks. The impairment in convergence and divergence fusional capabilities could be due to an immaturity in cortical structures controlling the vergence system. The poor oculomotor performance reported in dyslexic children suggested a deficit in allocating visual attention and their postural instability observed is in line with the cerebellar impairment previously reported in dyslexic children. Finally, pro- or anti-saccades reduce postural values compared to fixation and pursuit tasks in both groups of children tested, suggesting a different influence of visual tasks on postural control according to their attentional demand. (shrink)

Developmental Dyslexia significantly interferes with children’s academic, personal, social, and emotional functioning. Nevertheless, therapeutic options need to be further validated and tested in randomized controlled clinical trials. The use of transcranial direct current stimulation has been gaining ground in recent years as a new intervention option for DD. However, there are still open questions regarding the most suitable tDCS protocol for young people with DD. The current crossover study tested the effectiveness of a short and intensive tDCS protocol, including the (...) long-term effects, as well as the influence of age and neuropsychological processes at baseline on reading improvements. Twenty-four children and adolescents with DD were randomly assigned to receive active tDCS during the first slot and sham tDCS during the second slot or vice versa. Five consecutive daily sessions of left anodal/right cathodal tDCS set at 1 mA for 20 min were administered over the parieto-occipital regions. Reading measures and neuropsychological measures were collected before, immediately after, 1 week and 1 month later the treatment. Our results showed that only the active tDCS condition improved non-word reading speed immediately after and 1 month later the end of the treatment compared with baseline. In addition, the improvement in non-word reading speed was significantly correlated with age and with neuropsychological measures at baseline but only in the active tDCS condition. The current crossover study contributed to enforce previous effects of tDCS, including long-term effects, on non-word reading speed and to understand the effect of age and neuropsychological processes on reading outcomes. Our findings showed that tDCS could be a low-cost and easy-to-implement treatment option with long-term effects for children and adolescents with DD. (shrink)