scholarly journals Neurophysiology of grapheme decoding

2019 ◽  
pp. 402-433
Author(s):  
Marije SOTO ◽  
Juliana Novo GOMES ◽  
Aniela Improta FRANÇA ◽  
Aniela Gesualdi MANHÃES
Keyword(s):  
Reading Fluency ◽  
Visual Processing ◽  
Individual Performance ◽  
Word Form ◽  
Test Results ◽  
Predictive Tool ◽  
Form Processing ◽  
N170 Component ◽  
8Th Graders ◽  
Electrophysiological Experiment

This study zooms in on the specialization of visual processing that underlies grapheme and word form processing, and presents an electrophysiological experiment performed with 8th graders in a public state elementary school. The methodology of Event Related Brain Potential (EEG-ERP) was used to collect and analyze the N170 component, a neurophysiological signature sensitive to grapheme and word form processing. The test results indicated that, in this group, higher performance in grapheme recognition was not associated to a reduced difference between ERP wave amplitudes in response to word and false font stimuli, but instead to a clear left lateralization of print sensitive N170 responses. Differently from most ERP studies that uses the grand-averaging of all participants’ ERP responses, the current analysis also investigated individual performance of participants. In this modality, the varying levels of intensity and lateralization of the neurophysiological response indicate that a large portion of the participants remain in the process of obtaining reading fluency long after having started to learn how to read. The qualitative correlation between performance and the degree of lateralization is, thus, a novel and promising measurement involving the N170 component as a descriptive and predictive tool in the monitoring of reading acquisition stages.

scholarly journals Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
S. Brem ◽  
U. Maurer ◽  
M. Kronbichler ◽  
M. Schurz ◽  
F. Richlan ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Word Processing ◽  
Visual Word ◽  
Common Finding ◽  
Word Form ◽  
Reduced Word ◽  
Form Processing ◽  
Visual Word Form Area ◽  
Intermediate Readers ◽  
Spatially Extended

Abstract The visual word form area (VWFA) in the left ventral occipito-temporal (vOT) cortex is key to fluent reading in children and adults. Diminished VWFA activation during print processing tasks is a common finding in subjects with severe reading problems. Here, we report fMRI data from a multicentre study with 140 children in primary school (7.9–12.2 years; 55 children with dyslexia, 73 typical readers, 12 intermediate readers). All performed a semantic task on visually presented words and a matched control task on symbol strings. With this large group of children, including the entire spectrum from severely impaired to highly fluent readers, we aimed to clarify the association of reading fluency and left vOT activation during visual word processing. The results of this study confirm reduced word-sensitive activation within the left vOT in children with dyslexia. Interestingly, the association of reading skills and left vOT activation was especially strong and spatially extended in children with dyslexia. Thus, deficits in basic visual word form processing increase with the severity of reading disability but seem only weakly associated with fluency within the typical reading range suggesting a linear dependence of reading scores with VFWA activation only in the poorest readers.

scholarly journals Rapid Interactions between Lexical Semantic and Word Form Analysis during Word Recognition in Context: Evidence from ERPs

2012 ◽  
Vol 24 (5) ◽  
pp. 1104-1112 ◽  
Author(s):  
Albert Kim ◽  
Vicky Lai
Keyword(s):  
Word Recognition ◽  
Time Course ◽  
Recognition System ◽  
Visual Word ◽  
Word Form ◽  
Real Word ◽  
Form Analysis ◽  
Lexical Semantic ◽  
Form Processing ◽  
N170 Component

We used ERPs to investigate the time course of interactions between lexical semantic and sublexical visual word form processing during word recognition. Participants read sentence-embedded pseudowords that orthographically resembled a contextually supported real word (e.g., “She measured the flour so she could bake a ceke…”) or did not (e.g., “She measured the flour so she could bake a tont…”) along with nonword consonant strings (e.g., “She measured the flour so she could bake a srdt…”). Pseudowords that resembled a contextually supported real word (“ceke”) elicited an enhanced positivity at 130 msec (P130), relative to real words (e.g., “She measured the flour so she could bake a cake…”). Pseudowords that did not resemble a plausible real word (“tont”) enhanced the N170 component, as did nonword consonant strings (“srdt”). The effect pattern shows that the visual word recognition system is, perhaps, counterintuitively, more rapidly sensitive to minor than to flagrant deviations from contextually predicted inputs. The findings are consistent with rapid interactions between lexical and sublexical representations during word recognition, in which rapid lexical access of a contextually supported word (CAKE) provides top–down excitation of form features (“cake”), highlighting the anomaly of an unexpected word “ceke.”

