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3 - Developmental Dyslexia in French

from Part I - Developmental Dyslexia across Languages and Writing Systems

Published online by Cambridge University Press:  27 September 2019

By
Liliane Sprenger-Charolles
Edited by
Ludo Verhoeven ,
Charles Perfetti  and
Kenneth Pugh
Ludo Verhoeven
Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti
Affiliation:
University of Pittsburgh
Kenneth Pugh
Affiliation:
Yale University, Connecticut
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Summary

Reading comprehension requires the ability to both accurately and fluently identify written words and to understand spoken language (Perfetti, 1985, 2007). The main task facing beginning readers, then, is to find a means of understanding written texts as skillfully as they process spoken language. To this end, and to be able to allocate a large part of their processing capacity to reading comprehension, children must develop precise and rapid access to written words. Dyslexics’ reading problems, by definition, are about identifying written words (Lyon, Shaywitz, & Shaywitz, 2003). To understand the problems facing dyslexic readers, it is necessary to determine what is involved in reading in their writing system; which, for French-speaking children, is an alphabetic system.

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Developmental Dyslexia across Languages and Writing Systems , pp. 50 - 72
Publisher: Cambridge University Press
Print publication year: 2019

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