Reading in French-speaking adults with dyslexia.
This study investigated the reading and reading-related skills of 15 French-speaking adults with dyslexia, whose performance was compared with that of chronological-age controls (CA) and reading-level controls (RL). Experiment 1 assessed the efficiency of their phonological reading-related skills (phonemic awareness, phonological short-term memory, and rapid automatic naming (RAN)) and experiment 2 assessed the efficiency of their lexical and sublexical (or phonological) reading procedures (reading aloud of pseudowords and irregular words of different lengths). Experiment 1 revealed that adults with dyslexia exhibited lower phonological reading-related skills than CAs only, and were better than RL controls on the RAN. In experiment 2, as compared with RL controls, only a deficit in the sublexical reading procedure was observed. The results of the second experiment replicated observations from English-language studies but not those of the first experiment. Several hypotheses are discussed to account for these results, including one related to the transparency of orthographic systems.
Martin
Jennifer
J
University of Provence, MARSEILLE, Cedex 3, France.
Colé
Pascale
P
Leuwers
Christel
C
Casalis
Séverine
S
Zorman
Michel
M
Sprenger-Charolles
Liliane
L
D000293:Adolescent; D000328:Adult; D001364:Awareness; D003072:Cognition Disorders / Q000175:diagnosis / Q000523:psychology; D004410:Dyslexia / Q000175:diagnosis* / Q000523:psychology; D005260:Female; D005602:France; D006801:Humans; D007802:Language; D008297:Male; D008570:Memory, Short-Term; D010699:Phonation; D010700:Phonetics; D011932:Reading; D012016:Reference Values; D014706:Verbal Learning; D055815:Young Adult