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The eye-voice lead during oral reading in developmental dyslexia

In reading aloud, the eye typically leads over voice position. In the present study, eye movements and voice utterances were simultaneously recorded and tracked during the reading of a meaningful text to evaluate the eye-voice lead in 16 dyslexic and 16 same-age control readers. Dyslexic children we...

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Autores principales: De Luca, Maria, Pontillo, Maria, Primativo, Silvia, Spinelli, Donatella, Zoccolotti, Pierluigi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2013
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3818695/
https://www.ncbi.nlm.nih.gov/pubmed/24223541
http://dx.doi.org/10.3389/fnhum.2013.00696
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author De Luca, Maria
Pontillo, Maria
Primativo, Silvia
Spinelli, Donatella
Zoccolotti, Pierluigi
author_facet De Luca, Maria
Pontillo, Maria
Primativo, Silvia
Spinelli, Donatella
Zoccolotti, Pierluigi
author_sort De Luca, Maria
collection PubMed
description In reading aloud, the eye typically leads over voice position. In the present study, eye movements and voice utterances were simultaneously recorded and tracked during the reading of a meaningful text to evaluate the eye-voice lead in 16 dyslexic and 16 same-age control readers. Dyslexic children were slower than control peers in reading texts. Their slowness was characterized by a great number of silent pauses and sounding-out behaviors and a small lengthening of word articulation times. Regarding eye movements, dyslexic readers made many more eye fixations (and generally smaller rightward saccades) than controls. Eye movements and voice (which were shifted in time because of the eye-voice lead) were synchronized in dyslexic readers as well as controls. As expected, the eye-voice lead was significantly smaller in dyslexic than control readers, confirming early observations by Buswell (1921) and Fairbanks (1937). The eye-voice lead was significantly correlated with several eye movements and voice parameters, particularly number of fixations and silent pauses. The difference in performance between dyslexic and control readers across several eye and voice parameters was expressed by a ratio of about 2. We propose that referring to proportional differences allows for a parsimonious interpretation of the reading deficit in terms of a single deficit in word decoding. The possible source of this deficit may call for visual or phonological mechanisms, including Goswami's temporal sampling framework.
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spelling pubmed-38186952013-11-09 The eye-voice lead during oral reading in developmental dyslexia De Luca, Maria Pontillo, Maria Primativo, Silvia Spinelli, Donatella Zoccolotti, Pierluigi Front Hum Neurosci Neuroscience In reading aloud, the eye typically leads over voice position. In the present study, eye movements and voice utterances were simultaneously recorded and tracked during the reading of a meaningful text to evaluate the eye-voice lead in 16 dyslexic and 16 same-age control readers. Dyslexic children were slower than control peers in reading texts. Their slowness was characterized by a great number of silent pauses and sounding-out behaviors and a small lengthening of word articulation times. Regarding eye movements, dyslexic readers made many more eye fixations (and generally smaller rightward saccades) than controls. Eye movements and voice (which were shifted in time because of the eye-voice lead) were synchronized in dyslexic readers as well as controls. As expected, the eye-voice lead was significantly smaller in dyslexic than control readers, confirming early observations by Buswell (1921) and Fairbanks (1937). The eye-voice lead was significantly correlated with several eye movements and voice parameters, particularly number of fixations and silent pauses. The difference in performance between dyslexic and control readers across several eye and voice parameters was expressed by a ratio of about 2. We propose that referring to proportional differences allows for a parsimonious interpretation of the reading deficit in terms of a single deficit in word decoding. The possible source of this deficit may call for visual or phonological mechanisms, including Goswami's temporal sampling framework. Frontiers Media S.A. 2013-11-06 /pmc/articles/PMC3818695/ /pubmed/24223541 http://dx.doi.org/10.3389/fnhum.2013.00696 Text en Copyright © 2013 De Luca, Pontillo, Primativo, Spinelli and Zoccolotti. http://creativecommons.org/licenses/by/3.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Neuroscience
De Luca, Maria
Pontillo, Maria
Primativo, Silvia
Spinelli, Donatella
Zoccolotti, Pierluigi
The eye-voice lead during oral reading in developmental dyslexia
title The eye-voice lead during oral reading in developmental dyslexia
title_full The eye-voice lead during oral reading in developmental dyslexia
title_fullStr The eye-voice lead during oral reading in developmental dyslexia
title_full_unstemmed The eye-voice lead during oral reading in developmental dyslexia
title_short The eye-voice lead during oral reading in developmental dyslexia
title_sort eye-voice lead during oral reading in developmental dyslexia
topic Neuroscience
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3818695/
https://www.ncbi.nlm.nih.gov/pubmed/24223541
http://dx.doi.org/10.3389/fnhum.2013.00696
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