Visual attention span and reading acquisition: a causal relationship? – VASRA

Based on the MTM model of reading (Ans, Carbonnel & Valdois, 1998), the concept of visual attention (VA) span was introduced by our team as the amount of distinct visual elements that can be processed in parallel in a multi element array (Bosse, Tainturier & Valdois, in press). We previously demonstrated that some dyslexic children exhibit a VA span disorder independently of any phonological problem and that VA span abilities improve with reading performance in normally developing children. A longitudinal study further showed that pre-readers' VA span abilities predict later reading performance. However, evidence for a causal relationship further requires demonstrating that training programs focusing on VA span abilities improve reading performance. For this purpose, two studies will be conducted. The first study aims at showing that two intensive training programs (a phonological or VA span training program) differentially impact reading performance in the dyslexic participants. Modulations of fMRI markers under the influence of training are further expected with specific changes in the peri-sylvian cortex and parietal lobe after the phonology-oriented and VA training respectively. The second study aims at showing that VA training improves reading acquisition in normally developing children. For this purpose, a group of 1st grade children will benefit from an intensive VA training. Their reading performance will be assessed three months later and compared to that of a control group trained in oral language comprehension. Evidence for specific improvements in reading following VA training will be taken as supporting a causal relationship. Apart from these theoretical considerations, a third purpose will be to develop a computerized version of the VA training program.