Multisensory spatial attention deficits are predictive of phonological decoding skills in developmental dyslexia

Journal of Cognitive Neuroscience

Volumn 22, Issue 5, 2010, Pages 1011-1025

  Facoetti, Andrea ^a,b,d   Trussardi, Anna Noemi ^a,c   Ruffino, Milena ^a,b   Lorusso, Maria Luisa ^b   Cattaneo, Carmen ^b   Galli, Raffaella ^b   Molteni, Massimo ^b   Zorzi, Marco ^a,d  

^a UNIVERSITY OF PADOVA   (Italy)

^b SCIENTIFIC INSTITUTE   (Italy)

^c Azienda Ospedaliera di Bergamo   (Italy)

^d Dipartimento di Psicologia Generale   (Italy)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; ATTENTION DISTURBANCE; AUDITORY STIMULATION; CHILD; CLINICAL ARTICLE; COGNITIVE DEFECT; CONTROLLED STUDY; DEVELOPMENTAL DISORDER; DYSLEXIA; FEMALE; HUMAN; INTELLIGENCE QUOTIENT; LINGUISTICS; MALE; PARIETAL LOBE; PHONETICS; PHONOLOGICAL DECODING; PRIORITY JOURNAL; SCHOOL CHILD; SPATIAL DISCRIMINATION; TEMPORAL CORTEX; VISUAL STIMULATION;

ACOUSTIC STIMULATION; ADOLESCENT; ATTENTION; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; CHILD; DYSLEXIA; FEMALE; HUMANS; MALE; MENTAL PROCESSES; NEUROPSYCHOLOGICAL TESTS; PHONETICS; PHOTIC STIMULATION; REACTION TIME; REGRESSION ANALYSIS; SPACE PERCEPTION; TIME FACTORS;

EID: 77952081637     PISSN: 0898929X     EISSN: 15308898     Source Type: Journal    
DOI: 10.1162/jocn.2009.21232     Document Type: Article

References (92)

1. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: APA.
2. Amitay, S., Ben-Yehudah, G., Banai, K., & Ahissar, M. (2002). Disabled readers suffer from visual and auditory impairments but not from a specific magnocellular deficit. Brain, 125, 2272-2285.
3. Ans, B., Carbonnel, S., & Valdois, S. (1998). A connectionist multiple-trace memory model for polysyllabic word reading. Psychological Review, 105, 678-723. (Pubitemid 128456528)
4. Asbjørnsen, A. E., & Bryden, M. P. (1998). Auditory attentional shifts in reading-disabled students: Quantification of attentional effectiveness by the Attentional Shift Index. Neuropsychologia, 36, 143-148.
5. Atkinson, J. (1991). Review of human visual development: Crowding and dyslexia. In J. Stein (Ed.), Vision and visual dyslexia (pp. 44-57). Boca Raton, FL: CRC Press.
6. Auclair, L., & Sieroff, E. (2002). Attentional cueing effect in the identification of words and pseudowords of different length. Quarterly Journal of Experimental Psychology, 55, 445-463.
7. Battelli, L., Cavanagh, P., Intriligator, J., Tramo, M. J., Henaff, M. A., Michel, F., et al. (2001). Unilateral right parietal damage leads to bilateral deficit for high level motion. Neuron, 32, 985-995. (Pubitemid 34075391)
8. Battelli, L., Pascual-Leone, A., & Cavanagh, P. (2007). The "when" pathway of the right parietal lobe. Trends in Cognitive Sciences, 11, 204-210.
9. Boden, C., & Giaschi, D. (2007). M-stream deficits and reading-related visual processes in developmental dyslexia. Psychological Bulletin, 133, 346-366.
10. Bonato, M., Priftis, K., Marenzi, R., & Zorzi, M. (2009). Normal and impaired reflexive orienting of attention after central nonpredictive cues. Journal of Cognitive Neuroscience, 21, 745-759.
11. Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198-230.
12. Buchholz, J., & McKone, E. (2004). Adults with dyslexia show deficits on spatial frequency doubling and visual attention tasks. Dyslexia, 10, 24-43. (Pubitemid 39419601)
13. Carrasco, M., Williams, P., & Yeshurum, Y. (2002). Covert attention increases spatial resolution with or without masks: Support for signal enhancement. Journal of Vision, 2, 467-479. (Pubitemid 39047334)
14. Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 148-180.
15. Cestnick, L., & Coltheart, M. (1999). The relationship between language-processing and visual-processing deficit in developmental dyslexia. Cognition, 71, 231-255. (Pubitemid 29371917)
16. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). The DRC model: A model of visual word recognition and reading aloud. Psychological Review, 108, 204-258. (Pubitemid 33604132)
17. Corbetta, M., & Shulman, G. L. (2002). Control of goal-directed and stimulus-driven attention in the brain. Nature Reviews Neuroscience, 3, 201-215. (Pubitemid 135706590)
18. Cornoldi, C., Colpo, G., & Gruppo, M. T. (1981). Prove di Lettura MT. Firenze, Italy: (O.S.) Organizzazioni Speciali.
19. Cossu, G., Shankweiler, D., Liberman, I. Y., Katz, L. E., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16.
20. Crawford, J. R., & Garthwaite, P. H. (2007). Comparison of a single case to a control or normative sample in neuropsychology: Development of a Bayesian approach. Cognitive Neuropsychology, 24, 343-372.
21. Di Lollo, V., Hanson, D., & McIntyre, J. S. (1983). Initial stages of visual information processing in dyslexia. Journal of Experimental Psychology: Human Perception and Performance, 6, 623-935. (Pubitemid 14180248)
22. Dosher, B. A., & Lu, Z. L. (2000). Noise exclusion in spatial attention. Psychological Science, 11, 139-146.
23. Downar, J., Crawley, A. P., Mikulis, D. J., & Davis, K. D. (2000). A multimodal cortical network for the detection of changes in the sensory environment. Nature Neuroscience, 3, 277-283. (Pubitemid 30140791)
24. Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, T. A., et al. (2004). Neural changes following remediation in adult developmental dyslexia. Neuron, 44, 411-422. (Pubitemid 39423344)
