Paradoxical Enhancement of Letter Recognition in Developmental Dyslexia

Abstract

In a number of studies, children diagnosed with developmental dyslexia reached normal scores in standard visual processing tasks, and some researchers concluded that visual processing deficits are not involved in the syndrome. The tasks used, however, may be insensitive to anomalous visual information processing strategies used to compensate for an underlying deficit. To determine whether children with dyslexia use anomalous visual processing strategies, a same-differenttask was applied, in which 2 items identical under rotation and reflection were judged as same. Pairs of letters or dot patterns were used, which were either symmetric or asymmetric in shape. Children with dyslexia performed faster than normal-reading children—in particular, remarkably, with letters. Symmetry of dot patterns facilitated performance in both children with dyslexia and normal-reading children; symmetry of letters facilitated performance in children with dyslexia but not in normal-reading children. Children with dyslexia, therefore, fail to adequately differentiate visual processing of linguistic and nonlinguistic materials; they process symmetry in letters similarly to that in shapes, which leads in this particular task to the paradoxical observation of children with dyslexia outperforming normal readers with letters.