Influence of the visual attention span on child reading performance: A cross-sectional study

Journal of Research in Reading

Volumn 32, Issue 2, 2009, Pages 230-253

  Bosse, Marie Line ^a,b   Valdois, Sylviane ^b  

^a UNIVERSITÉ PIERRE MENDÈS FRANCE   (France)

^b UNIV GRENOBLE ALPES   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 65649138378     PISSN: 01410423     EISSN: 14679817     Source Type: Journal    
DOI: 10.1111/j.1467-9817.2008.01387.x     Document Type: Article

References (103)

1. Aghababian, V. Nazir, T.A. (2000). Developing normal reading skills: Aspects of the visual processes underlying word recognition. Journal of Experimental Child Psychology, 76, 123 150.
2. Alloway, T.P., Gathercole, S.E., Willis, C. Adams, A.-M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology, 87, 85 106. (Pubitemid 38148253)
3. Ans, B., Carbonnel, S. Valdois, S. (1998). A connectionist multi-trace memory model of polysyllabic word reading. Psychological Review, 105, 678 723. (Pubitemid 128456528)
4. Barker, T.A., Torgesen, J.K. Wagner, R.K. (1992). The role of orthographic processing skills on five different reading tasks. Reading Research Quarterly, 27, 335 345.
5. Borley, R. Kruk, R. (2006). Visual processing components of rapid naming. Paper presented at the Thirteenth Annual Meeting of the Society for the Scientific Study of Reading, Vancouver, Canada.
6. Bosse, M.-L., Tainturier, M.-J. Valdois, S. (2007). Developmental dyslexia: The visual attention span hypothesis. Cognition, 104, 198 230. (Pubitemid 46802542)
7. Bowers, P.G., Golden, J., Kennedy, A. Young, A. (1994). Limits upon orthographic knowledge due to processes indexed by naming speed. In V.W. Berninger (Ed.), The varieties of orthographic knowledge, Vol. I: Theoretical and developmental issues pp. 173 218). Dordrecht : Kluwer Academic Press.
8. Bowey, J.A. (2005). Predicting individual differences in learning to read. In M. Snowling C. Hulme (Eds.), The science of reading: A handbook pp. 155 172). Oxford : Blackwell.
9. Bowey, J.A. Muller, D. (2005). Phonological recoding and rapid orthographic learning in third-graders' silent reading: A critical test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 92, 203 219. (Pubitemid 41600493)
10. Bradley, L. Bryant, P. (1983). Categorizing sounds in learning to read: A causal connection. Nature, 301, 419 421. (Pubitemid 13160554)
11. Buchholz, J. Davies, A.A. (2005). Adults with dyslexia demonstrate space-based and object-based covert attention deficits: Shifting attention to the periphery and shifting attention between objects in the left visual field. Brain and Cognition, 57, 30 34. (Pubitemid 40040527)
12. Bundesen, C. (1990). A theory of visual attention. Psychological Review, 97, 523 547.
13. Bundesen, C. (1998). Visual selective attention: Outlines of a choice model, a race model and a computational theory. Visual Cognition, 5, 287 309. (Pubitemid 128537541)
14. Bundesen, C., Habekost, T. Kyllingsbaek, S. (2005). A neural theory of visual attention: Bridging cognition and neurophysiology. Psychological Review, 112, 291 328. (Pubitemid 40465988)
15. Casalis, S. Louis-Alexandre, M.F. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 12, 303 335.
16. Castles, A. Coltheart, M. (1996). Cognitive correlates of developmental surface dyslexia: A single case study. Cognitive Neuropsychology, 13, 25 50. (Pubitemid 126482430)
17. Castles, A. Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77 111. (Pubitemid 38050240)
18. 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. (Pubitemid 33604132)
19. Compton, D.L., Defries, J.C. Olson, R.K. (2001). Are RAN- and phonological awareness-deficits additive in children with reading disabilities? Dyslexia, 7, 125 149. (Pubitemid 33682772)
20. Cunningham, A.E. (2006). Accounting for children's orthographic learning while reading text: Do children self-teach? Journal of Experimental Child Psychology, 95, 56 77.
21. Cunningham, A.E., Perry, K.E., Stanovich, K.E. Share, D.L. (2002). Orthographic learning during reading: Examining the role of the self-teaching. Journal of Experimental Child Psychology, 82, 185 199. (Pubitemid 39659817)
22. Cunningham, A.E. Stanovich, K.E. (1993). Children's literacy environments and early word recognition skills. Reading and Writing: An Interdisciplinary Journal, 5, 193 204.
23. De Jong, P.F. Van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450 476.