25. Eden, G. F., & Zeffiro, T. A. (1998). Neural systems affected in developmental dyslexia revealed by functional neuroimaging. Neuron, 21, 279-282.
26. Facoetti, A., Lorusso, M. L., Cattaneo, C., Galli, R., & Molteni, M. (2005). Visual and auditory attentional capture are both sluggish in children with developmental dyslexia. Acta Neurobiologiae Experimentalis, 65, 61-72. (Pubitemid 40525047)
27. Facoetti, A., Lorusso, M. L., Paganoni, P., Umiltà, C., & Mascetti, G. G. (2003). The role of visuospatial attention in developmental dyslexia: Evidence from a rehabilitation study. Cognitive Brain Research, 15, 154-164. (Pubitemid 35335785)
28. Facoetti, A., Ruffino, M., Peru, A., Paganoni, P., & Chelazzi, L. (2008). Sluggish engagement and disengagement of non-spatial attention in dyslexic children. Cortex, 44, 1221-1233.
29. Facoetti, A., Turatto, M., Lorusso, M. L., & Mascetti, G. G. (2001). Orienting of visual attention in dyslexia: Evidence for asymmetric hemispheric control of attention. Experimental Brain Research, 138, 46-53. (Pubitemid 32285346)
30. Facoetti, A., Zorzi, M., Cestnick, L., Lorusso, M. L., Molteni, M., Paganoni, P., et al. (2006). The relationship between visuo-spatial attention and nonword reading in developmental dyslexia. Cognitive Neuropsychology, 23, 841-855. (Pubitemid 44151334)
31. Farmer, M. E., & Klein, R. M. (1995). The evidence for a temporal processing deficit-linked to dyslexia. Psychonomic Bulletin & Review, 2, 469-493.
32. Ferretti, G., Mazzotti, S., & Brizzolara, D. (2008). Visual scanning and reading ability in normal and dyslexic children. Behavioural Neurology, 19, 87-92. (Pubitemid 351521569)
33. Francis, A. L., Kaganovich, N., & Criscoll-Huber, C. (2008). Cue-specific effects of categorization training on the relative weighting of acoustic cues to consonant voicing in English. Journal of the Acoustic Society of America, 124, 1234-1251.
34. Friedman-Hill, S. R., Robertson, L. C., Desimone, R., & Ungerleider, L. G. (2003). Posterior parietal cortex and the filtering of distractors. Proceedings of the National Academy of Sciences, U.S.A., 100, 4263-4268.
35. Galaburda, A. M., Menard, M. T., & Rosen, G. D. (1994). Evidence for aberrant auditory anatomy in developmental dyslexia. Proceedings of the National Academy of Sciences, U.S.A., 91, 8010-8013.
36. Geiger, G., Cattaneo, C., Galli, R., Pozzoli, U., Lorusso, M. L., Facoetti, A., et al. (2008). Wide and diffuse perceptual modes characterized dyslexics in vision and audition. Perception, 37, 1745-1764.
37. Geiger, G., & Lettvin, J. Y. (1987). Peripheral vision in persons with dyslexia. New England Journal of Medicine, 316, 1238-1243.
38. Geiger, G., Lettvin, J. Y., & Fanhle, M. (1994). Dyslexic children learn a new visual strategy for reading: A controlled experiment. Vision Research, 34, 1223-1233. (Pubitemid 24105339)
39. Gordon, P. C., Eberhardt, J. L., & Rueckl, J. G. (1993). Attentional modulation of the phonetic significance of acoustic cues. Cognitive Psychology, 25, 1-42.
40. Goswami, U. (2003). Why theories about developmental dyslexia require developmental designs. Trends in Cognitive Sciences, 7, 534-540.
41. Goswami, U., Thomson, J., Richardson, U., Strainthorp, R., Hughes, D., Rosen, S., et al. (2000). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences, U.S.A., 99, 10911-10916.
42. Grünling, C., Ligges, M., Huonker, R., Klingert, M., Mentzel, H. J., Rzanny, R., et al. (2004). Dyslexia: The possible benefit of multimodal integration of fMRI- and EEG-data. Journal of Neural Transmission, 111, 951-969. (Pubitemid 38916286)
43. Hari, R., & Renvall, H. (2001). Impaired processing of rapid stimulus sequences in dyslexia. Trends in Cognitive Science, 5, 525-532. (Pubitemid 33109078)
44. Hari, R., Renvall, H., & Tanskanen, T. (2001). Left minineglect in dyslexic adults. Brain, 124, 1373-1380.
45. Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491-528.
46. Helenius, P., Uutela, K., & Hari, R. (1999). Auditory stream segregation in dyslexic adults. Brain, 122, 907-913. (Pubitemid 29219264)
