The spelling strategies of francophone dyslexic students

Ruberto, Noémia; Daigle, Daniel; Ammar, Ahlem

doi:10.1007/s11145-015-9620-x

Cited by 13 publications

(6 citation statements)

References 37 publications

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“…Phonological deficit hinders the learning of the alphabetical principle of the language, more specifically, the phoneme-grapheme correspondence 20 . In languages such as French, this correspondence is the basic aspect for the successful learning of the reading and writing skills.…”

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Studies on spelling in the context of dyslexia: a literature review

Cidrim

Madeiro

2017

Rev. CEFAC

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This paper aimed at reviewing the literature related to national and international research on spelling difficulties by dyslexics and identifying the intervention approaches performed with regard to this topic. An integrative review of the literature was carried out in order to answer the question: considering the domain of the orthography, one of the challenges frequently faced by dyslexics, how are studies on the relationship between dyslexia and spelling characterized? The research was carried out in PubMed platform, Scopus database and Portal de Periódicos CAPES/MEC. To search the articles, the following descriptors were used: "dislexia" or "dyslexia" with the free terms "ortografia" or "spelling". One aspect should be highlighted: some works indicate that difficulties in the spelling performance by dyslexics are not exclusively due to phonological processing failures -they are also secondary to alterations in orthographic processing. A challenge faced by dyslexics is to retain phonological information to use in writing new orthographic forms. Researchers suggest that intervention strategies include phonological, orthographic and lexical activities. It is observed that few studies have analyzed the difficulties that dyslexics face when dealing with new words, as well as writing, correctly, frequently used words in their own language.

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confidence: 99%

“…Spelling difficulties have been frequently observed in dyslexic children 1,2,[7][8][9]20,22 and persist until adulthood 14,[23][24][25][26][27] .…”

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confidence: 99%

Studies on spelling in the context of dyslexia: a literature review

Cidrim

Madeiro

2017

Rev. CEFAC

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“…Précisément, ces difficultés affectent tant le traitement de mots écrits isolés (en production de mots, voir Broc et al, 2014 ;Larkin et al, 2013 ;Williams et al, 2013 ; en lecture de mots, voir Catts et al, 2008 ;Macchi et al, 2014 ;van Weerdenburg et al, 2011) que la compréhension et la production de textes écrits (Bishop et al, 2009 ;Isoaho et al, 2016 ;Mackie et Dockrell, 2004 ;Vandewalle et al, 2012) (Share, 2004(Share, , 2008. Lors de la lecture de mots, la procédure de décodage permet l'identification d'un mot écrit en le (Ruberto et al, 2016).…”

Section: Qui Sont Les Apprenants Ayant Un Tdl ?unclassified

Et si lire et produire des mots écrits faisait appel aux mêmes connaissances orthographiques ? : Le cas des élèves ayant un trouble développemental du langage (TDL)

Leonti¹,

Daigle²,

Montésinos‐Gelet³

2022

CJE/RCÉ

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Deux objectifs ont été poursuivis dans notre étude : 1) Décrire les connaissances orthographiques des élèves ayant un TDL (trouble développemental du langage) et 2) Identifier si les scores en production orthographique sont reliés à d’autres épreuves ayant recours aux connaissances orthographiques telles que la reconnaissance de mots et de pseudo-mots et la compréhension en lecture. Une approche méthodologique à groupes comparatifs a été employée pour analyser les performances de trois groupes de participants: 1) un groupe expérimental incluant les élèves francophones du primaire présentant un TDL (TDL, N = 25), 2) un groupe contrôle – niveau de lecture (CL, N = 26) et 3) et un groupe contrôle - âge chronologique (CA, N = 42). Les résultats suggèrent que les performances en production orthographique des élèves ayant un TDL s’apparentent à celles des élèves du groupe CL. Enfin, des liens significatifs de corrélation entre les performances en lecture et en production orthographique ont été identifiés dans les trois groupes de participants.

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“…Thus, learners must acquire specific knowledge that is fundamental for reading and writing, including spelling (Apel et al, 2019;Graham & Santangelo, 2014). Spelling is a complex skill to master for most children, but even more so for children with special needs (Berninger et al, 2008;Daigle et al, 2016;Graham & Santangelo, 2014;Plisson et al, 2013;Ruberto et al, 2016). A variety of variables could explain why children struggle with spelling.…”

Section: Introductionmentioning

confidence: 99%

Effect of Explicit Instruction on the Acquisition of Words' Visual Aspects By Second-Grade French-Speaking Children

Ruberto,

Daigle,

Ammar

et al. 2024

L & L

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This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and formal properties of words; TF: explicit teaching of formal properties of words). For students without difficulties, the experimental interventions have contributed equally to the learning of the words’ visual aspect, whereas no progress was observed for the control group. For students with special needs, only the intervention that combined explicit instruction of semantic and formal properties lead to significant progress. These results suggest that explicit instruction should focus on the semantic and formal properties of words, especially for students with special needs.

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The spelling strategies of francophone dyslexic students

Cited by 13 publications

References 37 publications

Studies on spelling in the context of dyslexia: a literature review

Studies on spelling in the context of dyslexia: a literature review

Et si lire et produire des mots écrits faisait appel aux mêmes connaissances orthographiques ? : Le cas des élèves ayant un trouble développemental du langage (TDL)

Effect of Explicit Instruction on the Acquisition of Words' Visual Aspects By Second-Grade French-Speaking Children

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