The Effect of In-School Saccadic Training on Reading Fluency and Comprehension in First and Second Grade Students

2016 ◽  
Vol 32 (1) ◽  
pp. 104-111 ◽  
Author(s):  
David Dodick ◽  
Amaal J. Starling ◽  
Jennifer Wethe ◽  
Yi Pang ◽  
Leonard V. Messner ◽  
...  
Keyword(s):  
Eye Movements ◽  
Reading Fluency ◽  
Visual Processing ◽  
Second Grade ◽  
Control Group ◽  
Second Grade Students ◽  
Fluency And Comprehension ◽  
Physical Foundation ◽  
Study Participants ◽  
And Control

Efficient eye movements provide a physical foundation for proficient reading skills. We investigated the effect of in-school saccadic training on reading performance. In this cross-over design, study participants (n = 327, 165 males; mean age [SD]: 7 y 6 mo [1y 1 mo]) were randomized into treatment and control groups, who then underwent eighteen 20-minute training sessions over 5 weeks using King-Devick Reading Acceleration Program Software. Pre- and posttreatment reading assessments included fluency, comprehension, and rapid number naming performance. The treatment group had significantly greater improvement than the control group in fluency (6.2% vs 3.6%, P = .0277) and comprehension (7.5% vs 1.5%, P = .0002). The high-needs student group significantly improved in fluency ( P < .001) and comprehension ( P < .001). We hypothesize these improvements to be attributed to the repetitive practice of reading-related eye movements, shifting visuospatial attention, and visual processing. Consideration should be given to teaching the physical act of reading within the early education curriculum.

Using Game-Based Learning to Improve Boys' Literacy

2022 ◽  
pp. 249-268
Author(s):  
Minda M. B. Marshall ◽  
Marinda Marshall
Keyword(s):  
South African ◽  
Reading Fluency ◽  
Visual Processing ◽  
Intervention Program ◽  
Reading Speed ◽  
Literacy Intervention ◽  
Game Based Learning ◽  
Perceptual Development ◽  
Whole School ◽  
Visual Intelligence

This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).

Maximizing Students' Learning Success Through Lab-on-Line

2020 ◽  
pp. 262-276
Author(s):  
Minda M. B. Marshall ◽  
Simon George Taukeni ◽  
Rheinhold Disho Muruti ◽  
Gibert Likando ◽  
Cynthy Kaliinasho Haihambo ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Reading Fluency ◽  
Visual Processing ◽  
Reading Speed ◽  
Perceptual Development ◽  
Learning Success ◽  
Reading Efficiency ◽  
Comprehension Ability ◽  
On Line ◽  
The University

This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).

Recovery of word form processing after left inferior parietal lesion: A single case fMRI study

2003 ◽  
Vol 87 (1) ◽  
pp. 124-125 ◽  
Author(s):  
Marion Grande ◽  
Susanne Weis ◽  
Klaus Willmes ◽  
Walter Huber
Keyword(s):  
Single Case ◽  
Word Form ◽  
Form Processing ◽  
Fmri Study ◽  
Parietal Lesion

scholarly journals Anorexia nervosa and body dysmorphic disorder are associated with abnormalities in processing visual information

2015 ◽  
Vol 45 (10) ◽  
pp. 2111-2122 ◽  
Author(s):  
W. Li ◽  
T. M. Lai ◽  
C. Bohon ◽  
S. K. Loo ◽  
D. McCurdy ◽  
...  
Keyword(s):  
Anorexia Nervosa ◽  
Spatial Frequency ◽  
Visual Processing ◽  
Visual Information ◽  
Body Dysmorphic Disorder ◽  
High Spatial Frequency ◽  
Event Related Potentials ◽  
Visual Stream ◽  
N170 Component ◽  
Related Potentials

BackgroundAnorexia nervosa (AN) and body dysmorphic disorder (BDD) are characterized by distorted body image and are frequently co-morbid with each other, although their relationship remains little studied. While there is evidence of abnormalities in visual and visuospatial processing in both disorders, no study has directly compared the two. We used two complementary modalities – event-related potentials (ERPs) and functional magnetic resonance imaging (fMRI) – to test for abnormal activity associated with early visual signaling.MethodWe acquired fMRI and ERP data in separate sessions from 15 unmedicated individuals in each of three groups (weight-restored AN, BDD, and healthy controls) while they viewed images of faces and houses of different spatial frequencies. We used joint independent component analyses to compare activity in visual systems.ResultsAN and BDD groups demonstrated similar hypoactivity in early secondary visual processing regions and the dorsal visual stream when viewing low spatial frequency faces, linked to the N170 component, as well as in early secondary visual processing regions when viewing low spatial frequency houses, linked to the P100 component. Additionally, the BDD group exhibited hyperactivity in fusiform cortex when viewing high spatial frequency houses, linked to the N170 component. Greater activity in this component was associated with lower attractiveness ratings of faces.ConclusionsResults provide preliminary evidence of similar abnormal spatiotemporal activation in AN and BDD for configural/holistic information for appearance- and non-appearance-related stimuli. This suggests a common phenotype of abnormal early visual system functioning, which may contribute to perceptual distortions.

