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(PDF) Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading
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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F1023746%2FDifferent_behavioral_and_eye_movement_patterns_of_dyslexic_readers_with_and_without_attentional_deficits_during_single_word_reading%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":51130358,"identifier":"Attachment_51130358","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":1023746,"created_at":"2011-10-18T01:01:07.896-07:00","from_world_paper_id":15052661,"updated_at":"2024-11-27T16:08:25.496-08:00","_data":{"publisher":"Elsevier","ai_title_tag":"Eye Movements and Reading Patterns in Dyslexic Children","grobid_abstract":"Please cite this article in press as: Thaler, V., et al. Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia (2009), a b s t r a c t Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading behavior of German-speaking children with dyslexia, of children with attentional problems, of children with comorbid dyslexia and attentional problems and of normally developing children by measuring their reading accuracy, naming latencies and eye movement patterns during single word reading. We manipulated word difficulty by contrasting (1) short vs. long words with (2) either low or high sublexical complexity (indexed by consonant cluster density). Children with dyslexia only (DYS) showed the expected reading fluency impairment of poor readers in regular orthographies but no accuracy problem. In contrast, comorbid children (DYS + AD) had significantly higher error rates than all other groups, but less of a problem with reading fluency than DYS. Concurrently recorded eye movement measures revealed that DYS made the highest number of fixations, but exhibited shorter mean single fixations than DYS + AD. Word length had the strongest effect on dyslexic children, whereas consonant cluster density affected all groups equally. Theoretical implications of these behavioral and eye movement patterns are discussed and the necessity for controlling for comorbid attentional deficits in children with reading deficits is highlighted. berlin.de (V. Thaler).","publication_date":"2009,1,1","publication_name":"Neuropsychologia","grobid_abstract_attachment_id":"51130358"},"document_type":"paper","pre_hit_view_count_baseline":0,"quality":"high","language":"en","title":"Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [853670]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":51130358,"attachmentType":"pdf"}"><img alt="First page of “Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/51130358/mini_magick20190126-5022-1d6rcem.png?1548520578" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="853670" href="https://fu-berlin.academia.edu/AngelaHeine"><img alt="Profile image of Angela Heine" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/853670/303669/359461/s65_angela.heine.jpg" />Angela Heine</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2009, Neuropsychologia</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">10 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 1023746; 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Different behavioral and eye movement patterns of dyslexic readers with and without attentional deficits during single word reading. Neuropsychologia (2009), a b s t r a c t Comorbidity of learning disabilities is a very common phenomenon which is intensively studied in genetics, neuropsychology, prevalence studies and causal deficit research. In studies on the behavioral manifestation of learning disabilities, however, comorbidity is often neglected. In the present study, we systematically examined the reading behavior of German-speaking children with dyslexia, of children with attentional problems, of children with comorbid dyslexia and attentional problems and of normally developing children by measuring their reading accuracy, naming latencies and eye movement patterns during single word reading. We manipulated word difficulty by contrasting (1) short vs. long words with (2) either low or high sublexical complexity (indexed by consonant cluster density). Children with dyslexia only (DYS) showed the expected reading fluency impairment of poor readers in regular orthographies but no accuracy problem. In contrast, comorbid children (DYS + AD) had significantly higher error rates than all other groups, but less of a problem with reading fluency than DYS. Concurrently recorded eye movement measures revealed that DYS made the highest number of fixations, but exhibited shorter mean single fixations than DYS + AD. Word length had the strongest effect on dyslexic children, whereas consonant cluster density affected all groups equally. Theoretical implications of these behavioral and eye movement patterns are discussed and the necessity for controlling for comorbid attentional deficits in children with reading deficits is highlighted. berlin.de (V. Thaler).