Efficacité, sensibilité, spécificité : comparaison de différents tests de lecture

Bertrand, Daisy; Fluss, Joël Victor; Billard, C.; Ziegler, Johannes C.

doi:10.3917/anpsy.102.0299

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…The Alouette test is systematically used by French practitioners and researchers to screen for dyslexia, as well as to assess reading level in general, from childhood to adulthood. The psychometric qualities of this test have been demonstrated in a number of previous studies in both children (Bertrand et al, 2010;Sprenger-Charolles, 2019) and adults (e.g., Cavalli et al, 2018) and, moreover, has been notably found to have high convergence validity (see Bertrand et al, 2010;Cavalli et al, 2018). In this test, the participant is allotted 3 min to read a 265-word text passage aloud as quickly and accurately as possible.…”

Section: Reading Fluencymentioning

confidence: 88%

“…Reading fluency was evaluated with the leximetric test "l'Alouette" (Lefavrais, 1967(Lefavrais, , 2005, which is considered in France to be the "gold standard" instrument for assessing both children (Bertrand et al, 2010;Sprenger-Charolles, 2019) and adults (Cavalli et al, 2018). The Alouette test is systematically used by French practitioners and researchers to screen for dyslexia, as well as to assess reading level in general, from childhood to adulthood.…”

Section: Reading Fluencymentioning

confidence: 99%

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What’s morphology got to do with it: Oral reading fluency in adolescents with dyslexia.

Lefèvre¹,

Law²,

Quémart³

et al. 2023

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Individuals with dyslexia often present phonological difficulties, ultimately impacting their reading and writing. Nevertheless, an individual with dyslexia may circumvent these difficulties through a reliance on linguistic units with more consistent spellings, such as morphemes. The increased use of morphological information by individuals with dyslexia has been argued to be a form of compensation. However, the contribution of morphological skills to reading fluency is still unclear. In this study, French adolescents with and without dyslexia were assessed on their morphological awareness and processing skills, along with reading fluency. Morphological awareness was assessed with a suffixation decision task, while a primed lexical decision task was used to assess morphological processing. Primes shared four possible relationships with the targets: morphological, semantic, orthographic, or unrelated. Group differences were not found for morphological awareness. In contrast, the group of adolescents with dyslexia showed a greater benefit of morphological priming. A continuous approach where reading fluency is seen as a broad spectrum was then used for future analyses. Benefits from morphological and orthographic priming were found to be inversely related to reading fluency. Morphological processing was found to be relatively high for individuals with low reading fluency proficiency, which suggests its use as a compensatory strategy in this population.

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Section: Reading Fluencymentioning

confidence: 88%

Section: Reading Fluencymentioning

confidence: 99%

What’s morphology got to do with it: Oral reading fluency in adolescents with dyslexia.

Lefèvre¹,

Law²,

Quémart³

et al. 2023

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Norms are available from an adult sample of 1,107 participants (Fichten et al, 2014). In addition, they performed the Alouette reading test (Lefavrais, 2005), which is a sensitive standardized reading fluency test for adults with dyslexia (Cavalli et al, 2017a) with excellent psychometric properties (Bertrand et al, 2010). Norms are available from an adult sample of 164 participants (Cavalli et al, 2017a).…”

Section: Reading Level Assessmentmentioning

confidence: 99%

Is there evidence for a noisy computation deficit in developmental dyslexia?

Tan

Chanoine

Cavalli

et al. 2022

Front. Hum. Neurosci.

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The noisy computation hypothesis of developmental dyslexia (DD) is particularly appealing because it can explain deficits across a variety of domains, such as temporal, auditory, phonological, visual and attentional processes. A key prediction is that noisy computations lead to more variable and less stable word representations. A way to test this hypothesis is through repetition of words, that is, when there is noise in the system, the neural signature of repeated stimuli should be more variable. The hypothesis was tested in an functional magnetic resonance imaging experiment with dyslexic and typical readers by repeating words twelve times. Variability measures were computed both at the behavioral and neural levels. At the behavioral level, we compared the standard deviation of reaction time distributions of repeated words. At the neural level, in addition to standard univariate analyses and measures of intra-item variability, we also used multivariate pattern analyses (representational similarity and classification) to find out whether there was evidence for noisier representations in dyslexic readers compared to typical readers. Results showed that there were no significant differences between the two groups in any of the analyses despite robust results within each group (i.e., high representational similarity between repeated words, good classification of words vs. non-words). In summary, there was no evidence in favor of the idea that dyslexic readers would have noisier neural representations than typical readers.

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Early predictors of future reading skills: A follow-up of French-speaking children from the beginning of kindergarten to the end of the second grade (age 5 to 8)

Piquard-Kipffer¹,

Sprenger-Charolles²

2013

L’Année Psychologique

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International audienceWe reported the results of two studies on the early predictors of future reading skills. The main goal of the first study was to examine whether reading level at age 8 can be predicted on the basis of a skill very rarely examined in longitudinal studies: phonemic discrimination. Two groups of French-speaking children were selected based on their phonemic discrimination skills at age 5: a group with low skills and a group with average to high skills in that domain. These two groups were respectively classified as being "at-risk" and "not-at-risk" for reading acquisition, and were matched on chronological age, nonverbal IQ and vocabulary. Phonemic discrimination was found to be an important predictor of reading acquisition. Indeed, the two groups defined at age 5 based on their phonemic discrimination skills obtained significantly different reading scores at age 8, and the proportion of children with reading disabilities was higher in the at-risk group than in the not-at-risk group. The main goal of the second study was to assess whether reading skills at age 8 could be predicted by the "classical" predictors of reading acquisition assessed at age 5: pre-reading level, letter-name knowledge, phonemic segmentation and phonological short-term-memory (STM). A high proportion of the variance in reading at age 8 (52.8%) was predicted by these predictors, with four contributing unique and significant portions of that variance: pre-reading level, letter-name knowledge for vowels (not for consonants), phonemic segmentation (not syllabic segmentation) and phonological STM

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Efficacité, sensibilité, spécificité : comparaison de différents tests de lecture

Cited by 3 publications

References 20 publications

What’s morphology got to do with it: Oral reading fluency in adolescents with dyslexia.

What’s morphology got to do with it: Oral reading fluency in adolescents with dyslexia.

Is there evidence for a noisy computation deficit in developmental dyslexia?

Early predictors of future reading skills: A follow-up of French-speaking children from the beginning of kindergarten to the end of the second grade (age 5 to 8)

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