scholarly journals Global visual processing in macaques studied using Kanizsa illusory shapes

2010 ◽  
Vol 27 (3-4) ◽  
pp. 131-138 ◽  
Author(s):  
KIMBERLY A. FELTNER ◽  
LYNNE KIORPES
Keyword(s):  
Visual Processing ◽  
Macaca Nemestrina ◽  
Form Perception ◽  
Performance Limits ◽  
Form Discrimination ◽  
Macaque Monkeys ◽  
Match To Sample ◽  
Form Processing ◽  
Global Form ◽  
Support Ratio

AbstractThe ability to extract form information from a visual scene, for object recognition or figure–ground segregation, is a fundamental visual system function. Many studies of nonhuman primates have addressed the neural mechanisms involved in global form processing, but few have sought to demonstrate this ability behaviorally. In this study, we probed global visual processing in macaque monkeys (Macaca nemestrina) using classical Kanizsa illusory shapes as an assay of global form perception. We trained three monkeys on a “similarity match-to-sample” form discrimination task, first with complete forms embedded in fields of noncontour-inducing “pacman” elements. We then tested them with classic Kanizsa illusory shapes embedded in fields of randomly oriented elements. Two of the three subjects reached our criterion performance level of 80% correct or better on four of five illusory test conditions, demonstrating clear evidence of Kanizsa illusory form perception; the third subject mastered three of five conditions. Performance limits for illusory form discrimination were obtained by manipulating support ratio and by measuring threshold for discriminating “fat” and “thin” illusory squares. Our results indicate that macaque monkeys are capable of global form processing similarly to humans and that the perceptual mechanisms for “filling-in” contour gaps exist in macaques as they do in humans.

Do patients with pure alexia suffer from a specific word form processing deficit? Evidence from ‘wrods with trasnpsoed letetrs’

2011 ◽  
Vol 49 (5) ◽  
pp. 1294-1301 ◽  
Author(s):  
Tobias Pflugshaupt ◽  
Julia Suchan ◽  
Marc-André Mandler ◽  
Alexander N. Sokolov ◽  
Susanne Trauzettel-Klosinski ◽  
...  
Keyword(s):  
Word Form ◽  
Pure Alexia ◽  
Form Processing ◽  
Processing Deficit

Visual Cortical Representation of Whole Words and Hemifield-split Word Parts

2016 ◽  
Vol 28 (2) ◽  
pp. 252-260 ◽  
Author(s):  
Lars Strother ◽  
Alexandra M. Coros ◽  
Tutis Vilis
Keyword(s):  
Visual Processing ◽  
Right Hemisphere ◽  
Visual Word ◽  
Anatomical Location ◽  
Word Form ◽  
Cortical Areas ◽  
Visual Hemifield ◽  
The Right ◽  
Visual Cortical ◽  
Form Information

Reading requires the neural integration of visual word form information that is split between our retinal hemifields. We examined multiple visual cortical areas involved in this process by measuring fMRI responses while observers viewed words that changed or repeated in one or both hemifields. We were specifically interested in identifying brain areas that exhibit decreased fMRI responses as a result of repeated versus changing visual word form information in each visual hemifield. Our method yielded highly significant effects of word repetition in a previously reported visual word form area (VWFA) in occipitotemporal cortex, which represents hemifield-split words as whole units. We also identified a more posterior occipital word form area (OWFA), which represents word form information in the right and left hemifields independently and is thus both functionally and anatomically distinct from the VWFA. Both the VWFA and the OWFA were left-lateralized in our study and strikingly symmetric in anatomical location relative to known face-selective visual cortical areas in the right hemisphere. Our findings are consistent with the observation that category-selective visual areas come in pairs and support the view that neural mechanisms in left visual cortex—especially those that evolved to support the visual processing of faces—are developmentally malleable and become incorporated into a left-lateralized visual word form network that supports rapid word recognition and reading.

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