</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":51130358,"attachmentType":"pdf","workUrl":"https://www.academia.edu/1023746/Different_behavioral_and_eye_movement_patterns_of_dyslexic_readers_with_and_without_attentional_deficits_during_single_word_reading"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":51130358,"attachmentType":"pdf","workUrl":"https://www.academia.edu/1023746/Different_behavioral_and_eye_movement_patterns_of_dyslexic_readers_with_and_without_attentional_deficits_during_single_word_reading"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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In order to investigate this claim, we studied eye movements in dyslexic children, during several non-reading tasks. Dyslexic children were compared to normal and backward readers on measures of fixation, vergence amplitude, saccade and smooth pursuit. The results were compared to the children's phonological ability. Dyslexic children (n = 26) had significantly worse eye movement stability during fixation of small targets than normal children (n = 39). Vergence amplitudes were lower for dyslexics than for controls. A qualitative assessment of saccadic eye movements revealed that dyslexics exhibit fixation instability at the end of saccades. Assessment of smooth pursuit revealed poor smooth pursuit in the dyslexic group, particularly when pursuing a target moving from left to right. Dyslexic children also performed significantly worse than normal children on a test of phonological awareness (Pig Latin). Eye movement results were studied in the light of the findings on phonological awareness: dyslexics with small vergence amplitudes also always have poor phonemic awareness. However, poor fixation control is found in dyslexics with or without poor phonological ability. The backward reading children performed similar to the dyslexics on all tests, suggesting that the deficiencies observed in this study are not specific to children with dyslexia. The problems experienced by the children (revealed by a questionnaire) are in agreement with those measured in terms of eye movement recordings and phonemic awareness. Sex, handedness, IQ or the presence of attention deficit disorder (ADD) did not appear to influence the children's performances on any of the eye movement tasks. The presence of oculomotor abnormalities in a non-reading task strongly suggests that the underlying deficit in the control of eye movements seen in dyslexics is not caused by language problems alone.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Differences in eye movements and reading problems in dyslexic and normal children","attachmentId":68469345,"attachmentType":"pdf","work_url":"https://www.academia.edu/50513786/Differences_in_eye_movements_and_reading_problems_in_dyslexic_and_normal_children","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/50513786/Differences_in_eye_movements_and_reading_problems_in_dyslexic_and_normal_children"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="16197995" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/16197995/Elucidating_the_component_processes_involved_in_dyslexic_and_non_dyslexic_reading_fluency_An_eye_tracking_study">Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="35306494" href="https://independent.academia.edu/HollyBranigan">Holly Branigan</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="35340971" href="https://hw.academia.edu/MateoObreg%C3%B3n">Mateo Obregón</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Cognition, 2008</p><p class="ds-related-work--abstract ds2-5-body-sm">The relationship between Rapid Automatized Naming (RAN) and reading fluency is well documented (see Wolf & Bowers, 1999 for a review), but little is known about which component processes are important in RAN, and why developmental dyslexics show longer latencies on these tasks. Researchers disagree as to whether these delays are caused by impaired phonological processing or whether extra-phonological processes also play a role (e.g., . We conducted an eye-tracking study that manipulated phonological and visual information (as representative of extra-phonological processes) in RAN. Results from Linear Mixed Effects analyses showed that both phonological and visual processes influence naming speed for both dyslexic and non-dyslexic groups, but the influence on dyslexic readers is greater. Moreover, dyslexic readers' difficulties in these domains primarily emerge in a measure that explicitly includes the production phase of naming. This study elucidates processes underpinning RAN performance in non-dyslexic readers and pinpoints areas of difficulty for dyslexic readers. We discuss these findings with reference to phonological and extra-phonological hypotheses of naming-speed deficits.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Elucidating the component processes involved in dyslexic and non-dyslexic reading fluency: An eye-tracking study","attachmentId":42639881,"attachmentType":"pdf","work_url":"https://www.academia.edu/16197995/Elucidating_the_component_processes_involved_in_dyslexic_and_non_dyslexic_reading_fluency_An_eye_tracking_study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/16197995/Elucidating_the_component_processes_involved_in_dyslexic_and_non_dyslexic_reading_fluency_An_eye_tracking_study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="41186906" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/41186906/The_Effect_of_Dyslexia_to_Reading_Patterns_of_Children">The Effect of Dyslexia to Reading Patterns of Children</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="71565230" href="https://independent.academia.edu/VMQuintos">VM Quintos</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Effect of Dyslexia to Reading Patterns of