Attentional Processing of Letter Strings by Children.
Reading a letter string requires attentional orienting toward the beginning of the string (left-dominant orientation), followed by orienting along the string. These attentional-orienting processes differ according to the lexicality of the letter string: Sequential processes apply when reading nonwords or pseudowords, while words can be processed more globally. The aim of this study was to evaluate the development of these attentional processes involved in reading. We conducted two experiments in 6- (first grade), 7- (second grade), and 9-year-old (fourth grade) children, using a procedure that required the detection of a letter (Experiment 1) or a nonletter (Experiment 2) target in a string of five characters. The target character could occur in the second (left) or fourth (right) position in the string. Results showed an advantage for left nonletter targets as early as age 6 and of left letter targets as early as age 7. In 6-year-olds, only good readers detected a left letter target faster than a right letter target; others detected a right letter target faster. Thus, dominant orienting toward the beginning of the letter string is not fully developed in children before the second year of reading. A possibility is that beginning readers have difficulties inhibiting an attention-orienting bias toward the right visual field in linguistic tasks. The results also showed that the lexicality effect on these attentional processes develops gradually until the fourth year of reading. We believe that the procedure used in this study will be very valuable for evaluating attentional difficulties during reading acquisition.
a Grhapes , INSHEA , Suresnes , France.
Virginie
V
Leclercq
b Équipe Neuropsychologie du Viellissement , Université Paris Descartes , Paris , France.
Eric
E
Siéroff
D001288:Attention / Q000502:physiology*; D002648:Child; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D009949:Orientation; D011932:Reading; D014794:Visual Fields
Attentional processes; Development; Letter detection; Lexicality; Reading; School-age children