Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies |
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| Authors: | Valdois Sylviane Bosse Marie-Line Ans B Carbonnel S Zorman Michel David D Pellat Jacques |
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| Institution: | (1) Laboratoire de Psychologie Expérimentale (UMR 5105, CNRS), Université Pierre Mendès France, Grenoble, France;(2) Laboratoire Cogni-sciences et Apprentissage, IUFM et Université Joseph Fourier, Grenoble, France;(3) Service de Neuropsychologie, CHU Nord et Université Joseph Fourier, Grenoble, France;(4) Laboratoire de Psychologie Expérimentale (UMR 5105 CNRS), Université de Savoie, Chambéry, France |
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| Abstract: | The present study describes two Frenchteenagers with developmental reading andwriting impairments whose performance wascompared to that of chronological age andreading age matched non-dyslexic participants.Laurent conforms to the pattern of phonologicaldyslexia: he exhibits a poor performance inpseudo-word reading and spelling, producesphonologically inaccurate misspellings butreads most exception words accurately. Nicolas,in contrast, is poor in reading and spelling ofexception words but is quite good atpseudo-word spelling, suggesting that hesuffers from surface dyslexia and dysgraphia.The two participants were submitted to anextensive battery of metaphonological tasks andto two visual attentional tasks. Laurentdemonstrated poor phonemic awareness skills butgood visual processing abilities, while Nicolasshowed the reverse pattern with severedifficulties in the visual attentional tasksbut good phonemic awareness. The presentresults suggest that a visual attentionaldisorder might be found to be associated withthe pattern of developmental surface dyslexia.The present findings further show thatphonological and visual processing deficits candissociate in developmental dyslexia. |
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| Keywords: | Developmental dyslexia Phonological skills Reading Visual processing |
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