Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children
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21 janvier 2021
- handle: 10670/1.t99a0r
- hal: hal-04580709
- doi: 10.3390/children8020068
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info:eu-repo/semantics/altIdentifier/doi/10.3390/children8020068
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Stéphanie Bellocchi et al., « Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children », HALSHS : archive ouverte en Sciences de l’Homme et de la Société, ID : 10.3390/children8020068
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Many studies have investigated the visual magnocellular system functioning in dyslexia. However, very little is known on the relationship between the visual magnocellular system functioning and reading abilities in typical developing readers. In this study, we aimed at studying this relationship and more specifically the moderation effect of educational stage on this link. We thus tested 82 French typical developing readers (40 beginning readers—Grade 1 and 42 advanced readers—Grade 5) with reading tests and a coherent dot motion task measuring the visual magnocellular functioning. Results indicate positive correlations between visual magnocellular functioning and reading for beginning readers but not for advanced readers. Moreover, moderation analyses confirm that reading proficiency moderates the relationship between magnocellular system functioning and reading outcomes. We concluded that the relationship between visual magnocellular pathway functioning and reading abilities in typical developing readers could depend on reading proficiency.