Learn More
A cue size procedure was used to evaluate the time course of visuo-spatial attention in dyslexic and normally reading children. When a stimulus target is presented inside a large cue vs a small cue the identification time is slower. In the present study two cue-target delays (100 and 500 ms) were used. Results showed a slower time course of attentional(More)
Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical and(More)
Several studies have provided evidence for a phonological deficit in developmental dyslexia. However, recent studies provide evidence for a multimodal temporal processing deficit in dyslexia. In fact, dyslexics show both auditory and visual abnormalities, which could result from a more general problem in the perceptual selection of stimuli. Here we report(More)
Automatic multimodal spatial attention was studied in 12 dyslexic children (SRD), 18 chronological age matched (CA) and 9 reading level matched (RL) normally reading children by measuring reaction times (RTs) to lateralized visual and auditory stimuli in cued detection tasks. The results show a slower time course of focused multimodal attention (FMA) in SRD(More)
We examined the performance of dyslexic and typically reading children on two analogous recognition tasks: one visual and the other auditory. Both tasks required recognition of centrally and peripherally presented stimuli. Dyslexics recognized letters visually farther in the periphery and more diffuse near the center than typical readers did. Both groups(More)
Recent studies have shown the critical role of the ability to actively select visual information (attentional focusing) in developmental dyslexia. A program specifically devised by Geiger and Lettvin to train selection of visual information and small-scale focusing has been tried out with a group of 16 dyslexic children. The results after a three­ months(More)
  • 1