24. De Jong, P.F. Van Der Leij, A. (2003). Developmental changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 22 40. (Pubitemid 36338969)
25. Deacon, S.H. Kirby, J.R. (2004). Morphological awareness: Just 'more phonological'? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223 238. (Pubitemid 38808979)
26. Di Betta, A.M. Romani, C. (2005). Lexical learning and dysgraphia in a group of adults with developmental dyslexia. Cognitive Neuropsychology, 22, 1 26.
27. Dixon, P. Shedden, J.M. (1993). On the nature of the span of apprehension. Psychological Research, 55, 29 39.
28. Dubois, M., Lafaye de Micheaux, P., Noël, M.P. Valdois, S. (2007). Pre-orthographical constraints on visual word recognition: Evidence from a case study of developmental surface dyslexia. Cognitive Neuropsychology, 24, 623 660. (Pubitemid 47543428)
29. Duncan, J., Bundesen, C., Olson, A., Humphreys, G., Ward, R., Kyllingsbaek, S. et al 2003). Attentional functions in dorsal and ventral simultanagnosia. Cognitive Neuropsychology, 20, 675 701. (Pubitemid 38111277)
30. Ehri, L. (1991). The development of reading and spelling in children: An overview. In M. Snowling M. Thomson (Eds.), Dyslexia: Integrating theory and practice pp. 63 79). London : Whurr.
31. Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J.L. Metsala L. Ehri (Eds.), Word recognition in beginning literacy pp. 3 40). Mahwah, NJ : Lawrence Erlbaum Associates.
32. Ehri, L.C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167 188. (Pubitemid 40758781)
33. Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub Zadeh, Z. Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250 287. (Pubitemid 33610354)
34. Facoetti, A. (2004). Reading and selective spatial attention: Evidence from behavioural studies in dyslexic children. In F. Columbus (Ed.), Trends in dyslexia research pp. 117 150). New York : Nova science publishers.
35. Facoetti, A., Lorusso, M.L., Paganoni, P., Cattaneo, C., Galli, R., Umiltà, C. et al 2003). Auditory and visual automatic attention deficits in developmental dyslexia. Cognitive Brain Research, 16, 185 191. (Pubitemid 36369315)
36. Facoetti, A., Zorzi, M., Cestnick, L., Lorusso, M.L., Molteni, M., Paganoni, P. et al 2006). The relationship between visuospatial attention and nonword reading in developmental dyslexia. Cognitive Neuropsychology, 23, 841 855. (Pubitemid 44151334)
37. Gayan, J. Olson, R.K. (2003). Genetic and environmental influences on individual differences in printed word recognition. Journal of Experimental Child Psychology, 84, 97 123. (Pubitemid 36881068)
38. Goswami, U. Bryant, P. (1990). Phonological skills and learning to read. Hove : Lawrence Erlbaum Associates.
39. Goulandris, N.K. Snowling, M. (1991). Visual memory deficits: A plausible cause of developmental dyslexia? Evidence from a single case study. Cognitive Neuropsychology, 8, 127 154.
40. Griffiths, Y.M. Snowling, M. (2002). Predictors of exception word and nonword reading in dyslexic children: The severity hypothesis. Journal of Educational Psychology, 94, 34 43.
41. Hanley, J.R. Gard, F. (1995). A dissociation between developmental surface and phonological dyslexia in two undergraduate students. Neuropsychologia, 33, 909 914.
42. Harm, M.W. Seidenberg, M.S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491 528.
43. Hawelka, S. Wimmer, H. (2005). Impaired visual processing of multi-element arrays is associated with increased number of eye movements in dyslexic reading. Vision Research, 45 (7), 855 863. (Pubitemid 40092148)
44. Howard, D. Best, W. (1996). Developmental phonological dyslexia: Real word reading can be completely normal. Cognitive Neuropsychology, 13, 887 934. (Pubitemid 126458974)
45. Hulme, C., Hatcher, P.J., Nation, K., Brown, A., Adams, J. Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2 28. (Pubitemid 39659825)
46. Jacquier-Roux, M., Valdois, S. Zorman, M. (2002). l'ODÉDYS, un outil de dépistage des dyslexies. Grenoble : Laboratoire cogni-sciences, IUFM de Grenoble.
47. Kennedy, A., Radach, R., Heller, D. Pynte, J. (2000). Reading as a perceptual process. Amsterdam : Elsevier Science.
48. Kirby, J.R., Parrila, R.K. Pfeiffer, S.L. (2003). Naming speed and phonological awareness as predictors of reading development. Journal of Educational Psychology, 95, 453 464. (Pubitemid 37170427)
49. Kwon, M., Legge, G.E. Dubbels, B.R. (2007). Developmental changes in the visual span for reading. Vision Research, 47, 2889 2900. (Pubitemid 47430172)
