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A Dark Consequence of Developmental Dyslexia: Discrimination of Mirror Images is not Automatized.
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Autores
Orientador(es)
Resumo(s)
Reading is a cultural activity too recent in the history of the humankind to be
encrypted in the human genome but, paradoxically, some people fail to achieve fluent
reading, despite adequate instruction and no sensorial or general cognitive deficits that
could explain such specific difficulty. Intensive research has been devoted to the
neurocognitive mechanisms of reading and the putative differences related to this specific
developmental reading disorder or dyslexia. Much research has focused on the relation
between literacy and oral language but reading is also an intensive visual activity that
requires specific adaptations of the visual ventral system, including the suppression of
mirror invariance (the perceptual bias by which one stimulus and its lateral reflection or
mirror image, e.g., d and b, are processed as equivalent percept). Interestingly, reversal
errors (e.g., confusing d with b) have long been documented in dyslexia. In the present
paper, we review the available evidence regarding mirror-image processing in dyslexic
children, taking into account the methodological aspects and shortcomings of prior studies.
We also revisit our findings with typically-developing children (preliterate children and
first grade beginning readers) and adults (illiterate, ex-illiterate, and schooled literate), and
dyslexic children and their two control groups (of chronological age, and of reading level).
Our research suggests that dyslexic readers fail to acquire the automatic changes promoted
by literacy acquisition outside the written domain. More specifically, we argue that mirrorimage discrimination, which is triggered by learning to read and occurs automatically in
the course of visual object recognition in typically-developing readers, may never become
automatized in dyslexic readers.
Descrição
Palavras-chave
Literacy Developmental dyslexia Mirror invariance Mirror-image discrimination Visual processing
Contexto Educativo
Citação
Leite, I., & Fernandes, T. (2019). A Dark Consequence of Developmental Dyslexia: Discrimination of Mirror Images is not Automatized. In E. Witruk & D. S. Utami (Eds.), Traumatic Experiences and Dyslexia (pp. 215-226). Peter Lang. https://doi.org/10.3726/b15891
Editora
Peter Lang