White matter lateralization and interhemispheric coherence to auditory modulations in normal reading and dyslexic adults

https://tecfa.unige.ch/tecfa/teaching/BSEP/articles/Ecalle2013.pdf

Computer-assisted learning in young poor readers: The effect of grapho-syllabic training on the development of word reading and reading comprehension

Structural and functional abnormality of the putamen in children with developmental dyslexia.

How can low-skilled 5-year-old children benefit from multisensory training on the acquisition of the alphabetic principle?

Speaking up for Vocabulary: Reading Skill Differences in Young Adults

This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading level- (RL) and chronological age-matched (CA) controls. We focused on the syllable's role and on the impact of French linguistic features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that varied as a function of voicing, mode or place of articulation, or syllable structure. Results suggest that DY children underperform controls with a 'speed-accuracy' deficit. However, DY children exhibit some similar processing than those highlighted in controls. As in CA and RL controls, DY children have difficulties in processing two sounds that only differ in voicing, and preferentially process obstruent rather than fricative sounds, and more efficiently process CV than CCV syllables. In Experiment 2, we used a modified version of the Cole, Magnan, and Grainger's (Applied Psycholinguistics 20:507-532, 1999) paradigm. Results show that DY children underperform CA controls but outperform RL controls. However, as in CA and RL controls, data reveal that DY children are able to use phonological procedures influenced by initial syllable frequency. Thus, DY children process syllabically high-frequency syllables but phonemically process low-frequency syllables. They also exhibit lexical and syllable frequency effects. Consequently, results provide evidence that DY children performances can be accounted for by laborious phonological syllable-based procedures and also degraded phonological representations.

/pdf/the-nature-of-the-phonological-processing-in-french-dyslexic-4v7ipezto1.pdf

The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discrimination

Le principal objectif de cet article est de montrer l'efficacite d'un entrainement audio-visuel portant sur la discrimination du trait phonetique de voisement aupres d'enfants dyslexiques. Nous testons le niveau d'habiletes phonologiques et de lecture, la perception du contraste phonetique de voisement et le fonctionnement des voies auditives descendantes avant et apres entrainement. Les resultats du pre-test confirment le faible niveau phonologique des dyslexiques, la difficulte de reconnaissance de mots, le deficit de perception des contrastes phonetiques. En outre, un fonctionnement anormal des voies auditives descendantes, filtre auditif peripherique fonctionnant sous controle central, a ete mis en evidence. Un effet positif de l'entrainement a ete observe sur ces parametres et discute dans le cadre des hypotheses explicatives de l'origine de la dyslexie.

Habiletés phonologiques, identification de mots écrits et déficits auditifs perceptifs chez les enfants dyslexiques : effet d'un entraînement audio-visuel : Sciences cognitives, apprentissages et enseignement

Effet d'entraînements bi-modaux à la connaissance des lettres : approche développementale

This study aims at assessing reading ability in primary school children. One hundred ninety-eight French-speaking children in grade 2 (N=48), grade 3 (N=50), grade 4 (N=50), and grade 5 (N=50) were assessed using a computer-based program. Efficiency and accuracy were recorded. Word Reading was assessed with a phonological decoding task, an orthographic discrimination task and a semantic categorization task. Reading and listening comprehension were assessed using texts with three types of questions to examine literal and two inferential processes (text-connecting inferences and knowledge-based inferences). Vocabulary depth was assessed with questions about properties and categories of target words in the latter texts. Results from analyses of variance showed an effect of the grade level on the four components. Supplementary regression analyses highlight the emerging role of vocabulary knowledge as word reading processes become more and more automated. This study provided a complete and accurate assessment of reading skill. An analysis of performance according to grade should provide important information about reading processes and difficulties which children may encounter during primary school.

Annie Magnan

Papers

The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discrimination

Habiletés phonologiques, identification de mots écrits et déficits auditifs perceptifs chez les enfants dyslexiques : effet d'un entraînement audio-visuel : Sciences cognitives, apprentissages et enseignement

Effet d'entraînements bi-modaux à la connaissance des lettres : approche développementale

Computer-based assessment of reading in 7- to 10 y-o children: the role of vocabulary in word reading and comprehension

L'apport des sciences cognitives aux théories du développement cognitif : quel impact pour Pétude des apprentissages