Integration of Impaired Visual as Well as Impaired Phonological Information Can Cause Reading Errors

Abstract

Developmental dyslexia is a common problem amongst school children (5% – 10% are afflicted), yet controversy surrounds the explanation for its cause. Fluent reading requires rapid association of visual with phonological information—therefore problems with either visual or phonological processing could cause reading difficulties. It is known that dyslexics’ speech perception is often impaired, giving rise to ‘fuzzy’ or ‘underspecified’ phonological representations. This leads, in turn, to difficulties with letter-to-sound mapping during reading. Dyslexic individuals also find it unusually difficult to detect flickering or moving visual stimuli, consistent with impaired processing in the magnocellular visual stream. This raises the question of whether dyslexics' reading problems may be caused not only by abnormal phonological processing but also by magnocellular impairment. We suggest that, when children read, impaired magnocellular function may degrade information about where letters are positioned with respect to each other. We predicted that this might cause reading errors which contain sounds not represented in the printed word. We call these orthographically inconsistent nonsense errors ‘letter’ errors. To test this idea we assessed magnocellular function in 58 children by using a coherent-motion detection task. We then gave these children a single-word reading task and found that the likelihood of them making ‘letter’ errors was best explained by independent contributions from motion detection (ie magnocellular function) and phonological awareness (assessed by a spoonerism task). This result held even when chronological age, reading ability, and IQ were controlled for. These findings suggest that, when visual and phonological information is integrated during reading, impairments in both domains may indeed affect how children read.