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Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability. / Francisco, Ana A.; Groen, Margriet A.; Jesse, Alexandra et al.
In: Learning and Individual Differences, Vol. 54, 02.2017, p. 60-72.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Francisco, AA, Groen, MA, Jesse, A & McQueen, JM 2017, 'Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability', Learning and Individual Differences, vol. 54, pp. 60-72. https://doi.org/10.1016/j.lindif.2017.01.003

APA

Francisco, A. A., Groen, M. A., Jesse, A., & McQueen, J. M. (2017). Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability. Learning and Individual Differences, 54, 60-72. https://doi.org/10.1016/j.lindif.2017.01.003

Vancouver

Francisco AA, Groen MA, Jesse A, McQueen JM. Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability. Learning and Individual Differences. 2017 Feb;54:60-72. Epub 2017 Jan 23. doi: 10.1016/j.lindif.2017.01.003

Author

Francisco, Ana A. ; Groen, Margriet A. ; Jesse, Alexandra et al. / Beyond the usual cognitive suspects : The importance of speechreading and audiovisual temporal sensitivity in reading ability. In: Learning and Individual Differences. 2017 ; Vol. 54. pp. 60-72.

Bibtex

@article{3dbe2576dd8842e49f224fa7cf676a81,
title = "Beyond the usual cognitive suspects: The importance of speechreading and audiovisual temporal sensitivity in reading ability",
abstract = "The aim of this study was to clarify whether audiovisual processing accounted for variance in reading and reading-related abilities, beyond the effect of a set of measures typically associated with individual differences in both reading and audiovisual processing. Testing adults with and without a diagnosis of dyslexia, we showed that—across all participants, and after accounting for variance in cognitive abilities—audiovisual temporal sensitivity contributed uniquely to variance in reading errors. This is consistent with previous studies demonstrating an audiovisual deficit in dyslexia. Additionally, we showed that speechreading (identification of speech based on visual cues from the talking face alone) was a unique contributor to variance in phonological awareness in dyslexic readers only: those who scored higher on speechreading, scored lower on phonological awareness. This suggests a greater reliance on visual speech as a compensatory mechanism when processing auditory speech is problematic. A secondary aim of this study was to better understand the nature of dyslexia. The finding that a sub-group of dyslexic readers scored low on phonological awareness and high on speechreading is consistent with a hybrid perspective of dyslexia: There are multiple possible pathways to reading impairment, which may translate into multiple profiles of dyslexia.",
keywords = "Reading, Dyslexia, Audiovisual temporal sensitivity, Speechreading, Individual differences",
author = "Francisco, {Ana A.} and Groen, {Margriet A.} and Alexandra Jesse and McQueen, {James M.}",
year = "2017",
month = feb,
doi = "10.1016/j.lindif.2017.01.003",
language = "English",
volume = "54",
pages = "60--72",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier Ltd",

}

RIS

TY - JOUR

T1 - Beyond the usual cognitive suspects

T2 - The importance of speechreading and audiovisual temporal sensitivity in reading ability

AU - Francisco, Ana A.

AU - Groen, Margriet A.

AU - Jesse, Alexandra

AU - McQueen, James M.

PY - 2017/2

Y1 - 2017/2

N2 - The aim of this study was to clarify whether audiovisual processing accounted for variance in reading and reading-related abilities, beyond the effect of a set of measures typically associated with individual differences in both reading and audiovisual processing. Testing adults with and without a diagnosis of dyslexia, we showed that—across all participants, and after accounting for variance in cognitive abilities—audiovisual temporal sensitivity contributed uniquely to variance in reading errors. This is consistent with previous studies demonstrating an audiovisual deficit in dyslexia. Additionally, we showed that speechreading (identification of speech based on visual cues from the talking face alone) was a unique contributor to variance in phonological awareness in dyslexic readers only: those who scored higher on speechreading, scored lower on phonological awareness. This suggests a greater reliance on visual speech as a compensatory mechanism when processing auditory speech is problematic. A secondary aim of this study was to better understand the nature of dyslexia. The finding that a sub-group of dyslexic readers scored low on phonological awareness and high on speechreading is consistent with a hybrid perspective of dyslexia: There are multiple possible pathways to reading impairment, which may translate into multiple profiles of dyslexia.

AB - The aim of this study was to clarify whether audiovisual processing accounted for variance in reading and reading-related abilities, beyond the effect of a set of measures typically associated with individual differences in both reading and audiovisual processing. Testing adults with and without a diagnosis of dyslexia, we showed that—across all participants, and after accounting for variance in cognitive abilities—audiovisual temporal sensitivity contributed uniquely to variance in reading errors. This is consistent with previous studies demonstrating an audiovisual deficit in dyslexia. Additionally, we showed that speechreading (identification of speech based on visual cues from the talking face alone) was a unique contributor to variance in phonological awareness in dyslexic readers only: those who scored higher on speechreading, scored lower on phonological awareness. This suggests a greater reliance on visual speech as a compensatory mechanism when processing auditory speech is problematic. A secondary aim of this study was to better understand the nature of dyslexia. The finding that a sub-group of dyslexic readers scored low on phonological awareness and high on speechreading is consistent with a hybrid perspective of dyslexia: There are multiple possible pathways to reading impairment, which may translate into multiple profiles of dyslexia.

KW - Reading

KW - Dyslexia

KW - Audiovisual temporal sensitivity

KW - Speechreading

KW - Individual differences

U2 - 10.1016/j.lindif.2017.01.003

DO - 10.1016/j.lindif.2017.01.003

M3 - Journal article

VL - 54

SP - 60

EP - 72

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -