Learning to spell is very difficult for dyslexic children, a phenomenon explained by a deficit in processing phonological information. However, to spell correctly in an alphabetic language such as French, phonological knowledge is not enough. Indeed, the French written system requires the speller to acquire visuo-orthographical and morphological…

Poor parallel letter-string processing in developmental dyslexia was taken as evidence of poor visual attention (VA) span, that is, a limitation of visual attentional resources that affects multi-character processing. However, the use of letter stimuli in oral report tasks was challenged on its capacity to highlight a VA span disorder. In…

This study examined supraspan free recall in children with and without spelling impairment. A repeated free recall task involving overt rehearsal and three computer-based adaptive working memory tasks were administered to 54 eight-year-old children. Children without spelling impairments tended to recall more items than did those children with…

The reduced verbal long-term memory capacities often reported in dyslexics are generally interpreted as a consequence of their deficit in phonological coding. The present study was aimed at evaluating whether the learning deficit exhibited by dyslexics was restricted only to the verbal component of the long-term memory abilities or also involved…

The purpose of this study was to examine if children with dyslexia learning to read a consistent orthography (Greek) experience auditory and visual processing deficits and if these deficits are associated with phonological awareness, rapid naming speed and orthographic processing. We administered measures of general cognitive ability, phonological…

The magnitude of the association between developmental dyslexia (DD) and motion sensitivity is evaluated in 35 studies, which investigated coherence motion perception in DD. A first analysis is conducted on the differences between DD groups and age-matched control (C) groups. In a second analysis, the relationship between motion coherence…

Binocular yoking of saccades is essential for single vision of words during reading. This study examines the quality of binocular coordination in individuals with dyslexia, independent of the process of reading. Fifteen dyslexia children (11.2 plus or minus 1.4 years) and 15 non-dyslexia individuals (8 children, aged 11.1 plus or minus 1.3 years,…

This study reports a comparison of screening tests for dyslexia, dyspraxia and Meares-Irlen (M-I) syndrome in a Higher Education setting, the University of Worcester. Using a sample of 74 volunteer students, we compared the current tutor-delivered battery of 15 subtests with a computerized test, the Lucid Adult Dyslexia Screening test (LADS), and…

Developmental dyslexia is often characterized by a visual deficit, but the nature of this impairment and how it relates to reading ability is disputed ("Brain" 2003; "126": 841-865). In order to investigate this issue, we compared groups of adults with and without dyslexia on the Ternus, visual-search and symbols tasks.…

Alerting, orienting and executive control of attention are investigated in five adult cases of dyslexia. In comparison with a control group, alerting and executive control were found to be generally intact for each case. Two spatial cueing tasks were employed. For the task requiring target detection, orienting difficulties were evident only in…

Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's…

Visual stress--a condition in which unpleasant visual symptoms are experienced when reading--has been reported to be more prevalent in dyslexic individuals but at the present time the relationship between dyslexia and visual stress remains controversial. ViSS, a computerized visual stress screener that incorporates reading-like visual search, has…

We examined the development of phonological processing, naming speed, and visual attention in kindergarten and addressed the question of their contribution to reading and spelling in grade 1. Seventy five French-speaking children were administered seven tasks at the two phases of the study, and reading and spelling were assessed in grade 1. The…

This study investigated the ability of temporal processing measures obtained before school entry to predict early reading development in an unselected sample of 125 children (68 males, 57 females). Visual and auditory temporal order judgment (TOJ) tasks measured at Preschool (mean age 5.36 years) significantly predicted letter and word…