Effective dyslexia remediation specifically designed for older struggling readers (age 7+).

Spatial Attention Shifting and Phonological Processing in Adults with Dyslexia

Ian Abbott, Rebecca F Larkin, Andrew K Dunn
The New School Psychology Bulletin 2015, Vol. 12, No. 1

Abstract

We assessed whether a group of adults with dyslexia showed impaired performance on shifting visual spatial attention, as per Hari and Renvall's (2001) sluggish attentional shifting (SAS) hypothesis. Twelve adults with dyslexia and 12 controls took part in the experiment and completed standardised measures of single word reading, spelling, IQ, phonological processing, speed of processing and non-word reading. Attention orienting was measured using a version a task developed by Schul et al., (2004), which yields accuracy and reaction time data. Overall, the dyslexic participants showed the same pattern of performance as the control participants on the attention orienting task, but completed the tasks at a consistently slower pace. Further attention shifting was not a significant unique predictor of non-word reading performance after age, general ability and speed of processing had been controlled. The findings suggest that a deficit in cognitive processing speed may characterise dyslexia alongside core difficulties with phonological awareness.

Full Text

PDF

Collage depicting Core Values

quote-sign Our Dynaread team members are required to hold themselves accountable for serving our clients in adherence with our core values...

  • Contribute with scientific and overall integrity.
  • Retain the focus on the needs of each individual child.

DYNAREAD: Grounded in Reality

Photo of a soldier and his family.

Dynaread has been developed in the trenches of actual remediation, with our feet firmly planted on the ground. Scientific research is essential (and we consistently use it), but we also understand the realities at home and in school. Not all homes have two parents, not all Dad's or Mom's are always home, there is oftentimes no money, schools lack staff or funding. We listen, we observe, we discuss, and we build the best solutions we can for older (ages 7+) struggling readers.

Photo showing holding hands: Helping Children Together.