Children","attachmentId":61427086,"attachmentType":"docx","work_url":"https://www.academia.edu/41186906/The_Effect_of_Dyslexia_to_Reading_Patterns_of_Children","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/41186906/The_Effect_of_Dyslexia_to_Reading_Patterns_of_Children"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="15055112" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15055112/Differences_in_eye_movements_control_among_dyslexic_retarded_and_normal_readers_in_the_Spanish_population">Differences in eye movements control among dyslexic, retarded and normal readers in the Spanish population</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34075496" href="https://independent.academia.edu/MartosF">Francisco Martos</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Reading and Writing, 1990</p><p class="ds-related-work--abstract ds2-5-body-sm">ARSTRACT: This paper reports a research which examined the relationship between dyslexia and eye movement control in Spanish speaking children. The study compared the eye movements recordings of 30 dyslexic, 30 retarded and 30 normal readers, aged between 7 and 14, in one ocular tracking task and two reading tasks which differed in their degree of reading difficulty. Within each group the subjects were divided into 3 subgroups of 10 in accordance with the following chronological ages: 7-9, 10-l 1 and 12 years and above. Dependent variables were saccadics (number, size and fixation pause), regressives (number, size and fixation pause), total number of movements and percentage of regressives over the total number of movements. The following results were obtained: (1) In the two reading tasks significant differences were found between dyslexic and normal readers and between retarded and normal readers in most of the parameters, no differences being found between dyslexic and retarded readers except in a few parameters; (2) in the ocular tracking task significant differences both between dyslexic and normal readers and between dyslexic and retarded readers were found in all dependent variables, no differences being found between retarded and normal readers at all, and (3) the age factor produced a significant main effect in the two reading tasks indicating a general improvement of eye movements as age increases but an interaction effect with reading disability in the ocular tracking task -indicating a deterioration in eye movements in the dyslexic group as a function of age -was also found. The results are discussed in the context of alternative theoretical explanations of developmental dyslexia.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Differences in eye movements control among dyslexic, retarded and normal readers in the Spanish population","attachmentId":43616366,"attachmentType":"pdf","work_url":"https://www.academia.edu/15055112/Differences_in_eye_movements_control_among_dyslexic_retarded_and_normal_readers_in_the_Spanish_population","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15055112/Differences_in_eye_movements_control_among_dyslexic_retarded_and_normal_readers_in_the_Spanish_population"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="57031554" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/57031554/Eye_movement_control_during_single_word_reading_in_dyslexics">Eye movement control during single-word reading in dyslexics</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37749129" href="https://independent.academia.edu/ManfredMackeben">Manfred Mackeben</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Vision, 2004</p><p class="ds-related-work--abstract ds2-5-body-sm">We investigated whether dyslexics make instantaneous automatic adjustments of reading saccades depending on word length. We used a single-word reading paradigm on 10 dyslexic and 12 normally reading children aged 11-15 years. Eye movements were recorded by scanning laser ophthalmoscope (SLO) while subjects read single words of different length aloud. All subjects passed standardized prescreening tests, which included a reading test, to exclude those with discernible deficits of eyesight, oculomotor skill, or intellectual development. We measured number, direction, frequency, and amplitude of saccades, as well as the durations of inter-saccadic intervals, as functions of word length. The results show that word length influences the number and amplitude of reading saccades in both subject groups, but this relationship showed quantitatively significant group-specific differences: Both groups showed a gradual increase of the saccade amplitudes in either direction dependent on word length, but the gain of this function was significantly lower in the dyslexics. The durations of holding phases between saccades were significantly longer in the dyslexics, and accordingly, we found a lower rate of occurrence of saccades per unit time in the dyslexics. Forward saccade amplitudes showed no correlation with the duration of the preceding or following holding phases in either group. The data show that the mechanisms enabling dyslexics to make instantaneous adjustments of reading saccades depending on word length are present but quantitatively impaired. This supports the view that these adjustments may help dyslexics to increase reading speed, but that they cannot utilize them to the same extent as normal readers.