Intervention for a visual attention span processing deficit in a Greek-speaking child with slow reading speed

Niolaki, G.Z, Terzopoulos, A and Masterson, J (2020) 'Intervention for a visual attention span processing deficit in a Greek-speaking child with slow reading speed.' Προσχολική & Σχολική Εκπαίδευση = Preschool and Primary Education, 8 (1). pp. 1-30. ISSN 2241-7206

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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 (VA) span 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 VA span processing deficit and similar to a programme previously conducted with a twelve-year-old Greek-speaking boy, RF ([author(s)], 2013). Post-test results for TN revealed a significant improvement in letter report ability as well a reduction in word reading latencies; semantic facilitation was also observed in the priming task following the intervention, although differences were not significant. The results indicate, in line with previous research, an association between visual attention span and reading speed.

Item Type:	Article
Keywords:	visual attention span processing, developmental dyslexia
Divisions:	School of Education
Research Centres and Groups:	Centre for Research in Equity, Inclusion and Community (CREIC) Research Centre on Policy, Pedagogy and Practice in Education (PPP)
Date Deposited:	09 Apr 2021 18:08
Last Modified:	09 Jun 2023 17:44
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/13968

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