Le processus de révision en production écrite de textes par des étudiants francophones dyslexiques

Abstract

Une des difficultés mentionnées par les étudiants dyslexiques est la production de textes (Mazur-Palandre, Abadie et Bedoin, 2016). Chez les sujets neurotypiques, les processus orthographiques s’automatisent progressivement avec l’expérience (Berninger et Swanson, 1994), ce qui permettrait – si on se place dans le cadre de la théorie de la capacité pour la production écrite (McCutchen, 1996) - d'affecter davantage de ressources à des processus de niveau supérieur, tels que la révision. Chez les individus dyslexiques, les processus orthographiques sont peu automatisés, et ce même à l’âge adulte ce qui peut donc impacter la production textuelle (Fayol et Miret, 2005). Cette étude vise à analyser les productions écrites d’étudiants dyslexiques et contrôles afin de voir de quelle manière la révision diffère entre les deux groupes d’étudiants. Les étudiants ont été invités à produire des textes écrits, collectés par le biais d’une tablette graphique et du logiciel Eye and Pen©, permettant d'observer la temporalité de l’activité d’écriture, dont les révisions. Les résultats indiquent que les étudiants dyslexiques et contrôles ne diffèrent guère quant à la quantité et les types de révision, ce qui suggère que les étudiants dyslexiques ont mis en place des stratégies. Néanmoins, des analyses complémentaires nuancent les résultats en montrant des différences entre les deux groupes.

French Students with Dyslexia Facing the Punctuation System: Insecurity, Inventory Use, and Error Studies

“…Indeed, in 2015 and 2016, two surveys on dyslexia in higher education were conducted at the University of Lyon. The objective was to understand the needs and difficulties of students with dyslexia at the University of Lyon (for a presentation of several results, see [ 12 , 13 ]). Various questions concerning different topics were asked about student life, learning, reading, writing, or diagnosis.…”

“…Moreover, analyses of these questionnaires at the university of Lyon (previously mentioned; you can see [ 12 , 13 ] for a presentation of results) reveal that the written task most complicated for students with dyslexia is the production of essays (whereas control students do not feel this difficulty as much; Chi2 = 11.3, p < 0.05) and the production of a dissertation (whereas control students do not feel this difficulty as much; Chi2 = 9.6, p < 0.05). Moreover, students with dyslexia declare having much difficulty in the organization of their written texts (more than control students; Chi2 = 50.4, p < 0.001), with the agreement and tense of verbs (more than control students; Chi2 = 32.6, p < 0.001), they report fear of making spelling mistakes (more than control students; Chi2 = 33.9, p < 0.001), and a deficit in vocabulary (more than control students; Chi2 = 8.4, p < 0.05) [ 12 , 13 ]. These feelings are confirmed by the experimental analyses that follow these questionnaires.…”

“…English students with dyslexia have difficulties with written production, whether in terms of the number of polysyllabic words [ 16 ], the number of spelling errors [ 16 , 17 , 18 ], certain syntactic aspects [ 16 ], or the identification of errors and their correction [ 16 , 17 , 19 ]. Furthermore, they also experience difficulty revising their text, with less effective textual revision compared to student controls [ 12 , 16 , 20 , 21 ].…”

Confronting Lexical Choice and Error Distribution in Written French: New Insights into the Linguistic Insecurity of Students with Dyslexia

“…In the second questionnaire (2016), among the 83 students with dyslexia selected for statistical analyses of questionnaire responses, only 38 responded that they were declared to their institution’s disability service (for a presentation of several results, cf. [ 5 ]). These two results reveal that, potentially, one out of two students with dyslexia is not declared to their institution’s disability service.…”

“…Studies show that adults with dyslexia continue to experience difficulties with writing [ 2 , 4 , 5 , 27 , 28 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 ] in spite of remediation programs that reduce the difficulties but do not eliminate the anomalies [ 52 ]. Many students with dyslexia have problems with composition organization, handwriting, punctuation, and redrafting [ 53 ].…”