Facial Speech Processing in Children with and without Dyslexia

Autor/inn/en	Galazka, Martyna A.; Hadjikhani, Nouchine; Sundqvist, Maria; Åsberg Johnels, Jakob
Titel	Facial Speech Processing in Children with and without Dyslexia
Quelle	In: Annals of Dyslexia, 71 (2021) 3, S.501-524 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galazka, Martyna A.) ORCID (Hadjikhani, Nouchine) ORCID (Sundqvist, Maria) ORCID (Åsberg Johnels, Jakob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-021-00231-3
Schlagwörter	Speech; Dyslexia; Children; Human Body; Eye Movements; Cognitive Processes; Difficulty Level; Cues; Articulation (Speech); Severity (of Disability) + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Child; Kind; Kinder; Menschlicher Körper; Augenbewegung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Stichwort; Schweregrad
Abstract	What role does the presence of facial speech play for children with dyslexia? Current literature proposes two distinctive claims. One claim states that children with dyslexia make less use of visual information from the mouth during speech processing due to a deficit in recruitment of audiovisual areas. An opposing claim suggests that children with dyslexia are in fact "reliant" on such information in order to compensate for auditory/phonological impairments. The current paper aims at directly testing these contrasting hypotheses (here referred to as "mouth insensitivity" versus "mouth reliance") in school-age children with and without dyslexia, matched on age and listening comprehension. Using eye tracking, in Study 1, we examined how children look at the mouth across conditions varying in speech processing demands. The results did not indicate significant group differences in looking at the mouth. However, correlation analyses suggest potentially important distinctions within the dyslexia group: those children with dyslexia who are better readers attended more to the mouth while presented with a person's face in a phonologically demanding condition. In Study 2, we examined whether the presence of facial speech cues is functionally beneficial when a child is encoding written words. The results indicated lack of overall group differences on the task, although those with less severe reading problems in the dyslexia group were more accurate when reading words that were presented with articulatory facial speech cues. Collectively, our results suggest that children with dyslexia differ in their "mouth reliance" versus "mouth insensitivity," a profile that seems to be related to the severity of their reading problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01