{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T10:43:12Z","timestamp":1790246592103,"version":"4.1.0"},"reference-count":59,"publisher":"MDPI AG","issue":"2","license":[{"start":{"date-parts":[[2021,1,21]],"date-time":"2021-01-21T00:00:00Z","timestamp":1611187200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Children"],"abstract":"<jats:p>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\u2014Grade 1 and 42 advanced readers\u2014Grade 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.<\/jats:p>","DOI":"10.3390\/children8020068","type":"journal-article","created":{"date-parts":[[2021,1,21]],"date-time":"2021-01-21T09:49:21Z","timestamp":1611222561000},"page":"68","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children"],"prefix":"10.3390","volume":"8","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2387-2111","authenticated-orcid":false,"given":"St\u00e9phanie","family":"Bellocchi","sequence":"first","affiliation":[{"name":"Universit\u00e9 Paul Val\u00e9ry Montpellier 3, Universit\u00e9 Montpellier, EPSYLON EA 4556, F34000 Montpellier, France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Virginie","family":"Leclercq","sequence":"additional","affiliation":[{"name":"Universit\u00e9 Paul Val\u00e9ry Montpellier 3, Universit\u00e9 Montpellier, EPSYLON EA 4556, F34000 Montpellier, France"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2021,1,21]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"296","DOI":"10.1002\/dys.1561","article-title":"Exploring the Link between Visual Perception, Visual-Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP-2","volume":"23","author":"Bellocchi","year":"2017","journal-title":"Dyslexia"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1348\/026151010X485223","article-title":"Towards a further characterization of phonological and literacy problems in Dutch-speaking children with dyslexia","volume":"28","author":"Boets","year":"2010","journal-title":"Br. 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