Intervention for a visual attention span processing deficit in a Greek-speaking child with slow reading speed: Developmental dyslexia and visual attention span processing training

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Abstract

Abstract. We present the case of TN, aged 9;11, a monolingual Greek-speaking girl with accurate but slow word and non-word reading. Neuropsychological assessment revealed a selective deficit in visual attention span (VAS) tasks. TN had previously taken part in a spelling intervention targeting whole word processing and, although her spelling improved, at the end of the programme, her reading remained slow. In the present study, we assessed TN in a lexical decision task with semantic primes, and she showed reduced semantic priming in relation to typically developing readers. TN took part in an intervention aimed at mitigating the VAS processing deficit and similar to a programme previously conducted with a twelveyear- old Greek-speaking boy, RF (Niolaki & Masterson, 2013). Post-test results for TN revealed a significant improvement in letter report ability, as well as a reduction in word reading latencies; semantic facilitation was also observed in the priming task following the intervention, although pre- and post-intervention differences were not significant. The results indicate, in line with previous research, an association between visual attention span and reading speed.
Original languageEnglish
Article number8
Pages (from-to)(In-press)
Number of pages30
JournalPreschool and Primary Education
Volume8
Issue number1
DOIs
Publication statusPublished - May 2020

Bibliographical note

Open access under a CC-BY-NC-SA licence

Keywords

  • visual attention span processing
  • developmental dyslexia

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