The cognitive and neuronal bases of developmental dyslexia a review with emphasis on the arabic language
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Published:
Dec 31, 2023
Keywords:
Developmental dyslexia - Phonological awareness - Visual-attention span - Cross- language -Remediation.
Main Article Content
Abstract
We provide a review of the scientific literature on the cognitive and neurobiological bases of dyslexic
disorders, emphasizing the similarities and differences between languages and integrating data from
studies on the Arabic language. Learning to read is more or less effortful and the manifestations of
dyslexia are different depending on the characteristics of the writing systems. Children with dyslexia
have trouble cracking the alphabetic code, which prevents them ultimately achieving fluent word
reading and comprehension. Two main deficits of either phonological awareness or visual-attention span
are independently involved in the development of dyslexia. These cognitive deficits relate to the
dysfunction of different brain networks and are more or less impacting depending on the language
orthography. Dyslexic children benefit from trainings that specifically target their underlying cognitive
deficit, leading to significant reading improvements. Early interventions that explicitly focus on
phonological processing or visual attention are effective to prevent reading difficulties.
Article Details
How to Cite
Valdois, S. (2023). The cognitive and neuronal bases of developmental dyslexia a review with emphasis on the arabic language. AL-Lisaniyyat, 29(2), 174-202. https://doi.org/10.61850/allj.v29i2.592
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Articles
References
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reading accuracy of poor and skilled native Arabic readers. Reading and Writing. 9, 65-78.
https://doi.org/10.1023/A:1007962408827
Abu-Rabia, S. & Abu-Rahmoun, N. (2012). The role of phonology and morphology in the
developmental of basic reading skills of dyslexic and normal native Arabic readers. Creative
Education, 3, 7, 1259-1268. http://dx.doi.org/10.4236/ce.2012.37185
Abu-Rabia, S., Share, D. & Mansour, M.S. (2003). Word-recognition and basic cognitive
processes among reading-disables and normal readers in Arabic. Reading and Writing, 16,
423-442. https://doi.org/10.1023/A:1024237415143
Acha, J., Rodriguez, N. & Perea, M. (2023). The role of letter knowledge acquisition ability
on children’s decoding and word identification: Evidence from an artificial orthography.
Journal of Research in Reading. DOI:10.1111/1467-9817.12432
Awadh, F.H.R. (2016). Caractérisation et rôle de l’empan visuo-attentionnel chez des lecteurs
arabophones adultes et enfants. Thèse de doctorat, Université Grenoble-Alpes.
Awadh, F., Phénix, T., Antzaka, A., Lallier, M., Carreiras, M., Valdois, S. (2016). Crosslanguage modulation of the VA span: A Spanish-French-Arabic comparison in adult skilled
readers. Frontiers in Psychology – Cognition. 7, 307. doi: 10.3389/fpsyg.2016.00307 [hal01569572v1]
Awadh, F.H.R., Zoubrinetzky, R., Zaher, A. & Valdois, S. (2022). Visual attention span as a
predictor of reading fluency and reading comprehension in Arabic. Frontiers in Psychology,
13: 868530. doi: 10.3389/fpsyg.2022.868530 [hal-03845042v1]
Bialystok, E., Luk, G. & Kwan, E. (2005). Bilingualism, biliteracy and learning to read:
Interactions among languages and writing systems. Scientific Studies of Reading, 9, 1, 43-61.
https://doi.org/10.1207/s1532799xssr0901_4
Bosse, M. L. & Valdois, S. (2009). Influence of the visual attention span on child reading
performance: a cross-sectional study. Journal of Research in Reading, 32, 2, 230-253.
https://doi.org/10.1111/j.1467-9817.2008.01387.x [hal-00817785v1]
Boukadida, N. (2008). Connaissances phonologiques et morphologiques dérivationnelles et
apprentissage de la lecture en arabe. Thèse de doctorat, Université Européenne de Bretagne.
