Abstract
The object of this study was to explore further phonological visual-auditory recognition tasks in a group of fifty-six healthy children (mean age: 9.9 ± 0.3) and to compare these data to those recorded in twenty-six age-matched dyslexic children (mean age: 9.8 ± 0.2). Eye movements from both eyes were recorded using an infrared video-oculography system (MobileEBT® e(y)e BRAIN). The recognition task was performed under four conditions in which the target object was displayed either with phonologically unrelated objects (baseline condition), or with cohort or rhyme objects (cohort and rhyme conditions, respectively), or both together (rhyme + cohort condition). The percentage of the total time spent on the targets and the latency of the first saccade on the target were measured. Results in healthy children showed that the percentage of the total time spent in the baseline condition was significantly longer than in the other conditions, and that the latency of the first saccade in the cohort condition was significantly longer than in the other conditions; interestingly, the latency decreased significantly with the increasing age of the children. The developmental trend of phonological awareness was also observed in healthy children only. In contrast, we observed that for dyslexic children the total time spent on the target was similar in all four conditions tested, and also that they had similar latency values in both cohort and rhyme conditions. These findings suggest a different sensitivity to the phonological competitors between dyslexic and non-dyslexic children. Also, the eye-tracking technique provides online information about phonological awareness capabilities in children.
Highlights
Developmental dyslexia is a specific impairment in learning how to read, despite of normal intelligence and education
The Post-hoc test shows that in the baseline condition the percentage of the total time spent on the target was significantly larger than that spent in the rhyme condition (p
We address the question of phonological competitor effects comparing non-dyslexic and dyslexic children through a visual-auditory recognition task
Summary
Developmental dyslexia is a specific impairment in learning how to read, despite of normal intelligence and education. It is well established that phonological abilities constitute the prerequisite to efficient reading [1, 2, 3]. Visual-Auditory Recognition in Dyslexic and Non-Dyslexic Children during Eye Movement Recordings
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