Visuo-attentional processing by dyslexic readers on the reicher-wheeler task

Current Psychology Letters: Behaviour, Brain and Cognition

Volumn 24, Issue 1, 2008, Pages 25-40

  Lété, Bernard ^a   Ducrot, Stéphanie ^b  

^a Lyon University   (France)

^b CNRS   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 44249105403     PISSN: None     EISSN: 13796100     Source Type: Journal    
DOI: None     Document Type: Article

References (38)

1. Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198-230.
2. Chase, C. H., & Tallal, P. (1990). A developmental, interactive activation model of the word superiority effect. Journal of Experimental Child Psychology, 49, 448-487.
3. Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp. 151-216). London: Academic Press.
4. Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud dual-route and paralleldistributed processing approaches. Psychological Review, 100, 589-608.
5. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A Dual Route Cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256.
6. Ducrot, S. & Lété, B. (2005). Le développement des capacités visuo-attentionnelles au cours de l'acquisition de la lecture. In Y. Coello, S. Casalis, & C. Moroni (Eds.), Vision, Espace et Cognition: Fonctionnement normal et pathologique (pp. 180-197). Lille: Presses du Septentrion.
7. Ducrot, S., Lété, B., Sprenger-Charolles, L., Pynte, J., & Billard, C. (2003). The optimal viewing position effect in beginning and dyslexic readers. Current Psychology Letters, 10, http://cpl.revues.org/document99.html.
8. Everatt, J., McCorquidale, B., Smith, J., Culverwell, F., Wilks, A., Evans, D., Kay, M, & Baker, D. (1999). Association between reading ability and visual processes. In J. Everatt (Ed.), Reading and Dyslexia: Visual and Attentional Processes (pp. 1-39). London: Routledge.
9. Forster, K. I., & Forster, J. C. (2001). DMDX version 2.9.01. Retrieved from the internet from http://www.u.arizona.edu/~jforster/dmdx.htm.
10. Grainger, J., Bouttevin, S., Truc, C., Bastien, M., & Ziegler, J. C. (2003). Word superiority, pseudoword superiority, and learning to read: A comparison of dyslexic and normal readers. Brain and Language, 87, 432-440.
11. Grainger, J., & Jacobs, A.M. (1994). A dual read-out model of word context effects in letter perception: Further investigations of the word superiority effect. Journal of Experimental Psychology: Human Perception and Performance, 20, 1158-1176.
12. Grainger, J., & Jacobs, A.M. (1996). Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review, 103, 518-565.
13. Hooper, D.A., & Paap, K.R. (1997). The use of assembled phonology during performance of a letter recognition task and its dependence on the presence and proportion of word stimuli. Journal of Memory and Language, 37, 167-189.
14. Henderson, J. M., & Ferreira, F. (1990). Effects of foveal processing difficulty on the perceptual span in reading: Implications for attention and eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 417-429.
15. Hildebrandt, N., Caplan, D., Sokol, S., & Torreano, L. (1995). Lexical factors in the word-superiority effect. Memory and Cognition, 23, 23-33.
16. Jordan, T. R., Patching, G. R., & Milner, A. D. (2000). Lateralized word recognition: Assessing the role of hemispheric specialization, modes of lexical access and perceptual asymmetry. Journal of Experimental Psychology: Human Perception and Performance, 26, 1192-1208.
17. Lefavrais, P. (1965). Test de l'Alouette. Paris: ECPA.
18. Lété, B., & Ducrot, S. (2007). La perception du mot écrit chez l'apprenti lecteur et l'enfant dyslexique: évaluation en fovéa et en parafovéa. In E. Demont & M. N. Metz-Lutz (Eds.), L'acquisition du langage et ses troubles (pp. 125-172). Marseille: SOLAL.
19. Lété, B., Sprenger-Charolles, L., & Colé, P. (2004). Manulex: A grade-level lexical database from French elementary-school readers. Behavior Research Methods, Instruments, & Computers, 36, 156-166.
20. McClelland, J. L., & Johnston, J. C. (1977). The role of familiar units in perception of words and nonwords. Perception and Psychophysics, 22, 249-261.
21. McClelland, J. L., & Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375-407.
22. McClelland, J. L., & Rumelhart, D. E. (Eds.). (1988). Explorations in parallel distributed processing: A handbook of models, programs, and exercises. Cambridge, MA: MIT Press.
23. Patterson, K., Seidenberg, M. S., & McClelland, J. L. (1989). Connections and disconnections: Acquired dyslexia in a computational model of reading processes. In R. G. M. Morris (Ed.), Parallel distributed processing: Implications for psychology and neuroscience (pp. 131-181). London: Oxford University Press.
24. Perry, C., Ziegler, J. C., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud. Psychological Review, 114, 273-315.
25. Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56-115.
26. Prado, C., Dubois, M., & Valdois, S. (2007). Eye movements in reading aloud and visual search in developmental dyslexia: Impact of the VA span. Vision Research, 47, 2521-2530.
27. Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41, 211-236.
28. Rayner, K. (1998). Eye movements in reading and information processing: Twenty years of research. Psychological Bulletin, 124, 372-422.
29. Rayner, K., McConkie, G. W., & Ehrlich, S. F. (1978). Eye movements and integrating information across fixations. Journal of Experimental Psychology: Human Perception and Performance, 4, 529-544.
30. Rayner, K., McConkie, G. W., & Zola, D. (1980). Integrating information across eye movement. Cognitive Psychology, 12, 206-226.
31. Rayner, K., Murphy, L. Henderson, J., & Pollatsek, A. (1989). Selective attentional dyslexia. Cognitive Neuropsychology, 6, 357-378.
32. Reicher, G. M. (1969). Perceptual recognition as a function of meaningfulness of stimulus material. Journal of Experimental Psychology, 81, 275-280.
33. Rumelhart, D. E., & McClelland, J. L. (1982). An interactive activation model of context effects in letter perception: Part 2. The contextual enhancement effect and some tests and extensions of the model. Psychological Review, 89, 60-94.
34. Seidenberg, M.S., & McClelland, J.L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 447-452.
35. Spoehr, K., & Smith, E. (1975). The role of orthographic and phonotactic rules in perceiving letter patterns. Journal of Experimental Psychology: Human Perception and Performance, 1, 21-34.
36. Sprenger-Charolles, L., Colé, P., Béchennec, D., & Kipffer-Piquard, A. (2005). French normative data on reading and related skills: From 7 to 10 year-olds. European Review of Applied Psychology, 55, 157-186.
37. Sprenger-Charolles, L., Colé, P., & Saerniclaes, W. (2006). Reading acquisition and developmental dyslexia. Hove, New York: Psychology Press.
38. Wheeler, D. D. (1970). Processes in word recognition. Cognitive Psychology, 1, 59-85.