Campbell, R. & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly
literate subject: A developmental case with associated deficits of phonémique processing and
awareness. The Quarterly Journal of Experimental Psychology, 37, 3, 435-475.
https://doi.org/10.1080/14640748508400944
Chang, L.Y., Chen, Y.C. & Perfetti, C.A. (2018). Graphcom: A multidimensional measure of
graphic complexity applied to 131 written languages. Behavioral Research, 50, 427-449.
DOI 10.3758/s13428-017-0881-y
Cornut, C. & Casalis, S. (2023). Dyslexie et bilinguisme. Dans S. Casalis (ed.). Les dyslexies
du développement (page 65-77). Elsevier Masson SAS. ISBN 978-2-294-77569-7
Dehaene, S. (2007). Les neurones de la lecture. Editions Odile Jacobs. France. EAN13 :
978273818668
Desrochers, A., Laplante, L. & Brodeur, M. (2016). Le modèle « Réponse à
l’Intervention » et la prévention des difficultés d’apprentissage de la lecture au
préscolaire et au primaire. Dans M.F. Morin, A. Alamargot & C. Gonçalves (Eds.),
Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture. Actes du
symposium sur la littéracie à l’école (p. 290-314). Editions de l’Université de
Sherbrook, Canada. https://doi.org/10.17118/11143/10274
Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z. & Shanahan, T.
(2001). Phonemic awareness instruction helps children learn to read: Evidence from the
National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 3, 250-287.
https://doi.org/10.1598/RRQ.36.3.2
Elbeheri, G., and Everatt, J. (2007). Literacy ability and phonological processing skills
amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20, 3, 273–294.
doi:10.1007/ s11145-006-9031-0
Eviatar, Z., Ibrahim, R., Ganayim, D. (2004). Orthography and the hemispheres: Visual and
linguistic aspects of letter processing. Neuropsychology, 18, 174–184.
https://doi.org/10.1037/0894-4105.18.1.174
Farran, L.K., Bingham, G.E., Matthews, M.W. (2012). The relationship between language and
reading in bilingual English-Arabic children. Reading and Writing, 25, 2153-2181. DOI
10.1007/s11145-011-9352-5
Fluss, J., Ziegler, J., Ecalle, J., Magnan, A., Warszawski, J., Ducot, B., Richard, G. & Billard,
C. (2008). Prévalence des troubles d’apprentissage du langage écrit en début de scolarité :
l’impact du milieu socioéconomique dans 3 zones d’éducation distinctes. Archives de pédiatrie,
15, 1049-1057.
Foulin, J.N. (2005). Why is letter-name knowledge such a good predictor of learning to read?
Reading and Writing, 18, 129-155. DOI 10.1007/s11145-004-5892-2
Gibbs, S.J. & Elliott, J.G. (2020). The dyslexia debate: Life without the label. Oxford Review
of Education. 46, 4, 487-500. https://doi.org/10.1080/03054985.2020.1747419
Ginestet, E., Phénix, T., Diard, J. & Valdois, S. (2019). Modelling the length effect for words
in lexical decision: the role of visual attention. Vision Research, 159, 10-20.
https://doi.org/10.1016/j.visres.2019.03.003 [hal-02097508v1]
Jacquier-Roux, M., Valdois, S. & Zorman, M. (2002). ODEDYS, un outil de dépistage des
dyslexies [Odedys, a tool for the early detection of developmental dyslexia]. Laboratoire
Cognisciences, Université Grenoble-Alpes. https://www.dyslexie.lu/ODEDYS2.pdf
Jacquier-Roux, M., Valdois, S., Lequette, C., Pouget, G. & Zorman, M. (2010 ). BALE : Batterie
Analytique du Langage Ecrit. Laboratoire Cognisciences, Université Grenoble-Alpes.
https://dle.ac-mayotte.fr/La-batterie-analytique-du-langage-ecrit-Outil-cognisciencesBALE.html
Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppanen, H.T., et al. (2013). Predictors of
developmental dyslexia in European orthographies with varying complexity. Journal of Child
Psychology and Psycchiatry, 54, 6, 686-694. doi:10.1111/jcpp.12029 [hal-00965034v1]
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