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The eye-voice lead during oral reading in developmental dyslexia.

De Luca M, Pontillo M, Primativo S, Spinelli D, Zoccolotti P - Front Hum Neurosci (2013)

Bottom Line: Their slowness was characterized by a great number of silent pauses and sounding-out behaviors and a small lengthening of word articulation times.We propose that referring to proportional differences allows for a parsimonious interpretation of the reading deficit in terms of a single deficit in word decoding.The possible source of this deficit may call for visual or phonological mechanisms, including Goswami's temporal sampling framework.

View Article: PubMed Central - PubMed

Affiliation: Neuropsychology Unit, IRCCS Fondazione Santa Lucia Rome, Italy.

ABSTRACT
In reading aloud, the eye typically leads over voice position. In the present study, eye movements and voice utterances were simultaneously recorded and tracked during the reading of a meaningful text to evaluate the eye-voice lead in 16 dyslexic and 16 same-age control readers. Dyslexic children were slower than control peers in reading texts. Their slowness was characterized by a great number of silent pauses and sounding-out behaviors and a small lengthening of word articulation times. Regarding eye movements, dyslexic readers made many more eye fixations (and generally smaller rightward saccades) than controls. Eye movements and voice (which were shifted in time because of the eye-voice lead) were synchronized in dyslexic readers as well as controls. As expected, the eye-voice lead was significantly smaller in dyslexic than control readers, confirming early observations by Buswell (1921) and Fairbanks (1937). The eye-voice lead was significantly correlated with several eye movements and voice parameters, particularly number of fixations and silent pauses. The difference in performance between dyslexic and control readers across several eye and voice parameters was expressed by a ratio of about 2. We propose that referring to proportional differences allows for a parsimonious interpretation of the reading deficit in terms of a single deficit in word decoding. The possible source of this deficit may call for visual or phonological mechanisms, including Goswami's temporal sampling framework.

No MeSH data available.


Related in: MedlinePlus

Distribution of frequency for fixation duration, separately for dyslexic and control readers. Intervals on the abscissa by 25 ms each.
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Figure 4: Distribution of frequency for fixation duration, separately for dyslexic and control readers. Intervals on the abscissa by 25 ms each.

Mentions: The second part of Table 4 reports eye movement results measured in greater depth for reading aloud the three-line sentence. Total viewing time data are consistent with those of the whole passage. Dyslexic readers showed a significantly higher number of fixations and a higher percentage of regressions and smaller forward saccade amplitude with respect to control readers. No significant difference was detected for fixation duration. The distribution of fixation durations for the two groups of children is presented in Figure 4: note that the two groups show a very similar number of short fixations (<100 ms), while the number of longer fixations is higher for dyslexic children and highest in the 175–225 ms time interval.


The eye-voice lead during oral reading in developmental dyslexia.

De Luca M, Pontillo M, Primativo S, Spinelli D, Zoccolotti P - Front Hum Neurosci (2013)

Distribution of frequency for fixation duration, separately for dyslexic and control readers. Intervals on the abscissa by 25 ms each.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3818695&req=5

Figure 4: Distribution of frequency for fixation duration, separately for dyslexic and control readers. Intervals on the abscissa by 25 ms each.
Mentions: The second part of Table 4 reports eye movement results measured in greater depth for reading aloud the three-line sentence. Total viewing time data are consistent with those of the whole passage. Dyslexic readers showed a significantly higher number of fixations and a higher percentage of regressions and smaller forward saccade amplitude with respect to control readers. No significant difference was detected for fixation duration. The distribution of fixation durations for the two groups of children is presented in Figure 4: note that the two groups show a very similar number of short fixations (<100 ms), while the number of longer fixations is higher for dyslexic children and highest in the 175–225 ms time interval.

Bottom Line: Their slowness was characterized by a great number of silent pauses and sounding-out behaviors and a small lengthening of word articulation times.We propose that referring to proportional differences allows for a parsimonious interpretation of the reading deficit in terms of a single deficit in word decoding.The possible source of this deficit may call for visual or phonological mechanisms, including Goswami's temporal sampling framework.

View Article: PubMed Central - PubMed

Affiliation: Neuropsychology Unit, IRCCS Fondazione Santa Lucia Rome, Italy.

ABSTRACT
In reading aloud, the eye typically leads over voice position. In the present study, eye movements and voice utterances were simultaneously recorded and tracked during the reading of a meaningful text to evaluate the eye-voice lead in 16 dyslexic and 16 same-age control readers. Dyslexic children were slower than control peers in reading texts. Their slowness was characterized by a great number of silent pauses and sounding-out behaviors and a small lengthening of word articulation times. Regarding eye movements, dyslexic readers made many more eye fixations (and generally smaller rightward saccades) than controls. Eye movements and voice (which were shifted in time because of the eye-voice lead) were synchronized in dyslexic readers as well as controls. As expected, the eye-voice lead was significantly smaller in dyslexic than control readers, confirming early observations by Buswell (1921) and Fairbanks (1937). The eye-voice lead was significantly correlated with several eye movements and voice parameters, particularly number of fixations and silent pauses. The difference in performance between dyslexic and control readers across several eye and voice parameters was expressed by a ratio of about 2. We propose that referring to proportional differences allows for a parsimonious interpretation of the reading deficit in terms of a single deficit in word decoding. The possible source of this deficit may call for visual or phonological mechanisms, including Goswami's temporal sampling framework.

No MeSH data available.


Related in: MedlinePlus