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Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5
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In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.archives-ouvertes.fr/hal-02116800 ; Journal of Research in Reading, Wiley, 2017, 40, pp.S158-S169. ⟨10.1111/1467-9817.12070⟩ (2017)
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Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-02116798 ; Journal of Experimental Child Psychology, Elsevier, 2017, 154, pp.64-77. ⟨10.1016/j.jecp.2016.10.003⟩ (2017)
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Automatic phonological activation during visual word recognition in bilingual children : a cross-language masked priming study in grades 3 and 5
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Embedded Stem Priming Effects in Prefixed and Suffixed Pseudowords
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In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-01432259 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2016, 20 (3), pp.220-230. ⟨10.1080/10888438.2016.1140769⟩ (2016)
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Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies
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In: ISSN: 0891-4222 ; EISSN: 1873-3379 ; Research in Developmental Disabilities ; https://hal-amu.archives-ouvertes.fr/hal-01471091 ; Research in Developmental Disabilities, Elsevier, 2016, 51, pp.89 - 102. ⟨10.1016/j.ridd.2016.01.006⟩ ; http://www.sciencedirect.com/science/article/pii/S0891422216300075 (2016)
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Abstract:
International audience ; Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and specifically vocabulary skills, that French university students with dyslexia have developed and that may contribute to their literacy skills. We tested 20 university students with dyslexia and 20 normal readers (matched on chronological age, gender, nonverbal IQ, and level of education) in reading, phonological, vocabulary breadth (number of known words), and vocabulary depth (accuracy and precision) tasks. In comparing vocabulary measures, we used both Rasch model and single case study methodologies. Results on reading and phonological tasks confirmed the persistence of deficits in written word recognition and phonological skills. However, using the Rasch model we found that the two groups performed at the same level in the vocabulary breadth task, whereas dyslexics systematically outperformed their chronological age controls in the vocabulary depth task. These results are supplemented by multiple case studies. The vocabulary skills of French university students with dyslexia are well developed. Possible interpretations of these results are discussed.
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Keyword:
[SCCO.NEUR]Cognitive science/Neuroscience; Multiple-case studies; Rasch model; University students with dyslexia; Vocabulary breadth; Vocabulary depth
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URL: https://hal-amu.archives-ouvertes.fr/hal-01471091/file/Vocabulary_skills_are_well_developed_in_university_strudents_with-dyslexia.pdf https://doi.org/10.1016/j.ridd.2016.01.006 https://hal-amu.archives-ouvertes.fr/hal-01471091 https://hal-amu.archives-ouvertes.fr/hal-01471091/document
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Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
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In: ISSN: 0829-5735 ; Canadian Journal of School Psychology ; https://hal.archives-ouvertes.fr/hal-03160752 ; Canadian Journal of School Psychology, SAGE Publications, 2016, 31 (4), pp.305-321. ⟨10.1177/0829573516640336⟩ (2016)
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Embedded stem priming effects in prefixed and suffixed pseudowords
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Visual processing of derivational morphology in children with developmental dyslexia: Insights from masked priming
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-02077084 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2015, 36 (02), pp.345-376. ⟨10.1017/S014271641300026X⟩ (2015)
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Language proficiency and morpho-orthographic segmentation
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In: ISSN: 1069-9384 ; Psychonomic Bulletin and Review ; https://hal.archives-ouvertes.fr/hal-01432359 ; Psychonomic Bulletin and Review, Psychonomic Society, 2015, 22 (4), pp.1054-1061. ⟨10.3758/s13423-014-0752-9⟩ (2015)
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Effects of reading proficiency on embedded stem priming in primary school children
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-01432345 ; Journal of Experimental Child Psychology, Elsevier, 2015, Journal of Experimental Child Psychology, 139, pp.115-126. ⟨10.1016/j.jecp.2015.06.001⟩ (2015)
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How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01991114 ; Frontiers in Psychology, Frontiers, 2015, 6, ⟨10.3389/fpsyg.2015.00452⟩ (2015)
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Phonological contribution to visual word recognition among bilinguals in Grades 3 and 5. Evidence from a cross-linguistic visual masked priming study ...
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Phonological and orthographic contributions to word recognition during reading development. A masked priming study in grades 3 and 5 ...
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Effects of reading proficiency on embedded stem priming in primary school children
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How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study
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The role of deviant-letter position in cognate word processing ; O papel da posição da letra desviante no processamento de palavras cognatas
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Written Spelling in French Children with Dyslexia
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In: Writing Development and Instruction in Children with Hearing, Speech and Oral Difficulties ; https://hal.univ-lille.fr/hal-02538463 ; Arfé, Barbara; Dockrell, Julie; Berninger, Virginia. Writing Development and Instruction in Children with Hearing, Speech and Oral Difficulties, Oxford University Press, 2014, 9780199827282. ⟨10.1093/acprof:oso/9780199827282.003.0015⟩ (2014)
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Effects of Phonological and Orthographic Shifts on Children’s Processing of Written Morphology: A Time-Course Study
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In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-01991051 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2014, 18 (5), pp.363-382. ⟨10.1080/10888438.2014.912218⟩ (2014)
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Effects of Phonological and Orthographic Shifts on Children's Processing of Written Morphology: a Time-Course Study
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In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-03290358 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2014, 18 (5), pp.363-382. ⟨10.1080/10888438.2014.912218⟩ (2014)
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