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Eye movement control during single-word reading in dyslexics","attachmentId":72126351,"attachmentType":"pdf","work_url":"https://www.academia.edu/57031554/Eye_movement_control_during_single_word_reading_in_dyslexics","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/57031554/Eye_movement_control_during_single_word_reading_in_dyslexics"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="808612" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/808612/Dyslexic_and_normal_readers_eye_movements">Dyslexic and normal readers' eye movements.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="317493" href="https://uni-potsdam.academia.edu/ReinholdKliegl">Reinhold Kliegl</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Experimental …, 1983</p><p class="ds-related-work--abstract ds2-5-body-sm">Dyslexic and normal readers' eye movements were compared while tracking a moving fixation point and in reading. Contrary to previous reports, the dyslexic and normal readers did not differ in their number of saccades, percentage of regressions, or stability of fixations in the tracking task. Thus, defective oculomotor control was not associated with or a causal factor in dyslexia, and the dyslexics' abnormal eye movements in reading must be related to differences in higher cognitive processes. However, individual differences in oculmotor efficiency, independent of reading ability, were found within both the dyslexic and normal groups, and these differences were correlated in reading and tracking tasks.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Dyslexic and normal readers' eye movements.","attachmentId":30853333,"attachmentType":"pdf","work_url":"https://www.academia.edu/808612/Dyslexic_and_normal_readers_eye_movements","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/808612/Dyslexic_and_normal_readers_eye_movements"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="66711331" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/66711331/Reading_words_and_pseudowords_An_eye_movement_study_of_developmental_dyslexia">Reading words and pseudowords: An eye movement study of developmental dyslexia</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33827759" href="https://independent.academia.edu/MariaInezOcan%C3%A3DeLuca">Maria Inez Ocanã De Luca</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2002</p><p class="ds-related-work--abstract ds2-5-body-sm">The pattern of eye movements during reading was studied in 12 developmental dyslexics and in 10 age-matched controls. According to standard reading batteries, dyslexics showed marked reading slowness and prevalently used the sublexical procedure in reading. Eye movements were recorded while they read lists of short and long words or pseudowords. In normal readers, saccade amplitude increased with word length without a concomitant change in the number of saccades; in contrast, the number of saccades increased for long pseudowords. In dyslexics, the eye movement pattern was different. The number of saccades depended on stimulus length for both words and pseudowords while saccade amplitude remained small and constant. The sequential scanning shown by dyslexics for both words and pseudowords appears consistent with the cognitive description of the reading disorder which indicates the preferential use of the sublexical print-to-sound correspondence rules.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reading words and pseudowords: An eye movement study of developmental dyslexia","attachmentId":77797798,"attachmentType":"pdf","work_url":"https://www.academia.edu/66711331/Reading_words_and_pseudowords_An_eye_movement_study_of_developmental_dyslexia","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/66711331/Reading_words_and_pseudowords_An_eye_movement_study_of_developmental_dyslexia"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="60915896" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/60915896/Dissociations_between_developmental_dyslexias_and_attention_deficits">Dissociations between developmental dyslexias and attention deficits</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33891676" href="https://independent.academia.edu/LilachKhentovkraus">Lilach Khentov-kraus</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Frontiers in Psychology, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">We examine whether attention deficits underlie developmental dyslexia, or certain types of dyslexia, by presenting double dissociations between the two. We took into account the existence of distinct types of dyslexia and of attention deficits, and focused on dyslexias that may be thought to have an attentional basis: letter position dyslexia (LPD), in which letters migrate within words, attentional dyslexia (AD), in which letters migrate between words, neglect dyslexia, in which letters on one side of the word are omitted or substituted, and surface dyslexia, in which words are read via the sublexical route. We tested 110 children and adults with developmental dyslexia and/or attention deficits, using extensive batteries of reading and attention. For each participant, the existence of dyslexia and the dyslexia type were tested using reading tests that included stimuli sensitive to the various dyslexia types. Attention deficit and its type was established through attention tasks assessing sustained, selective, orienting, and executive attention functioning. Using this procedure, we identified 55 participants who showed a double dissociation between reading and attention: 28 had dyslexia with normal attention and 27 had attention deficits with normal reading. Importantly, each dyslexia with suspected attentional basis dissociated from attention: we found 21 individuals with LPD, 13 AD, 2 neglect dyslexia, and 12 surface dyslexia without attention deficits. Other dyslexia types (vowel dyslexia, phonological dyslexia, visual dyslexia) also dissociated from attention deficits. Examination of 55 additional individuals with both a specific dyslexia and a certain attention deficit found no attention function that was consistently linked with any dyslexia type. Specifically, LPD and AD dissociated from selective attention, neglect dyslexia dissociated from orienting, and surface dyslexia dissociated from sustained and executive attention. These results indicate that visuospatial attention deficits do not underlie these dyslexias.