the roots of dyslexia in french' by professor josé morais
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Slide presentation World Dyslexia Forum 2010 'The roots of dyslexia in French' by Professor José Morais For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/TRANSCRIPT
WORLD DYSLEXIA FORUMBest practice in the teaching of reading and writing. How teachers can help children with
specific learning difficulties
The roots of dyslexia in French
Report by José MoraisUniversité Libre de Bruxelles – ULB
French Report
At the behavioural level, dyslexia is the selective impairment of the ability of written word identification
Text(words 1, 2, 3, ...)
Written word identification(recovery of lexical phonological
& orthographic forms as well as lexical meaning)
Text comprehension
Cognitive and linguisticCapacities
(used in oral language
communication)
Knowledge of grapheme-phoneme
correspondencesand of ortographic
word structures
Dyslexia
Written word identification
Comprehension in reading
Cognitive and linguistic capacities
Hyperlexia
Written word identification
Comprehensionin reading
Cognitive and linguistic
capacities
Levels of description :
Neurological <—> Cognitive <—> Behavioural
the only one that gives a meaningful account of dyslexia and that can, presently, inspire
efficient measures helping to prevent, diagnose and reeducate dyslexic children
French Report
Not all children presenting difficulties or delays in learning to read and write are dyslexics
French ReportFluss et al. (2009)
20 schools in Paris, more than 1,000 children, almost all from 2d grade; high, medium and low s-e level
12.7% were poor readers (P)
word pseudoword text Poor Good Poor Good Poor Good
11.5% 40.3% 20.0% 81.4% 10.6% 47.2%
text comprehensionPoor Good11% 53%
French Report
Fluss et al. (2009)
although the 3 socio-economic levels were equally represented in the whole sample,
poor readers were 3.3% from high level10.9% from medium
and 24.2% from low
French Report
Conditions of learning to read in the alphabetic system of writing:
1.The discovery of the alphabetic principle
2.The progressive mastery of the orthographic code of the language
3.The constitution of an orthographic lexicon
French ReportLearning to read in FrenchSPRENGER-CHAROLLES ET AL. (1998): % of correct
responsesRegular Words Irregular words Pseudowords
1e 88.6 33.3 70.1 2e 94.0 58.8 79.13e 98.9 82.9 94.84e 97.0 84.2 89.4
SPRENGER-CHAROLLES ET AL. (2003):Decoding abilities account the most for variance in
word reading
French Report
Learning to read in FrenchBOSSE ET AL. (2007):VISUAL ATTENTION SPAN: NUMBER OF DISTINCT VISUAL
ELEMENTS THAT CAN BE PROCESSED IN A SINGLE GLANCE
BOSSE & VALDOIS (2009):400 CHILDREN; % OF 5-LETTER STRINGS CORRECTLY
IDENTIFIED:
1RST GRADE: 7.3%3D GRADE: 33.5%5TH GRADE: 46.7%
Strongest contribution to word reading:in 1st grade, phonemic awareness; in 3d and 5th grade, visual processing span
French ReportLearning to read in French, in dyslexics and
poor readers— Deficits in phonemic awarenessFluss et al. (2009): phonemic awareness accounted
for about 50% of the varianceSprenger-Charolles et al. (2009): dyslexics from a
special institution, compared to good readersIrregular words: both about 20% correct responses
Dyslexics (9 yrs) Good readers (7 yrs)
Short PW: 56% 67%Long PW: 20% 43%—> importance of decoding phonological abilities
Visual orthographic processing: Bosse et al. (2007) 68 dyslexics: age 11:6 ; reading age: 7:11
Visual span: dyslexics: 26%, good readers: 60%Prado et al. (2007):
French Report
French ReportCHETAIL & MATHEY (2008)
Color = Syll. yes no
Carotte Carotte CarotteCarton Carton Carton
Ecalle et al. (2009)
French Report
French Report
French ReportRecommendations1. Research: join researchers and clinicians;
compare training programs2. Teaching: prepare teachers (theoretically and
practically) according to recent scientific advances
3. Diagnostics and intervention: determine reader’s profile; intervene specifically on impaired abilities
4. Prevention and training: target phonological abilities and/or visual processing
5. Compensatory means: use for ex. vocal recognition
French ReportAcknowledgments• Catherine Billard (neurologue / pédiatre, Hôpital Bicêtre)• Aurélie Périot et M. Chatriot (orthophoniste et pédiatre, SESSAD
Dysphasia, Paris 11e)• Françoise Chetail (chercheur post-doctoral et psycholinguiste,
Université Libre de Bruxelles – ULB)• Jean Ecalle (Laboratoire Etude des Mécanismes Cognitifs, EA 3082,
Université Lyon 2, Bron)• Michel Fayol (Université Blaise Pascal, CNRS UMR 6024, Clermont-
Ferrand)• Willy Serniclaes (Laboratoire Psychologie de la Perception, CNRS UMR
825, Paris-75270)• Liliane Sprenger-Charolles (idem)• Monique Touzin (Ecole d’Orthophonie de Paris et orthophoniste)• Sylviane Valdois (Laboratoire de Psychologie et Neurocognition,
CNRS, Université Pierre Mendès-France, Grenoble)• Johannes Ziegler (Laboratoire de Psychologie Cognitive, CNRS UMR
6146, Marseille)
French Report
Books with extensive syntheses:
• C. Billard & M. Touzin (coord.) – « Etat des connaissances sur les troubles des apprentissages » (2003), 1000 pages, écrit par 75 experts européens, téléchargeable gratuitement sur « arta.fr » (Association pour la Recherche sur les Troubles des Apprentissages), plus CD-Rom.
• INSERM (2007). Dyslexie, dysorthographie, dyscalculie. Bilan des données scientifiques. Rédigé par 15 experts (800 pages).