Syllabic Processing in Deaf Readers of French: A Second-Language Question?

Daigle, Daniel; Ammar, Ahlem; Berthiaume, Rachel; Besse, Anne‐Sophie; Bastien, Marie-France

doi:10.1179/146431510x12626982043561

Cited by 4 publications

(7 citation statements)

References 43 publications

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“…The task itself also involves reading the word, segmenting it and extracting the appropriate letters corresponding to the base (also Apel & Thomas-Tate, 2009). The use of morphological tasks that differ in terms of cognitive constraints, where one is more demanding than the other, could lead to different patterns of results, as has been demonstrated in other studies (see, for example, Daigle, Ammar, Bastien, Berthiaume, & Besse, 2010). In our study, the most demanding task, decomposition, was less successful in the three groups, especially for the dyslexic participants.…”

Section: Discussionsupporting

confidence: 55%

“…Also, it is possible that the low results of the dyslexics on the decomposition task could be explained by incomplete lexical representations of words. The use of morphological tasks that differ in terms of cognitive constraints, where one is more demanding than the other, could lead to different patterns of results, as has been demonstrated in other studies (see, for example, Daigle, Ammar, Bastien, Berthiaume, & Besse, 2010). Plisson, Daigle, and Montésinos-Gelet (2013) conducted a study where the dyslexic participants produced unexpected spelling forms on a writing task, thus revealing the probable instabilities of their spelling representations.…”

Section: Discussionmentioning

confidence: 91%

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Are Dyslexic Children Sensitive to the Morphological Structure of Words When They Read? The Case of Dyslexic Readers of French

Berthiaume

Daigle

2014

Dyslexia

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Typically, research has cited a deficient use of word recognition procedures mainly caused by a phonological deficit as the source of dyslexic students' reading difficulties. However, recent studies have shown that morphological processing also plays an important part in reading. In the present study, sensitivity to the morphological structure of words was assessed with a plausibility judgment task, where participants determined which of two pseudo-words most resembled a real word in French, and with a decomposition task requiring participants to extract the base forms of morphologically complex words. Dyslexic participants (DYS, n = 26) aged 9-12 years were matched to 26 participants of the same chronological age (CA) and 30 younger participants of the same reading age (RA). Overall, the decomposition task was less successful at demonstrating morphological knowledge than the plausibility judgment task. Results indicate that dyslexic participants demonstrated some morphological sensitivity, particularly on the plausibility task, but were outperformed by both control groups on both tasks. Performance on morphological tasks was significantly correlated to reading comprehension scores. More research needs to be carried out to better comprehend the effects of task characteristics on dyslexic participants' success and before claiming a different or deviant developmental path for morphological knowledge.

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Section: Discussionsupporting

confidence: 55%

Section: Discussionmentioning

confidence: 91%

Are Dyslexic Children Sensitive to the Morphological Structure of Words When They Read? The Case of Dyslexic Readers of French

Berthiaume

Daigle

2014

Dyslexia

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“…L'épreuve GS−, inspirée de Transler et al (1999), est uneépreuve de jugement de ressemblance. Elle aété utilisée auprès d'adultes en difficulté et d'élèves sourds (Daigle, Ammar, Bastien, Berthiaume, & Besse, 2010b;Daigle & Armand, 2008). Les participants devaient déterminer lequel de deux pseudo-mots ( * cabri ou carbi) ressemblait le plusà un pseudomot cible (capli).…”

Section: Matérielunclassified

“…Cette tâche a aussiété utilisée auprès d'adultes en difficulté (Daigle et al, 2010b). Les principes de création des items, de présentation du matériel et de la position de la réponse attendueénoncée pour l'épreuve GP+ s'appliquent aussià l'épreuve GS+.…”

Section: Matérielunclassified

Procédures graphophonémiques et graphosyllabiques chez des lecteurs dyslexiques et des lecteurs sourds du primaire: l'effet de la tâche

Daigle¹,

Berthiaume²,

Demont³

2013

Language Awareness

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Lesélèves dyslexiques et lesélèves sourds sont reconnus pourêtre atteints d'un déficit phonologique qui nuit au développement de la reconnaissance des mots en lecture. Considérant que la reconnaissance des mots implique la mise en relation de séquences orthographiques et d'unités phonologiques, le but de cette recherche est d'étudier les procédures graphophonologiques dans les deux populations. Les dyslexiques et les sourds ontété appariés sur l'âge et le niveau de lecture. Les deux groupes ont ensuiteété appariésà un groupe de normo-lecteurs du mêmeâge età un groupe de normo-lecteurs plus jeunes, mais de même niveau de lecture. Deux expérimentations ontété menées: l'une visant les procédures graphophonémiques, l'autre les procédures graphosyllabiques. Dans chaque expérimentation, deux tâches sollicitant les mêmes connaissances, mais variant en fonction de leur niveau d'explicitation ontété créées. Les résultats indiquent que lesélèves dyslexiques et lesélèves sourds ont des performances comparables etéquivalentesà celles des normo-lecteurs plus jeunes. Les trois groupes se distinguent des normo-lecteurs plusâgés. Les tâches plus explicites sont moins bien réussies que les tâches moins explicites. Ces résultats sont discutés en fonction de l'implication de la tâche dans les performances observées.

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“…Inspired by Transler, Leybaert, and Gombert (1999), the GS− task is a similarity judgment task similar to the task used in other studies (e.g., Daigle &Armand, 2008 andBesse, 2010b). This task requires subjects to select from two comparison pseudo-words the one that most nearly resembles a target pseudoword.…”

Section: Experimental Materialsmentioning

confidence: 99%

Graphophonological processes in dyslexic readers of French: A longitudinal study of the explicitness effect of tasks

et al. 2012

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Given the well-acknowledged phonological deficit found in dyslexic children, this study was aimed at investigating graphophonological processes in dyslexic readers of French over a 1-year period. Among the different types of phonological processing can be distinguished those related to phonological awareness based on knowledge of the oral language and graphophonological processes based on correspondences between the oral and the written language. In this study, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in the degree of cognitive constraint associated with the task (CC- vs CC+). Twenty 11 year-old dyslexic students were compared with younger normal-readers of the same reading level (RA, n=26) and to normal-readers of the same age (CA, n=24). Two variables were considered in the analyses: accuracy and response latency. Results show that dyslexic readers do process written items at the graphophonological level. Also, results indicate main effects of task (CC- vs CC+), time (T1 vs T2), and group (DYS vs RA vs CA). In general, dyslexic participants' performances are comparable to those of RA and differ from those of CA.

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Syllabic Processing in Deaf Readers of French: A Second-Language Question?

Cited by 4 publications

References 43 publications

Are Dyslexic Children Sensitive to the Morphological Structure of Words When They Read? The Case of Dyslexic Readers of French

Are Dyslexic Children Sensitive to the Morphological Structure of Words When They Read? The Case of Dyslexic Readers of French

Procédures graphophonémiques et graphosyllabiques chez des lecteurs dyslexiques et des lecteurs sourds du primaire: l'effet de la tâche

Graphophonological processes in dyslexic readers of French: A longitudinal study of the explicitness effect of tasks

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