https://lynnhellerstein.com/wp-content/uploads/2013/03/Dyslexia-spatial-atten-not-phonol-process.pdf

Dyslexia: a deficit in visuo-spatial attention, not in phonological processing

http://www.utdallas.edu/~otoole/GRAD_CGS/R7_hari.pdf

Impaired processing of rapid stimulus sequences in dyslexia

Developmental deficits that affect speech perception increase the risk of language and literacy problems, which can lead to lowered academic and occupational accomplishment Normal development and disorders of speech perception have both been linked to temporospectral auditory processing speed Understanding the role of dynamic auditory processing in speech perception and language comprehension has led to the development of neuroplasticity-based intervention strategies aimed at ameliorating language and literacy problems and their sequelae

Improving language and literacy is a matter of time

There is strong converging evidence suggesting that developmental dyslexia stems from a phonological processing deficit. However, this hypothesis has been challenged by the widely admitted heterogeneity of the dyslexic population, and by several reports of dyslexic individuals with no apparent phonological deficit. In this paper, we discuss the hypothesis that a phonological deficit may not be the only core deficit in developmental dyslexia and critically examine several alternative proposals. To establish that a given cognitive deficit is causally related to dyslexia, at least two conditions need to be fulfilled. First, the hypothesized deficit needs to be associated with developmental dyslexia independently of additional phonological deficits. Second, the hypothesized deficit must predict reading ability, on both empirical and theoretical grounds. While most current hypotheses fail to fulfil these criteria, we argue that the visual attentional deficit hypothesis does. Recent studies providing evidence for the independence of phonological and visual attentional deficits in developmental dyslexia are reviewed together with empirical data showing that phonological and visual attentional processing skills contribute independently to reading performance. A theoretical model of reading is outlined in support of a causal link between a visual attentional disorder and a failure in reading acquisition.

& The Cognitive Deficits Responsible for Developmental Dyslexia: Review of Evidence for a

There is strong converging evidence suggesting that developmental dyslexia stems from a phonological processing deficit. However, this hypothesis has been challenged by the widely admitted heterogeneity of the dyslexic population, and by several reports of dyslexic individuals with no apparent phonological deficit. In this paper, we discuss the hypothesis that a phonological deficit may not be the only core deficit in developmental dyslexia and critically examine several alternative proposals. To establish that a given cognitive deficit is causally related to dyslexia, at least two conditions need to be fulfilled. First, the hypothesized deficit needs to be associated with developmental dyslexia independently of additional phonological deficits. Second, the hypothesized deficit must predict reading ability, on both empirical and theoretical grounds. While most current hypotheses fail to fulfil these criteria, we argue that the visual attentional deficit hypothesis does. Recent studies providing evidence for the independence of phonological and visual attentional deficits in developmental dyslexia are reviewed together with empirical data showing that phonological and visual attentional processing skills contribute independently to reading performance. A theoretical model of reading is outlined in support of a causal link between a visual attentional disorder and a failure in reading acquisition. Copyright © 2004 John Wiley & Sons, Ltd.

https://hal.archives-ouvertes.fr/hal-00826009/document

M. Valta

Papers

Prolonged attentional dwell time in dyslexic adults.