Intervention for a Visual Attention Span Processing Deficit in a Greek-Speaking Child with Slow Reading Speed

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Published: Apr 2, 2020
DOI: https://doi.org/10.12681/ppej.21181
Keywords:
visual attention span processing developmental dyslexia
Georgia Niolaki
Coventry University
https://orcid.org/0000-0002-1825-141X
Aris Terzopoulos
Coventry University
https://orcid.org/0000-0003-2869-6612
Jackie Masterson
UCL, Institute of Education
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.

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