Pascale Colé

Aix-Marseille Université | AMU · Département de Psychologie Cognitive

Purpose: In adults with dyslexia (DYS), the persistent influence of phonological deficits on spoken language processing has mainly been examined in either perceptual tasks or those tapping complex cognitive operations. Much less attention is devoted to spoken word recognition per se. Our study aimed to fill this gap. Method: Adults with and witho...

Phonemic processing skills are impaired both in children and adults with dyslexia. Since phoneme representation development is based on articulatory gestures, it is likely that these gestures influence oral reading-related skills as assessed through phonemic awareness tasks. In our study, fifty-two young dyslexic adults, with and without motor impa...

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...

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...

Sensorimotor disorders have been frequently reported in children and adults with dyslexia over the past 30 years. The present study aimed to determine the impact of sensorimotor comorbidity risks in dyslexia by investigating the functional links between phonological and sensorimotor representations in young dyslexic adults. Using 52 dyslexic partic...

Based on the existence of sensorimotor disorders frequently reported in children and adults with dyslexia (Nicolson & Fawcett, 1999; Ramus et al., 2003 a, Cignetti et al., 2018), this paper focuses on the link between the underlying phonological deficit and a sensorimotor syndrome, or more precisely, between phonemic representation impairment and i...

Ce livre rassemble les meilleurs spécialistes internationaux autour de la dyslexie à l'âge adulte. Il présente entre autres des outils cliniques destinés à identifier et diminuer les effets de la dyslexie au quotidien. La dyslexie développementale est un trouble de la lecture et de l’orthographe qui affecte de 6 à 8 % de la population française. Le...

In skilled adult readers, reading words is generally assumed to rapidly and automatically activate the phonological code. In adults with dyslexia, despite the main consensus on their phonological processing deficits, little is known about the activation time-course of this code. The present study investigated this issue in both populations. Partici...

The aim of this experiment was to use behavioral and electrophysiological methods to compare university students with dyslexia and matched skilled readers in a novel word learning experiment that included phonological categorization tasks, a word learning phase and a test phase with matching and semantic tasks. Specifically, we aimed at disentangli...

Introduction La question posée chez le jeune adulte dyslexique est de savoir si une atteinte des représentations phonémiques (imprécision des représentations ou difficulté d’accès) est assortie d’une atteinte plus générale des représentations internes de l’action. Matériel et méthodes Pour répondre à cette question, nous avons testé 45 dyslexiques...

The potential role of iconic memory in dyslexia-specific partial report deficits has never been investigated although it may help distinguish between different visuo-attentional theories of dyslexia. The present study is a first step towards such an investigation within an iconic memory framework. 20 French-speaking university students with dyslexi...

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...

As they age, children tend to get more effective at regulating their behavior in complex situations; this improvement in cognitive control is often interpreted as a shift from predominantly reactive control to proactive control. There are three issues with this interpretation. First, hard evidence is lacking that younger children actually rely on r...

La lecture d’une BD constitue une situation écologique intéressante pour étudier l’impact d’une réécriture tenant compte des facteurs d’espacement, taille des lettres, mots courts, phrases courtes, lignes brèves, sur la compréhension de lecteurs dyslexiques adultes. Nous appliquons ces contraintes de rédaction à un roman graphique italien et à sa t...

Depuis quelques années, les demandes d’un bilan orthophonique du langage écrit pour des aménagements pédagogiques et/ou de tiers-temps aux examens de l’enseignement supérieur sont de plus en plus fréquentes. Le laboratoire d’étude des mécanismes cognitifs de Lyon (69) et le laboratoire de psychologie cognitive de Marseille (13) ont récemment validé...

The article presents a summary of the work conducted in French, evaluating the impact of morphology in literacy development. Studies have shown a link between morphological awareness and the level of reading achievement, regardless of phonological awareness. The analysis of the mechanisms of word recognition shows not only 2nd or 3rd graders’ sensi...

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...

Purpose: Tests assessing text reading comprehension traditionally distinguish between literal, local and global inference questions. It remains to establish if these theoretical dimensions can be empirically distinguished as the existing results are contradictory. (Basaraba et al., 2012; Muijselaar et al.; 2017; Rocher, 2013). We investigate the di...

Developmental dyslexia is a lifelong impairment affecting 5 to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the Alouette reading test to a normative sample of 164 French...

Children from low-SES families are known to show delays in aspects of language development which underpin reading acquisition such as vocabulary and listening comprehension. Few studies have focused on the development of morphological skills in this group, and none in French. The present study investigated the involvement of morphological knowledge...

The article presents a summary of the work conducted in French, evaluating the impact of morphology in literacy development. Studies have shown a link between morphological awareness and the level of reading achievement, regardless of phonological awareness. The analysis of the mechanisms of word recognition shows not only 2nd or 3rd graders' sensi...

