Intervention Targeting Different Visual Attention Span Components in Chinese Children with Developmental Dyslexia: A Study Based on Bundesen's Theory of Visual Attention

Autor/inn/en	Ren, Xiaoyu; Li, Jie; Liu, Jinqiu; Liu, Duo; Zhao, Jing
Titel	Intervention Targeting Different Visual Attention Span Components in Chinese Children with Developmental Dyslexia: A Study Based on Bundesen's Theory of Visual Attention
Quelle	In: Annals of Dyslexia, 73 (2023) 3, S.487-509 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-023-00288-2
Schlagwörter	Foreign Countries; Visual Perception; Attention Span; Dyslexia; Developmental Disabilities; Short Term Memory; Cognitive Processes; Inhibition; Reading Instruction; Children; Students with Disabilities; Program Effectiveness; Training; Reading Skills; Reading Fluency; China + Suchen Sie Ihr Suchwort? Ausland; Visuelle Wahrnehmung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Hemmung; Leseunterricht; Child; Kind; Kinder; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausbildung; Reading skill; Lesefertigkeit
Abstract	Within the framework of the theory of visual attention (TVA), the visual attention span (VAS) deficit among individuals with developmental dyslexia has been ascribed to the problems entailed by bottom-up (BotU) and top-down (TopD) attentional processes. The former involves two VAS subcomponents: the visual short-term memory storage and perceptual processing speed; the latter consists of the spatial bias of attentional weight and the inhibitory control. Then, what about the influences of the BotU and TopD components on reading? Are there differences in the roles of the two types of attentional processes in reading? This study addresses these issues by using two types of training tasks separately, corresponding to the BotU and TopD attentional components. Three groups of Chinese children with dyslexia--15 children each in the BotU training, TopD training, and non-trained active control groups were recruited here. Participants completed reading measures and a CombiTVA task which was used to estimate VAS subcomponents, before and after the training procedure. Results showed that BotU training improved both the within-category and between-category VAS subcomponents and sentence reading performance; meanwhile, TopD training enhanced character reading fluency through improving spatial attention capacity. Moreover, benefits on attentional capacities and reading skills in the two training groups were generally maintained three months after the intervention. The present findings revealed diverse patterns in the influences of VAS on reading within the TVA framework, which contributes to enriching the understanding of VAS-reading relation. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01