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Introduction
I am currently doing a thesis on reading and listening comprehension of dyslexic adults at university and my goal is to understand how some cognitive and language skills directly participate or mediate this understanding. My experience as a speech therapist and the knowledge of linguistics and psychology are related to my interest in the mechanisms underlying oral and written comprehension, especially when it comes to dyslexic children or adults who struggle to access fluent reading.
I'm particularly interested in: comprehension skills (oral or written), inferential reasoning, vocabulary, semantic skills, fluency in context, cognitive or metacognitive control skills, synthesis and integration skills (which are specifically engaged in the comprehension of texts).
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Publications (7)
Objective
The focus of this study is on providing tools to enable researchers and practitioners to screen for dyslexia in adults entering university. The first aim is to validate and provide diagnostic properties for a set of seven tests including a 1-min word reading test, a 2-min pseudoword reading test, a phonemic awareness test, a spelling test...
Developmental dyslexia is a specific learning condition characterized by severe and persistent difficulties in written word recognition, decoding and spelling that may impair both text reading fluency and text reading comprehension. Despite this, some adults with dyslexia successfully complete their university studies even though graduating from un...
Dans la présente étude, nous avons administré sur un échantillon de 56 adolescents dyslexiques et 39 adolescents normo-lecteurs (âgés de 12 à 18 ans) un ensemble de 7 tests évaluant les compétences phonologiques, en lecture et en orthographe. La prévalence des déficits a été étudiée par des analyses de cas. Une analyse de classification (i.e., arbr...
Developmental dyslexia is a long-lasting reading deficit that persists into adulthood. In spite of many difficulties, some adults with dyslexia reach levels of reading comprehension similar to those of unimpaired readers and successfully study at university. While digital technologies offer many potential tools to facilitate reading, there are diff...
Developmental dyslexia is characterized by persistent deficits in decoding, reading fluency and phonological processing (1). However, some dyslexics manage to succeed at university often despite word reading problems (2). According to recent findings, reading comprehension skills of university students with dyslexia seem preserved in untimed readin...
Individuals with dyslexia have decoding difficulties but they show impairments with other aspects of literacy. Dyslexic children have been shown to have low performance in text reading fluency as well as in reading comprehension (Suggate, 2016). Recent research show that over and above impaired phonological skills, other language and cognitive abil...
Depuis les années 70, la majorité des travaux conduits sur l’apprentissage de la lecture dans un système alphabétique tel que celui utilisé par le français, ont mis en évidence la contribution majeure des habiletés phonologiques à cet apprentissage. La recherche a montré également que les dyslexiques (DL) manifestent des difficultés importantes à i...
