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Brain Sciences
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Neuropsychology of Reading
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Neuropsychology of Reading

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Neurolinguistics".

Deadline for manuscript submissions: 28 June 2024 | Viewed by 4163

Special Issue Editors

Dr. Lisa Arduino

E-Mail Website
Guest Editor
Department of Human Sciences, the LUMSA University, 00193 Rome, Italy
Interests: single-word recognition; visuo-spatial attention; reading aloud; neglect dyslexia; neuropsychology of reading
Dr. Paola Angelelli

E-Mail Website
Guest Editor
Departiment of History Society and Human Studies, University of Salento, 73100 Lecce, Italy
Interests: developmental reading disorders; spelling deficits; neuropsychology of reading and spelling; shallow orthographies
Dr. Roberta Daini

E-Mail Website
Guest Editor
Department of Psychology, University of Milano-Bicocca, 20126 Milan, Italy
Interests: visual perception; attention; crowding; peripheral dyslexia

Special Issue Information

Dear Colleagues,

The main goal of the present Special Issue is to bring together recent studies relevant to the neuropsychology of reading in both neurologically healthy and pathological populations, with different methodologies (behavioral, psychophysiological, brain stimulation, and neuroimaging techniques) and with a specific focus on single-word processing. Since reading requires the involvement of perceptual, attentional, phonological, and lexical/semantic processes, the focus should be on the role of these cognitive functions and their interaction in reading performance.

Similarly, the relationship between reading impairment and other disorders that often occur in comorbidity may shed some light on common etiopathogenetic mechanisms (e.g., spelling deficits, automation deficits).

Dr. Lisa Arduino
Dr. Paola Angelelli
Dr. Roberta Daini
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Brain Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • single-word recognition
  • perceptual
  • attentional
  • phonological and lexical processing
  • acquired and developmental reading impairment

Published Papers (5 papers)