50. Laberge, D. Brown, V. (1989). Theory of attentional operations in shape identification. Psychological Review, 96, 101 124.
51. Laberge, D. Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 3, 293 323.
52. Laing, E. Hulme, C. (1999). Phonological and semantic processes influence beginning readers' ability to learn to read words. Journal of Experimental Child Psychology, 73, 183 207.
53. Lassus-Sangosse, D., N'Guyen-Morel, M.A. Valdois, S. (2008). Sequential or simultaneous visual processing deficit in developmental dyslexia. Vision Research, 48, 979 988.
54. Lefavrais, P. (1965). Test de l'Alouette. Paris : Editions du centre de psychologie appliquée.
55. Lété, B., Sprenger-Charolles, L. Colé, P. (2004). MANULEX: A grade-level lexical database from French elementary-school readers. Behavior Research Methods, Instruments, and Computers, 36, 156 166. (Pubitemid 38783105)
56. Lovegrove, W.J., Martin, F. Slaghuis, W.L. (1986). A theoretical and experimental case for a visual deficit in specific reading disability. Cognitive Neuropsychology, 3, 225 267. (Pubitemid 16120469)
57. Manis, F.R., Seidenberg, M.S. Doi, L.M. (1999). See Dick RAN: Rapid naming and the longitudinal prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129 157.
58. McConkie, G.W. Rayner, K. (1975). The span of the effective stimulus during a fixation in reading. Perception and Psychophysics, 17, 578 586.
59. Mousty, P., Leybaert, J., Alegria, J., Content, A. Morais, J. (1994). BELEC: Une batterie d'évaluation du langage écrit et de ses troubles. In J. Gregoire B. Piérart (Eds.), Evaluer les troubles de la lecture: Les nouveaux modèles théoriques et leurs implications diagnostiques pp. 127 145). Bruxelles : De Boeck.
60. Muter, V., Hulme, C., Snowling, M. Taylor, S. (1998). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3 27. (Pubitemid 128383064)
61. Nation, K., Angell, P. Castles, A. (2007). Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context. Journal of Experimental Child Psychology, 96, 71 84.
62. Nazir, T.A. (2000). Traces of print along the visual pathway. In A. Kennedy, R. Radach, D. Heller J. Pynte (Eds.), Reading as a perceptual process pp. 3 22). Amsterdam : Elsevier Science.
63. Nikolopoulos, D., Goulandris, N., Hulme, C. Snowling, M. (2006). The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study. Journal of Experimental Child Psychology, 94, 1 17.
64. Olson, R., Wise, B., Conners, F. Rack, J. (1990). Organization, heritability, and remediation of component word recognition and language skills in disabled readers. In T.H. Carr B.A. Levy (Eds.), Reading and its development: Component skills approaches pp. 261 322). San Diego, CA : Academic Press.
65. Pammer, K., Lavis, R., Cooper, C., Hansen, P.C. Cornelissen, P.L. (2005). Symbol-string sensitivity and adult performance in lexical decision. Brain Language, 94 (3), 278 296. (Pubitemid 41138129)
66. Pammer, K., Lavis, R., Hansen, P. Cornelissen, P.L. (2004). Symbol-string sensitivity and children's reading. Brain Language, 89 (3), 601 610. (Pubitemid 38543185)
67. Pelli, D.G., Burns, C.W., Farell, B. Moore-Page, D.C. (2006). Feature detection and letter identification. Vision Research, 46, 46 74.
68. Perfetti, C. (1992). The representation problem in reading acquisition. In P. Gough, L. Ehri R. Treiman (Eds.), Reading acquisition pp. 145 174). Hillsdale, NJ : Lawrence Erlbaum Associates.
69. 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.
70. Powell, D., Stainthorp, R., Stuart, M., Garwood, H. Quinlan, P. (2007). An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading. Journal of Experimental Child Psychology, 98, 46 68.
71. Prado, C., Dubois, M. Valdois, S. (2007). The eye movements of dyslexic children during reading and visual search: Impact of the visual attention span. Vision Research, 47, 2521 2530. (Pubitemid 47369368)
72. Ramus, F., Rosen, S., Dakin, S.C., Day, B.L., Castellote, J.M., White, S. et al 2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841 865. (Pubitemid 36372984)
73. Raven, J.C., Court, J.H. Raven, J. (1998). Progressive matrices standard (PM38). Paris : EAP.
74. Rayner, K. (1986). Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41, 211 236.
75. Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124 (3), 372 422. (Pubitemid 128461792)