47. Hoeft, F., Hernandez, A., McMillon, G., Taylor-Hill, H., Martindale, J. L., Meyler, A., et al. (2006). Neural basis of dyslexia: A comparison between dyslexic and nondyslexic children equated for reading ability. Journal of Neuroscience, 26, 10700-10708.
48. Hutzler, F., Ziegler, J., Perry, C., Wimmer, H., & Zorzi, M. (2004). Do current connectionist models account for reading development in different language? Cognition, 91, 273-296.
49. Jones, M. W., Branigan, H. P., & Kelly, M. L. (2008). Visual deficits in developmental dyslexia: Relationships between non-linguistic visual tasks and their contribution to components of reading. Dyslexia, 14, 95-115.
50. Klein, R. M. (2000). Inhibition of return. Trends in Cognitive Science, 4, 138-147.
51. Ladavas, E., Umiltà, C., & Mapelli, D. (1997). Lexical and semantic processing in the absence of word reading: Evidence from neglect dyslexia. Neuropsychologia, 35, 1075-1085. (Pubitemid 27342959)
52. Levi, D. M. (2008). Crowding-An essential bottleneck for object recognition: A mini-review. Vision Research, 48, 635-654.
53. Livingstone, M. S., Rosen, G. D., Drislane, F. W., & Galaburda, A. M. (1991). Physiological and anatomical evidence for a magnocellular defect in developmental dyslexia. Proceedings of the National Academy of Sciences, U.S.A., 88, 7943-7947.
54. Lorusso, M. L., Facoetti, A., Pesenti, S., Cattaneo, C., Molteni, M., & Geiger, G. (2004). Wider recognition in peripheral vision common to different subtypes of dyslexia. Vision Research, 44, 2413-2424. (Pubitemid 38900627)
55. Manis, F. R., Seidemberg, M. S., Doi, L. D., McBride-Chang, C., & Petersen, A. (2000). On the bases of two subtypes of developmental dyslexia. Cognition, 58, 157-195. (Pubitemid 126343686)
56. McCandliss, B. D., Cohen, L., & Dehaene, S. (2003). The visual word form area: Expertise for reading in the fusiform gyrus. Trends in Cognitive Sciences, 7, 293-299. (Pubitemid 36818922)
57. Menghini, D., Hagberg, G. E., Petrosini, L., Bozzali, M., Macaluso, M., Caltagirone, C., et al. (2008). Structural correlates of implicit learning deficits in subjects with developmental dyslexia. Annals of the New York Academy of Sciences, 1145, 212-221.
58. Montgomery, C. R., Morris, R. D., Sevcik, R. A., & Clarkson, M. G. (2005). Auditory backward masking deficits in children with reading disabilities. Brain and Language, 95, 450-456.
59. Pelli, D. G., Tillman, K. A., Freeman, J., Su, M., Berger, T. D., & Majaj, N. J. (2007). Crowding and eccentricity determine reading rate. Journal of Vision, 7, 1-36.
60. 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.
61. Plaza, M., & Cohen, E. (2006). The contribution of phonological awareness and visual attention in early reading and spelling. Dyslexia, 13, 67-76.
62. Poghosyan, V., & Ioannides, A. A. (2008). Attention modulates earliest responses in the primary auditory and visual cortices. Neuron, 58, 802-813. (Pubitemid 351778468)
63. Posner, M. I. (1980). Orienting of attention. Quarterly Journal of Experimental Psychology, 32, 3-25.
64. Pugh, K. R., Mencl, W. E., Shaywitz, B. A., Shaywitz, S. E., Fulbright, R. K., Constable, R. T., et al. (2000). The angular gyrus in developmental dyslexia: Task-specific differences in functional connectivity within posterior cortex. Psychological Science, 11, 51-65.
65. Ramus, F. (2003). Developmental dyslexia: Specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13, 212-218.
66. Renvall, A., & Hari, R. (2002). Auditory cortical responses to speech-like stimuli in dyslexic adults. Journal of Cognitive Neuroscience, 14, 757-768. (Pubitemid 34761797)
67. Reynolds, J. H., & Chelazzi, L. (2004). Attentional modulation of visual processing. Annual Review of Neuroscience, 27, 611-647.
68. Reynolds, M., & Besner, D. (2006). Reading aloud is not automatic: Processing capacity is required to generate a phonological code from print. Journal of Experimental Psychology: Human Perception and Performance, 32, 1303-1323. (Pubitemid 44950844)
