Reading in French-speaking adults with dyslexia |
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| Authors: | Jennifer Martin Pascale Colé Christel Leuwers Séverine Casalis Michel Zorman and Liliane Sprenger-Charolles |
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| Institution: | (1) University of Provence, Cognitive Psychology Laboratory (C.N.R.S.), P?le 3C (B?timent 9 - Case D), 3, Place Victor Hugo, 13331 MARSEILLE Cedex 3, France;(2) University of Geneva, Experimental Psycholinguistics Laboratory, Geneva, Switzerland;(3) University of Savoie, Letters, Literature and Societies Laboratory, Chamb?ry, France;(4) University of Lille 3, URECA Laboratory, Lille, France;(5) University of Grenoble, Education Sciences Laboratory of Grenoble, Grenoble, France;(6) University of Paris 5, Perception Psychology Laboratory (C.N.R.S.), Paris, France;; |
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| Abstract: | This study investigated the reading and reading-related skills of 15 French-speaking adults with dyslexia, whose performance
was compared with that of chronological-age controls (CA) and reading-level controls (RL). Experiment 1 assessed the efficiency
of their phonological reading-related skills (phonemic awareness, phonological short-term memory, and rapid automatic naming
(RAN)) and experiment 2 assessed the efficiency of their lexical and sublexical (or phonological) reading procedures (reading
aloud of pseudowords and irregular words of different lengths). Experiment 1 revealed that adults with dyslexia exhibited
lower phonological reading-related skills than CAs only, and were better than RL controls on the RAN. In experiment 2, as
compared with RL controls, only a deficit in the sublexical reading procedure was observed. The results of the second experiment
replicated observations from English-language studies but not those of the first experiment. Several hypotheses are discussed
to account for these results, including one related to the transparency of orthographic systems. |
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