Left minineglect or inverse pseudoneglect in children withdyslexia

This study compared the visuospatial asymmetries in children with dyslexia and healthy children by using the manual line bisection task, and investigated the processing of spatial context with a ‘local’ cueing paradigm consisting of geometric symbols placed on the extremities of the lines. The performance between healthy children (leftward bias) and children with dyslexia (rightward bias) was significantly different. Furthermore, the bisection mark wasshifted in the direction of the unilaterally cued extremities in all children. As children with dyslexia showeda rightward bias in their spatial representation, which did not interfere with local context processing, weproposed the term ‘inverse pseudoneglect’ to depict their behaviour in line bisection.