69. Roach, N. W., & Hogben, J. H. (2007). Impaired filtering of behaviorally irrelevant visual information in dyslexia. Brain, 130, 771-785.
70. Rumsey, J. M., Horwitz, B., Donohue, B. C., Nace, K., Maisog, J. M., & Andreason, P. (1997). Phonological and orthographic components of word recognition: A PET-rCBF study. Brain, 120, 739-759. (Pubitemid 27222981)
71. Sartori, G., Job, R., & Tressoldi, P. E. (1995). Batteria per la Valutazione della Dislessia e della Disortografia Evolutiva. Firenze, Italy: (O.S.) Organizzazioni Speciali.
72. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
73. Sieroff, E., Pollatsek, A., & Posner, M. (1988). Recognition of visual letter strings following injury to the posterior visual spatial attention system. Cognitive Neuropsychology, 5, 427-449.
74. Sperling, A. J., Lu, Z. L., Manis, F. R., & Seidemberg, M. S. (2005). Deficits in perceptual noise exclusion in developmental dyslexia. Nature Neuroscience, 8, 862-863.
75. Spinelli, M., De Luca, A., Judica, P., & Zoccolotti, P. (2002). Crowding effects on word identification in developmental dyslexia. Cortex, 38, 179-200.
76. Sprenger-Charolles, L., Siegel, L. S., Béchennec, D., & Serniclaes, W. (2003). Development of phonological and orthographic processing in reading aloud, in silent reading, and spelling: A four-year longitudinal study. Journal of Experimental Child Psychology, 84, 194-217. (Pubitemid 36881066)
77. Stevens, C., Sanders, L., & Neville, H. (2006). Neurophysiological evidence for selective auditory attention deficits in children with specific language impairment. Brain Research, 1111, 143-152. (Pubitemid 44331194)
78. Tallal, P. (2004). Improving language and literacy is a matter of time. Nature Reviews Neuroscience, 5, 721-728.
79. Toro, J. M., Sinnett, S., & Soto-Faraco, S. (2005). Speech segmentation by statistical learning depends on attention. Cognition, 97, B25-B34. (Pubitemid 41443419)
80. Tressoldi, P. E., Stella, G., & Faggella, M. (2001). The development of reading speed in Italians with dyslexia: A longitudinal study. Journal of Learning Disabilities, 34, 67-78. (Pubitemid 33333232)
81. Tressoldi, P. E., Vio, C., & Iozzino, R. (2007). Efficacy of an intervention to improve fluency in children with developmental dyslexia in a regular orthography. Journal of Learning Disabilities, 40, 203-209.
82. Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003). Development of neural mechanisms for reading. Nature Neuroscience, 6, 767-773.
83. Vidyasagar, T. R. (1999). A neural model of attentional spotlight: Parietal guiding the temporal. Brain Research Review, 30, 66-76.
84. Wechsler, D. (1986). Scala di Intelligenza Wechsler per Bambini-Riveduta. Firenze Italy: (O.S.) Organizzazioni Speciali.
85. Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
86. Wimmer, H., & Mayringer, H. (2002). Dysfluent reading in the absence of spelling difficulties: A specific deficit in regular orthographies. Journal of Educational Psychology, 94, 272-277.
87. Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.
88. Ziegler, J. C., Pech-Georgel, C., George, F., Alario, F. X., & Lorenzi, C. (2005). Deficits in speech perception predict language learning impairment. Proceedings of the National Academy of Sciences, U.S.A., 102, 14110-14115.
89. Ziegler, J. C., Perry, C., Wyatt, A. M., Ladner, D., & Schülte-Korne, G. (2003). Developmental dyslexia in different languages: Language-specific or universal? Journal of Experimental Child Psychology, 86, 169-193.
90. Zorzi, M. (2005). Computational models of reading. In G. Houghton (Ed.), Connectionist models in cognitive psychology (pp. 403-444). London, UK: Psychology Press.
91. Zorzi, M., Houghton, G., & Butterworth, B. (1998a). Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161. (Pubitemid 128113431)
92. Zorzi, M., Houghton, G., & Butterworth, B. (1998b). The development of spelling-sound relationships in a model of phonological reading. Language and Cognitive Processes, 13, 337-371. (Pubitemid 128469229)