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Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences
An impairment in the visual attention span (VAS) has been suggested to hamper reading performance of individuals with dyslexia. It is not clear, however, if the very nature of the deficit is visual or verbal and, importantly, if it affects spelling skills as well. The current study investigated VAS...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6005485/ https://www.ncbi.nlm.nih.gov/pubmed/29912915 http://dx.doi.org/10.1371/journal.pone.0198903 |
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author | Banfi, Chiara Kemény, Ferenc Gangl, Melanie Schulte-Körne, Gerd Moll, Kristina Landerl, Karin |
author_facet | Banfi, Chiara Kemény, Ferenc Gangl, Melanie Schulte-Körne, Gerd Moll, Kristina Landerl, Karin |
author_sort | Banfi, Chiara |
collection | PubMed |
description | An impairment in the visual attention span (VAS) has been suggested to hamper reading performance of individuals with dyslexia. It is not clear, however, if the very nature of the deficit is visual or verbal and, importantly, if it affects spelling skills as well. The current study investigated VAS by means of forced choice tasks with letters and symbols in a sample of third and fourth graders with age-adequate reading and spelling skills (n = 43), a typical dyslexia profile with combined reading and spelling deficits (n = 26) and isolated spelling deficits (n = 32). The task was devised to contain low phonological short-term memory load and to overcome the limitations of oral reports. Notably, eye-movements were monitored to control that children fixated the center of the display when stimuli were presented. Results yielded no main effect of group as well as no group-related interactions, thus showing that children with dyslexia and isolated spelling deficits did not manifest a VAS deficit for letters or symbols once certain methodological aspects were controlled for. The present results could not replicate previous evidence for the involvement of VAS in reading and dyslexia. |
format | Online Article Text |
id | pubmed-6005485 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-60054852018-06-25 Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences Banfi, Chiara Kemény, Ferenc Gangl, Melanie Schulte-Körne, Gerd Moll, Kristina Landerl, Karin PLoS One Research Article An impairment in the visual attention span (VAS) has been suggested to hamper reading performance of individuals with dyslexia. It is not clear, however, if the very nature of the deficit is visual or verbal and, importantly, if it affects spelling skills as well. The current study investigated VAS by means of forced choice tasks with letters and symbols in a sample of third and fourth graders with age-adequate reading and spelling skills (n = 43), a typical dyslexia profile with combined reading and spelling deficits (n = 26) and isolated spelling deficits (n = 32). The task was devised to contain low phonological short-term memory load and to overcome the limitations of oral reports. Notably, eye-movements were monitored to control that children fixated the center of the display when stimuli were presented. Results yielded no main effect of group as well as no group-related interactions, thus showing that children with dyslexia and isolated spelling deficits did not manifest a VAS deficit for letters or symbols once certain methodological aspects were controlled for. The present results could not replicate previous evidence for the involvement of VAS in reading and dyslexia. Public Library of Science 2018-06-18 /pmc/articles/PMC6005485/ /pubmed/29912915 http://dx.doi.org/10.1371/journal.pone.0198903 Text en © 2018 Banfi et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Banfi, Chiara Kemény, Ferenc Gangl, Melanie Schulte-Körne, Gerd Moll, Kristina Landerl, Karin Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences |
title | Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences |
title_full | Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences |
title_fullStr | Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences |
title_full_unstemmed | Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences |
title_short | Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences |
title_sort | visual attention span performance in german-speaking children with differential reading and spelling profiles: no evidence of group differences |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6005485/ https://www.ncbi.nlm.nih.gov/pubmed/29912915 http://dx.doi.org/10.1371/journal.pone.0198903 |
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