Les Dyslexies Développementales
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Publié-e :
déc 31, 2023
Mots-clés :
Dyslexies développementales - Déficit phonologique - Déficit de l’empan visuo- attentionnel - Différences inter-langues - Remédiation
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Résumé
Cet article propose une revue de la littérature scientifique sur l’origine cognitive et neurobiologique des troubles dyslexiques en insistant sur les similarités et différences inter-langues et en intégrant les données issues des études portant sur la langue arabe. L’apprentissage de la lecture est plus ou moins facile selon les langues et les manifestations d’une dyslexie ne sont pas les mêmes selon la langue. Les dyslexiques ont du mal à développer les capacités de décodage qui sont le socle permettant à termes d’aboutir à une lecture fluente, une bonne compréhension des textes et le plaisir de lire. Des difficultés de décodage peuvent résulter soit d’un déficit de la conscience phonémique en lien avec un dysfonctionnement cérébral périsylvien gauche, soit d’un déficit de l’empan visuo-attentionnel associé à un dysfonctionnement des lobules pariétaux supérieurs. Des entraînements ciblant les déficits cognitifs sous-jacents sont efficaces pour améliorer le niveau de lecture des enfants dyslexiques.
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Comment citer
Valdois, S. (2023). Les Dyslexies Développementales. AL-Lisaniyyat, 29(2), 174-202. https://doi.org/10.61850/allj.v29i2.592
Rubrique
Articles
Références
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Crossref Member Badge
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.
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