Niolaki, GZ;
Terzolpoulos, AR;
Masterson, J;
(2020)
Intervention for a visual attention span processing deficit in a Greek-speaking child with slow reading speed.
Preschool and Primary Education
, 7
(3)
10.12681/ppej.21181.
(In press).
Preview |
Text
Intervention_fo_a_Visual_Attention_Span_Processing_Deficit.pdf - Published Version Download (1MB) | Preview |
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 twelve- year-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.
Type: | Article |
---|---|
Title: | Intervention for a visual attention span processing deficit in a Greek-speaking child with slow reading speed |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.12681/ppej.21181 |
Publisher version: | http://dx.doi.org/10.12681/ppej.21181 |
Language: | English |
Additional information: | This version is the version of record and is available under CC BY-NC-SA licence |
Keywords: | visual attention span processing; developmental dyslexia |
UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery.ucl.ac.uk/id/eprint/10124969 |
Archive Staff Only
View Item |