Visuo-Attentional and Phonological Deficits Explored in French Students with Dyslexia: Eye Movements Recorded during a Phonological Lexical Decision Task.

ABSTRACT

Whether dyslexia is caused by phonological or attentional dysfunction remains a widely debated issue. To enrich this debate, we compared the eye movements of 32 French university students with (14 students) and without (18 students) dyslexia while performing a delayed phonological lexical decision task on 300 visually presented stimuli. The processing stimuli involved either a lexical (i.e., words) or a non-lexical route relying on a grapheme-phoneme correspondence (pseudohomophones and pseudowords), while other stimuli involved only a visual search (consonant and symbol sequences). We recorded the number of fixations, the duration of the first fixation and the amplitude of saccades made on the stimuli. Compared to the controls, the participants with dyslexia made more fixations while reading regardless of the type of stimulus (lexical and non-lexical). Crucially, the participants with dyslexia exhibited longer first fixations in particular while reading phonologically challenging stimuli such as pseudohomophones and pseudowords compared to stimuli involving a simple visual search (consonants, symbols). Taken together, these results suggest that both visual and phonological impairments may be implicated in dyslexia, supporting the hypothesis that dyslexia is a multifactorial deficit.