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Research

21 pages, 1500 KiB  
Article
Reading Skill Profiles in School-Aged Italian-Speaking Children: A Latent Profile Analysis Investigation into the Interplay of Decoding, Comprehension and Attentional Control
by Angela Pasqualotto, Noemi Mazzoni, Francesco Benso and Carlo Chiorri
Brain Sci. 2024, 14(4), 390; https://doi.org/10.3390/brainsci14040390 - 17 Apr 2024
Viewed by 425
Abstract
Our study examined the complex relationships among reading performance (decoding, comprehension) and language, visuo-spatial, and attentional control abilities in 115 Italian-speaking children. Latent profile analysis was used to identify distinct clusters of participants showcasing quantitative differences in decoding skills, including word, pseudo-word, text [...] Read more.
Our study examined the complex relationships among reading performance (decoding, comprehension) and language, visuo-spatial, and attentional control abilities in 115 Italian-speaking children. Latent profile analysis was used to identify distinct clusters of participants showcasing quantitative differences in decoding skills, including word, pseudo-word, text reading speed and accuracy. Then, we used this classification to investigate group differences in a variety of linguistic, working memory, and visuo-spatial tasks, as well as in reading comprehension skills, by means of multivariate and univariate tests. Our results reveal significant links between reading proficiency and several key factors: language skills, visuo-spatial abilities, and attentional control. These findings illuminate the nuanced impact of domain-general processes that govern a series of linguistic and visuo-perceptive subcomponents during reading tasks. Additionally, using dominance analysis, predictors of written text comprehension were identified. Our findings suggest that effective reading comprehension relies on a synergistic interplay of adequate reading speed, attentional control, working memory, and verbal fluency, accounting for 23% of the explained variance. This study highlights the multifaceted nature of reading proficiency and suggests that a broader perspective is necessary to fully understand reading development and support its improvement. Full article
(This article belongs to the Special Issue Neuropsychology of Reading)
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22 pages, 1988 KiB  
Article
The Effects of a Novel Treatment for Hemianopic Dyslexia on Reading, Symptom Load, and Return to Work
by Georg Kerkhoff and Antje Kraft
Brain Sci. 2024, 14(3), 259; https://doi.org/10.3390/brainsci14030259 - 06 Mar 2024
Viewed by 897
Abstract
Reading disorders are frequent in homonymous hemianopia and are termed hemianopic dyslexia (HD). The existing treatment methods have shown improvements in reading speed, accuracy, and eye movements during reading. Yet, little is known about the transfer effects of such treatments on functional, reading-related [...] Read more.
Reading disorders are frequent in homonymous hemianopia and are termed hemianopic dyslexia (HD). The existing treatment methods have shown improvements in reading speed, accuracy, and eye movements during reading. Yet, little is known about the transfer effects of such treatments on functional, reading-related tasks of daily life, e.g., reading phone numbers, finding typing errors or text memory. In addition, little is known about the effects on symptom load and return to work. Here, we examined a new reading therapy entailing three different methods—floating text, rapid serial visual presentation (RSVP) of single words, and the moving window technique—and evaluated their efficacy. Twenty-seven chronic HD patients were treated in a baseline design with treatment-free intervals before and after a treatment period of several months. HD was assessed with a battery of reading tests and a questionnaire about subjective symptom load at four time-points. Patients received all three reading therapies over several weeks. The results show significant and stable improvements during treatment within all measures. Approximately 63% of treated patients returned to work after the therapy. We concluded that our novel HD treatment led to widespread and lasting improvements in reading performance, generalized to functional reading tasks and reduced symptom load, and the majority of patients were able to return to work. Full article
(This article belongs to the Special Issue Neuropsychology of Reading)
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22 pages, 1819 KiB  
Article
Dissociation between Selecting and Orienting Attentional Reading Deficits: A Study in Adults with Epilepsy
by Eric Siéroff, Yael Slama, Jordane Manouvrier and Agathe Laurent
Brain Sci. 2024, 14(3), 252; https://doi.org/10.3390/brainsci14030252 - 05 Mar 2024
Viewed by 616
Abstract
Word reading requires a range of spatial attention processes, such as orienting to a specific word and selecting it while ignoring other words. This study investigated whether deficits of these spatial attention processes can show dissociations after hemispheric lesions. Thirty-nine patients with left [...] Read more.
Word reading requires a range of spatial attention processes, such as orienting to a specific word and selecting it while ignoring other words. This study investigated whether deficits of these spatial attention processes can show dissociations after hemispheric lesions. Thirty-nine patients with left or right focal epilepsy and 66 healthy participants had to read aloud four-letter words presented in the left and right visual hemifields. There were three successive blocks of presentation: in the unilateral block, a single word was presented in one of the visual hemifields; in the bilateral block, two words were presented simultaneously, one in each visual hemifield; in the cued block, two words were also presented, but only the cued word had to be reported. Twenty-one patients, twelve with a left and nine with a right hemisphere lesion, showed a word reading deficit. Four had specific difficulties in the cued block, suggesting an attentional selection reading deficit. Twelve patients had an asymmetric reading deficit, suggesting an attention orientation or a visual field deficit. Five patients had more complex deficits. The visual field presentation procedure may help to reveal different types of reading disorders in patients with epilepsy and to dissociate orienting and selecting deficits. Full article
(This article belongs to the Special Issue Neuropsychology of Reading)
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15 pages, 1045 KiB  
Article
The Complexity of Reading Revealed by a Study with Healthy Older Adults
by Sara Pegoraro, Alessio Facchin, Francesca Luchesa, Elena Rolandi, Antonio Guaita, Lisa S. Arduino and Roberta Daini
Brain Sci. 2024, 14(3), 230; https://doi.org/10.3390/brainsci14030230 - 28 Feb 2024
Viewed by 924
Abstract
Aging, even when healthy, involves changes in cognitive functioning that can gradually affect the everyday activities and well-being of older people. Reading, which requires the integrity of several functions and their integration, is important to maintaining high cognitive and emotional stimulation over time. [...] Read more.
Aging, even when healthy, involves changes in cognitive functioning that can gradually affect the everyday activities and well-being of older people. Reading, which requires the integrity of several functions and their integration, is important to maintaining high cognitive and emotional stimulation over time. Our study aimed to investigate whether reading ability declines with aging. To explore also why reading would decline, we explored the changes in the performance of visual and attention tasks. A group of 58 neurologically healthy older people aged from 65 to 75 underwent neuropsychological assessment to investigate their global cognitive functioning, reading skills, crowding, and attention components. We found a decline in reading abilities as a function of aging (β = 0.34, p < 0.05). We did not find an increase in crowding or difficulties in visual acuity. Furthermore, we found no decline with age in tasks of simple reaction times, visuospatial attention, and other single components of attention. Interestingly, we instead found a worsening with age in the Symbol Digit Modalities Test (β = −0.26, p < 0.05), involving attention, working memory, and processing speed, which explains part of the reading decline. Our results suggest that task complexity is a fundamental aspect to account for aging changes. Full article
(This article belongs to the Special Issue Neuropsychology of Reading)
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17 pages, 4040 KiB  
Article
Language Experience Modulates the Visual N200 Response for Disyllabic Chinese Words: An Event-Related Potential Study
by Jiang Liu and Yang Zhang
Brain Sci. 2023, 13(9), 1321; https://doi.org/10.3390/brainsci13091321 - 14 Sep 2023
Cited by 1 | Viewed by 804
Abstract
Prior event-related potential (ERP) research on how the brain processes non-alphabetic scripts like Chinese has identified an N200 component related to early visual processing of Chinese disyllabic words. An enhanced N200 response was observed when similar prime-target pairs were presented, but it was [...] Read more.
Prior event-related potential (ERP) research on how the brain processes non-alphabetic scripts like Chinese has identified an N200 component related to early visual processing of Chinese disyllabic words. An enhanced N200 response was observed when similar prime-target pairs were presented, but it was not elicited when native Chinese speakers read Korean Hangul, a script resembling Chinese characters. This led to the proposal that N200 was not a universal marker for orthographic processing but rather specific and unique to Chinese. However, there was uncertainty due to the absence of Korean participants in the previous research. The impact of language experience on N200 remains unclear. To address this, the present pilot ERP study included three adult groups (totaling 30 participants) with varying language proficiency levels. The participants judged if randomly presented words were Chinese or Korean, while the ERP responses were recorded. The behavioral data showed high accuracy across the groups. The reaction times differed between the groups with the native speakers responding faster. The N200 patterns varied across the groups. Both Chinese native speakers and Chinese-as-second-language learners showed stronger N200 responses for Chinese words compared to Korean words regardless of whether an adaptive or a fixed-time window was used for the N200 quantification, but this was not the case for Korean native speakers. Our cross-linguistic study suggests that N200 is not exclusive to Chinese orthography. Instead, it reflects general visual processing sensitive to both orthographic features and learning experience. Full article
(This article belongs to the Special Issue Neuropsychology of Reading)
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