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      Discrete versus multiple word displays: a re-analysis of studies comparing dyslexic and typically developing children

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          Abstract

          The study examines whether impairments in reading a text can be explained by a deficit in word decoding or an additional deficit in the processes governing the integration of reading subcomponents (including eye movement programming and pronunciation) should also be postulated. We report a re-analysis of data from eleven previous experiments conducted in our lab where the reading performance on single, discrete word displays as well multiple displays (texts, and in few cases also word lists) was investigated in groups of dyslexic children and typically developing readers. The analysis focuses on measures of time and not accuracy. Across experiments, dyslexic children are slower and more variable than typically developing readers in reading texts as well as vocal reaction time (RTs) to singly presented words; the dis-homogeneity in variability between groups points to the inappropriateness of standard measures of size effect (such as Cohen’s d), and suggests the use of the ratio between groups’ performance. The mean ratio for text reading is 1.95 across experiments. Mean ratio for vocal RTs for singly presented words is considerably smaller (1.52). Furthermore, this latter value is probably an overestimation as considering total reading times (i.e., a measure including also the pronunciation component) considerably reduces the group difference in vocal RTs (1.19 according to Martelli et al., 2014). The ratio difference between single and multiple displays does not depend upon the presence of a semantic context in the case of texts as large ratios are also observed with lists of unrelated words (though studies testing this aspect were few). We conclude that, if care is taken in using appropriate comparisons, the deficit in reading texts or lists of words is appreciably greater than that revealed with discrete word presentations. Thus, reading multiple stimuli present a specific, additional challenge to dyslexic children indicating that models of reading should incorporate this aspect.

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          Most cited references45

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          DRC: a dual route cascaded model of visual word recognition and reading aloud.

          This article describes the Dual Route Cascaded (DRC) model, a computational model of visual word recognition and reading aloud. The DRC is a computational realization of the dual-route theory of reading, and is the only computational model of reading that can perform the 2 tasks most commonly used to study reading: lexical decision and reading aloud. For both tasks, the authors show that a wide variety of variables that influence human latencies influence the DRC model's latencies in exactly the same way. The DRC model simulates a number of such effects that other computational models of reading do not, but there appear to be no effects that any other current computational model of reading can simulate but that the DRC model cannot. The authors conclude that the DRC model is the most successful of the existing computational models of reading.
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            Developmental dyslexia: the visual attention span deficit hypothesis.

            The visual attention (VA) span is defined as the amount of distinct visual elements which can be processed in parallel in a multi-element array. Both recent empirical data and theoretical accounts suggest that a VA span deficit might contribute to developmental dyslexia, independently of a phonological disorder. In this study, this hypothesis was assessed in two large samples of French and British dyslexic children whose performance was compared to that of chronological-age matched control children. Results of the French study show that the VA span capacities account for a substantial amount of unique variance in reading, as do phonological skills. The British study replicates this finding and further reveals that the contribution of the VA span to reading performance remains even after controlling IQ, verbal fluency, vocabulary and single letter identification skills, in addition to phoneme awareness. In both studies, most dyslexic children exhibit a selective phonological or VA span disorder. Overall, these findings support a multi-factorial view of developmental dyslexia. In many cases, developmental reading disorders do not seem to be due to phonological disorders. We propose that a VA span deficit is a likely alternative underlying cognitive deficit in dyslexia.
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              Uniqueness of abrupt visual onset in capturing attention.

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                07 October 2015
                2015
                : 6
                : 1530
                Affiliations
                [1] 1Department of Psychology, Sapienza University of Rome Rome, Italy
                [2] 2Neuropsychology Unit, Istituto di Ricovero e Cura a Carattere Scientifico – Fondazione Santa Lucia Rome, Italy
                [3] 3Department of Human Movement Sciences and Health, University of Rome “Foro Italico” Rome, Italy
                Author notes

                Edited by: Simone Aparecida Capellini, São Paulo State University, Brazil

                Reviewed by: Michael S. Dempsey, Boston University Medical Center, USA; Shuyan Sun, University of Maryland, Baltimore County, USA

                *Correspondence: Pierluigi Zoccolotti, Department of Psychology, Sapienza University of Rome, Via dei Marsi 78, 00176 Rome, Italy, pierluigi.zoccolotti@ 123456uniroma1.it

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2015.01530
                4595781
                26500588
                a34ff61d-af2b-4920-a4b8-b7b0ae7824e7
                Copyright © 2015 Zoccolotti, De Luca and Spinelli.

                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.

                History
                : 11 June 2015
                : 22 September 2015
                Page count
                Figures: 0, Tables: 5, Equations: 1, References: 58, Pages: 14, Words: 0
                Categories
                Psychology
                Hypothesis and Theory

                Clinical Psychology & Psychiatry
                reading,dyslexia,text reading,multiple displays,vocal reaction time

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