Dyslexics' Visual Attention Field

NCT03285789 | Active Not Recruiting

• 2 other identifiers: 69HCL17_03332017-A02525-48
• Study Type: interventional
• Target: 1,460
• Locations: 1 country
• Sites: 1

Brief Summary

dyslexia is often considered like a phonological deficit but some researches show that a visual attention (V-A) deficit can occur in dyslexia. The investigator want to show that some dyslexics have a reduced V-A field in visual search when the investigator use separable feature (letter-like). If the investigator demonstrate that, he will show that V-A deficit can be transpose to an ability acquired before reading, the visual search. Therefore, the V-A deficit can't be a consequence of reading problem but a cause of it for some dyslexics. The investigator could imagine an earlier diagnosis for children at risk to develop dyslexia and make reeducation more specific for the deficit observed.

Conditions

Dyslexia

Keywords

Dyslexia; Visual Fields; visual attention span; visual search; visual attention field

Outcome Measures

Primary Outcomes (1)

• Respond time in visual search in different condition of view (full view or reduced view) with separable feature.

  The subject will have to find a target among distractors, when he will find it, he will have to push a button and we will have his respond time. We will compare the respond time in two view condition: the participant will see all the visual scene or he will have reduced visible window so he won't see all the scene, the periphery will be hide and he will have to move his sight to show it.

  Day 0

Secondary Outcomes (4)

• respond time in function of the distractors' number

  Day 0

• visual exploration of the scene

  Day 0

• visuo-spatial perception

  Day 0

• visual attention span (VAS)

  Day 0

Study Arms (3)

Dyslexics with reduced visual attention span

EXPERIMENTAL

21 subjects diagnosed dyslexics with reduced visual attention span

Other: Passing tests in dyslexics with reduced eva

Dyslexics with normal visual attention span

EXPERIMENTAL

Other: Passing tests in dyslexics with reduced eva

controls

ACTIVE COMPARATOR

Other: Passing tests in controls

Interventions

Passing tests in dyslexics with reduced eva OTHER

Visual attention span : the subject see a 5 letters strings during 200 ms and he has to report it orally whatever the order Visual search : the subject has to find a target among distractors (24 or 48) in different conditions of stimuli (conjunction feature or separable feature) and different conditions of view (full view or reduced view with the moving window paradigm) Elementary visuo spatial perception: the subject passes 6 visuo spatial tests to judge his visuo spatial abilities. All of these tests will be made during an unique visit of 1h30.

Dyslexics with normal visual attention span; Dyslexics with reduced visual attention span

Passing tests in controls OTHER

Visual attention span : the subject see a 5 letters strings during 200 ms and he has to report it verbally whatever the order Visual search : the subject has to find a target among distractors (24 or 48) in different conditions of stimuli (conjunction feature or separable feature) and different conditions of view (full view or reduced view with the moving window paradigm) Elementary visuo spatial perception: the subject passes 6 visuo spatial test to judge his visuo spatial abilities. "test de l'alouette" : reading test during 3 minutes, we note the number of word read and the errors. We obtain lexical age. All of these tests will be made during an unique visit of 1h30.

controls

Eligibility Criteria

• Age: 3 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• normal or corrected to normal vision
• diagnosed dyslexics with a recent "alouette" test

You may not qualify if:

• other developmental problem (dysphasia, dyspraxia, ADHD)
• strabismus, amblyopia, oculomotor paralysis

Sponsors & Collaborators

• Hospices Civils de Lyon: lead

Study Sites (1)

U1028 INSERM - CNRS UMR 5292 Equipe ImpAct

Bron, 69500, France

Location

MeSH Terms

Conditions

Dyslexia

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Specific Learning Disorder; Learning Disabilities; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Laure PISELLA, PhD

  INSERM U1028 - Impact - CRNL

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: September 14, 2017
• First Posted: September 18, 2017
• Study Start: July 25, 2018
• Primary Completion (Estimated): October 21, 2026
• Study Completion (Estimated): October 21, 2026
• Last Updated: February 29, 2024

Record last verified: 2024-02

Locations

FR (1)