76. Rayner, K., Liversedge, S.P., White, S.J. Vergilino-Perez, D. (2003). Reading disappearing text: Cognitive control of eye movements. Psychological Science, 14, 385 388. (Pubitemid 37282840)
77. Romani, C., Ward, J. Olson, A. (1999). Developmental surface dysgraphia: What is the underlying cognitive impairment? The Quarterly Journal of Experimental Psychology, 52A, 97 128.
78. Schatschneider, C., Carlson, C.D., Francis, D.J., Foorman, B.R. Fletcher, J.M. (2002). Relationship of rapid automatized naming and phonological awareness in early reading development: Implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35, 245 256.
79. Seidenberg, M.S. (1992). Dyslexia in a computational model of word recognition in reading. In P. Gough, L. Ehri R. Treiman (Eds.), Reading acquisition pp. 243 274). Hillsdale, NJ : Lawrence Erlbaum Associates.
80. Sénéchal, M. Kearnan, K. (2007). The role of morphology in reading and spelling. Advances in Child Development and Behavior, 35, 297 325.
81. Share, D.L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151 218.
82. Share, D.L. (1999). Phonological recoding and orthographic learning: A direct test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 72, 95 129.
83. Share, D.L. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87 (4), 267 298. (Pubitemid 38397143)
84. Share, D.L. (2008). On the anglocentricities of current reading research and practice: The peril of overreliance on an 'outlier' orthography. Psychological Bulletin, 134 (4), 584 615.
85. Shovman, M. Ahissar, M. (2006). Isolating the impact of visual perception on dyslexics' reading ability. Vision Research, 46, 3514 3425. (Pubitemid 44108088)
86. Singson, M., Mahony, D. Mann, V. (2000). The relation between reading ability and morphological skills: Evidence from derivation suffixes. Reading and Writing, 12, 219 252.
87. Snowling, M. (2000). Dyslexia. Oxford : Blackwell.
88. Sprenger-Charolles, L., Siegel, L.S., Béchennec, D. Serniclaes, W. (2003). Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study. Journal of Experimental Child Psychology, 84, 167 263.
89. Sprenger-Charolles, L., Siegel, L.S. Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68, 134 165. (Pubitemid 128428603)
90. Stainthorp, R., Stuart, M., Powell, D., Garwood, H. Quinlan, P. (2006). A preliminary report of causal factors underlying performance in rapid automatised naming (RAN) tasks. Paper presented at the Thirteenth Annual Meeting of the Society for the Scientific Study of Reading, Vancouver, Canada.
91. Stein, J.F. (2003). Visual motion sensitivity and reading. Neuropsychologia, 41, 1785 1793. (Pubitemid 37188420)
92. Valdois, S., Bosse, M.-L., Ans, B., Carbonnel, S., Zorman, M., David, D. et al 2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16, 541 572. (Pubitemid 39056613)
93. Valdois, S., Bosse, M.-L. Tainturier, M.-J. (2004). The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attention disorder. Dyslexia, 10, 1 25.
94. Valdois, S., Carbonnel, S., Juphard, A., Baciu, M., Ans, B., Peyrin, C. et al 2006). Polysyllabic pseudo-word processing in reading and lexical decision: Converging evidence from behavioral data, connectionist simulations and functional MRI. Brain Research, 1085, 149 162. (Pubitemid 43744362)
95. Vellutino, F.R. (1979). Dyslexia: Theory and research. Cambridge, MA : MIT Press.
96. Vellutino, F.R., Fletcher, J.M., Snowling, M.J. Scanlon, D.M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2 40. (Pubitemid 38196253)
97. Wagner, R.K., Torgesen, J.K., Rashotte, C.A., Hecht, S.A., Barker, T., Burgess, S.R. et al 1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468 479.
98. Wimmer, H., Landerl, K., Linortner, R. Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219 249.
99. Witton, C., Talcott, J., Hansen, P.C., Richardson, A., Griffiths, T., Rees, A. et al 1998). Sensitivity to dynamic auditory and visual stimuli predicts nonword reading ability in both dyslexic and normal readers. Current Biology, 8, 791 797. (Pubitemid 28324533)
100. Wolf, M. Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415 438.
101. Wolf, M., Goldberg O'Rourke, A., Gidney, C., Lovett, M., Cirino, P. Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 43 72.
102. Wolford, G. (1975). Perturbation model for letter identification. Psychological Review, 82, 184 199.
103. Ziegler, J.C. Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychology Bulletin, 131 (1), 3 29. (Pubitemid 40130968)