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Dissociations between developmental dyslexias and attention deficits","attachmentId":74151223,"attachmentType":"pdf","work_url":"https://www.academia.edu/60915896/Dissociations_between_developmental_dyslexias_and_attention_deficits","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/60915896/Dissociations_between_developmental_dyslexias_and_attention_deficits"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="15352565" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15352565/Eye_movement_recordings_during_reading_tasks_in_children_with_mixed_dyslexia">Eye movement recordings during reading tasks in children with mixed dyslexia</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34633780" href="https://independent.academia.edu/GranadosRamosDoraElizabeth">Granados Ramos Dora Elizabeth</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3475579" href="https://independent.academia.edu/GuadalupeCanoTob%C3%ADas">Guadalupe Cano Tobías</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Introduction and Methodology: In order to better understand how mixed dyslexia (MD) manifests in the Spanish language, we studied the patterns in eye movements (EM) and errors of omission, inversion, transposition, substitution, addition, semantic change and lexicalization, committed during reading tasks for words, pseudowords and paragraphs, in 30 fourth grade children (15 MD and 15 controls). Results and Conclusion: We found statistically significant differences between cases and controls, where children with MD showed more substitution, omission and repetition errors, together with more fixations and single saccades. These differences result in decreased reading speed and comprehension level of textbooks.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Eye movement recordings during reading tasks in children with mixed dyslexia","attachmentId":38648958,"attachmentType":"pdf","work_url":"https://www.academia.edu/15352565/Eye_movement_recordings_during_reading_tasks_in_children_with_mixed_dyslexia","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15352565/Eye_movement_recordings_during_reading_tasks_in_children_with_mixed_dyslexia"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="28051159" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/28051159/Reading_behavior_in_dyslexia_Is_there_a_distinctive_pattern">Reading behavior in dyslexia: Is there a distinctive pattern?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34258312" href="https://independent.academia.edu/DonaldShankweiler">Donald Shankweiler</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Bulletin of the Orton Society, 1978</p><p class="ds-related-work--abstract ds2-5-body-sm">Research on reading disability has produced rather little that is of use in diagnosis and treatment despite very considerable expenditures of individual effort and public money. The low yield of research on reading problems no doubt has a number of causes. A major one, in our view, is that the search for causes of reading disability has proceeded independently of investigation into the foundations for reading acquisition in the normal child. For the past several years, the reading research group at Haskins Laboratories has been asking questions about how learning to read builds upon the earlier speech acquisitions of the child. We think that we have made progress in understanding the relationships between reading and spoken language and that our findings throw some light on the causes of reading disability, including the special case of dyslexia.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reading behavior in dyslexia: Is there a distinctive pattern?","attachmentId":48361596,"attachmentType":"pdf","work_url":"https://www.academia.edu/28051159/Reading_behavior_in_dyslexia_Is_there_a_distinctive_pattern","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/28051159/Reading_behavior_in_dyslexia_Is_there_a_distinctive_pattern"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":51130358,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":51130358,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_51130358" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="14296593" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/14296593/A_dual_route_perspective_on_eye_movements_of_dyslexic_readers">A dual-route perspective on eye movements of dyslexic readers</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33255784" href="https://sbg.academia.edu/HeinzWimmer">Heinz Wimmer</a><span>, </span><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="697102" 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