Elise Lefevre

• Doctor of Psychology
• PostDoc Position at KU Leuven

Over the past decade, the anxiety-related attentional bias to threat, widely investigatedthrough the dot-probe task, has faced challenges. First, at an early stage of processing, itremains unclear whether this bias follows a static pattern (vigilance) or fluctuates betweenvigilance and avoidance. Second, methodological and theoretical concerns have...

Background: Individuals with dyslexia are at risk of poorer reading comprehension levels due to their reading fluency impairment. However, some of such individuals exhibit a resilient profile, achieving appropriate reading comprehension levels despite their impairment. Aims: This study aimed to investigate how key cognitive skills, specifically voc...

The present study investigates the development of single word processing and multiple word processing skills in French-speaking children from Grade 2 to Grade 6. One hundred and fifty children participated in two tasks: a Lexical Decision Task (LDT) and a Grammatical Decision Task (GDT). The LDT was used to test single word processing abilities whe...

Learning to spell in an inconsistent orthographic system is a true challenge for primary school children. Previous empirical studies have highlighted three main skills involved in this learning process: phonological skills, morphological skills, and children's sensitivity to graphotactic regularities. However, the literature shows contradictions in...

We examined the reliance on phonological decoding and morpho-orthographic decomposition strategies in developing and skilled readers of French. A lexical decision experiment was conducted where the critical stimuli were four types of nonwords, all derived from the same base word, such as the French word visage (face) in the following examples: (a)...

We examined the reliance on phonological decoding and morpho-orthographic decomposition strategies in developing and skilled readers of French. A lexical decision experiment was conducted where the critical stimuli were four types of nonword all derived from the same base-word, such as the French word visage (face) in the following examples: 1) pse...

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...

Rehabilitation studies in developmental dyslexia (DD) are generally based on the single-cause hypothesis of alterations either in phonological processing, visuo-attentional processing or cross-modal integration. However, many studies have shown that the cause of DD is multifactorial and that most dyslexic readers (DR) have underlying cognitive defi...

This study had three goals: to examine the stability of deficits in the phonological and lexical routes in dyslexia (group study), to determine the prevalence of dyslexia profiles (multiple-case study), and to identify the prediction of phonemic segmentation and discrimination skills before reading acquisition on future reading level. Among a group...

La dyslexie développementale est caractérisée par des déficits persistants en fluence en lecture, en décodage grapho-phonémique et en production orthographique. Bien que l’observation de la persistance des troubles fasse consensus dans la littérature scientifique internationale, il existe également un consensus sur l’observation d’un niveau hétérog...

Individuals with dyslexia often present phonological difficulties, ultimately impacting their reading and writing. Nevertheless, an individual with dyslexia may circumvent these difficulties through a reliance on linguistic units with more consistent spellings, such as morphemes. The increased use of morphological information by individuals with dy...

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...