Valdois Sylviane, Peyrin Carole, Lassus-Sangosse Delphine, Lallier Marie, Démonet Jean-François, Kandel Sonia
Université Grenoble Alpes, LPNC, Grenoble France; Centre National de la Recherche Scientifique (CNRS), UMR 5105, Grenoble, France.
Université Grenoble Alpes, LPNC, Grenoble France; Centre National de la Recherche Scientifique (CNRS), UMR 5105, Grenoble, France.
Cortex. 2014 Apr;53:120-45. doi: 10.1016/j.cortex.2013.11.006. Epub 2013 Dec 1.
We report the case study of a French-Spanish bilingual dyslexic girl, MP, who exhibited a severe visual attention (VA) span deficit but preserved phonological skills. Behavioural investigation showed a severe reduction of reading speed for both single items (words and pseudo-words) and texts in the two languages. However, performance was more affected in French than in Spanish. MP was administered an intensive VA span intervention programme. Pre-post intervention comparison revealed a positive effect of intervention on her VA span abilities. The intervention further transferred to reading. It primarily resulted in faster identification of the regular and irregular words in French. The effect of intervention was rather modest in Spanish that only showed a tendency for faster word reading. Text reading improved in the two languages with a stronger effect in French but pseudo-word reading did not improve in either French or Spanish. The overall results suggest that VA span intervention may primarily enhance the fast global reading procedure, with stronger effects in French than in Spanish. MP underwent two fMRI sessions to explore her brain activations before and after VA span training. Prior to the intervention, fMRI assessment showed that the striate and extrastriate visual cortices alone were activated but none of the regions typically involved in VA span. Post-training fMRI revealed increased activation of the superior and inferior parietal cortices. Comparison of pre- and post-training activations revealed significant activation increase of the superior parietal lobes (BA 7) bilaterally. Thus, we show that a specific VA span intervention not only modulates reading performance but further results in increased brain activity within the superior parietal lobes known to housing VA span abilities. Furthermore, positive effects of VA span intervention on reading suggest that the ability to process multiple visual elements simultaneously is one cause of successful reading acquisition.
我们报告了一个法西双语诵读困难女孩MP的案例研究，她表现出严重的视觉注意广度缺陷，但语音技能保留。行为调查显示，两种语言中单个项目（单词和假词）以及文本的阅读速度都大幅下降。然而，法语阅读表现受影响比西班牙语更大。对MP实施了一项强化视觉注意广度干预计划。干预前后的比较显示，干预对她的视觉注意广度能力有积极影响。这种干预进一步迁移到了阅读上。主要结果是她能更快识别法语中的规则和不规则单词。干预对西班牙语的影响相当有限，只显示出单词阅读速度加快的趋势。两种语言的文本阅读都有改善，法语的改善效果更强，但法语和西班牙语的假词阅读都没有改善。总体结果表明，视觉注意广度干预可能主要增强了快速整体阅读过程，对法语的影响比对西班牙语更强。MP接受了两次功能磁共振成像（fMRI）检查，以探究视觉注意广度训练前后她大脑的激活情况。干预前，fMRI评估显示只有纹状和纹外视觉皮层被激活，但没有典型的参与视觉注意广度的区域。训练后的fMRI显示上顶叶和下顶叶皮层的激活增加。训练前后激活情况的比较显示双侧上顶叶（BA 7）的激活显著增加。因此，我们表明，特定的视觉注意广度干预不仅能调节阅读表现，还会进一步导致已知具备视觉注意广度能力的上顶叶内大脑活动增加。此外，视觉注意广度干预对阅读的积极影响表明，同时处理多个视觉元素的能力是成功获得阅读能力的一个原因。