Background: Developmental dyslexia is a long-lasting reading deficit that persists into adulthood. In spite of many difficulties, some dyslexic adults reach levels of reading comprehension similar to those of unimpaired readers and successfully study at university. Digital technologies offer many potential tools to facilitate reading, but reading...

As reported by the Programme for International Student Assessment (PISA, 2012), almost 20% of French teenagers show difficulties in reading (OCDE, 2014). What are the French language tools the practitioner or educationalist (teacher, school doctor, psychologist, and speech-language pathologist) use to assess specific reading disorders for middle sc...

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...

It has been proposed that letters, as opposed to symbols, trigger specialized crowding processes, boosting identification of the first and last letters of words. This hypothesis is based on evidence that single-letter accuracy as a function of within-string position has a W shape (the classic serial position function [SPF] in psycholinguistics) whe...

A phonological deficit constitutes a primary cause of developmental dyslexia, which persists into adulthood and can explain some aspects of their reading impairment. Nevertheless, some dyslexic adults successfully manage to study at university level, although very little is currently known about how they achieve this. The present study investigated...

An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order...

Selon la dernière enquête internationale PISA 2012, près de 20 % des adolescents en France présentent des difficultés de lecture relativement importantes (OCDE, 2014). Quels sont les outils en langue française dont dispose le praticien ou le pédagogue (enseignant, médecin scolaire, psychologue et orthophoniste) pour évaluer les troubles spécifiques...

The spatiotemporal dynamics of morphological, orthographic, and semantic processing were investigated in a primed lexical decision task in French using magnetoencephalography (MEG). The goal was to investigate orthographic and semantic contributions to morphological priming and compare these effects with pure orthographic and semantic priming. The...

There is ample evidence that Stereotype Threat (ST) contributes to gender differences favoring males on standardized math tests; however, whether ST also contributes to gender differences favoring females in reading remains unanswered. This is surprising as the gender gap in reading is three times bigger than the gender gap in math (OECD, 2014). In...

Most studies in adults with developmental dyslexia have focused on identifying the deficits responsible for their persistent reading difficulties, but little is known on how these readers manage the intensive exposure to written language required to obtain a university degree. The main objective of this study was to identify certain skills, and spe...

Previous research has repeatedly revealed evidence for morpho-orthographic priming effects in suffixed words. However, evidence for the morphological chunking of prefixed words is sparse and ambiguous. The goal of the present study was to directly contrast the processing of prefixed and suffixed pseudowords within the same experiment. We carried ou...

Abstract Introduction. To appropriately assess reading difficulties, tests designed according to an appropriate theoretical framework and based on normative data are required. Objective. We used EVALEC (Sprenger-Charolles et al., 2005) to collect data on the word-level reading skills and reading-related skills (phonemic awareness, phonological shor...

The papers presented in this special issue highlight three theoretical topics central to the reading comprehension research. The first relates to the component skills of reading comprehension performance. Among the multiple linguistic and cognitive skills involved, vocabulary retained much of the researchers' attention. Three papers described the i...

Introduction. To appropriately assess reading difficulties, tests designed according to an appropriate theoretical framework and based on normative data are required. Objective. We used EVALEC (Sprenger-Charolles et al., 2005) to collect data on the word-level reading skills and reading-related skills (phonemic awareness, phonological short-term me...

Children equipped with cochlear implant (CI) do not achieve similar levels of word recognition as typical hearing (TH) children, but it is unclear whether the reading deficit results from less accurate phonological representations, atypical reading procedures, or both. Phonological representations are crucial for reading acquisition in an alphabeti...

An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order...

La relation entre les trois principales capacités nécessaires à la compréhension d’un texte lu (décodage, compréhension orale et vocabulaire), qui est complexe, dépend d’au moins trois autres facteurs : la transparence de l’orthographe, le niveau scolaire de l’élève et son milieu socio-économique. Cette étude analyse les relations entre les différe...

If the simple view of reading earlier characterised reading comprehension as a product of decoding and linguistic comprehension, research has evolved to a more complex simple view including speed or fluency as a major factor of reading comprehension. Through this complex simple view approach, multidimensional models of reading comprehension emerged...

RÉSUMÉ: En France, comme le rapporte l’évaluation internationale PISA (2009), 19,6 % d’adolescents présentent des difficultés relativement importantes de lecture. Pour mieux prendre en charge ces lecteurs, il est essentiel d’identifier précisément les processus fondamentaux engagés dans la lecture qui sont déficients chez eux. Cette revue critique de...

The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children's grade level and socioeconomic status (SES). This study investigated the...

Il ressort de plusieurs méta-analyses qui ont comparé les effets, sur l’apprentissage de la lecture, d’un enseignement systématique des relations grapho-phonologiques par rapport à un enseignement non systémique, ou mineur, de ces relations que les méthodes du premier type sont les plus efficaces. Elles ont des effets positifs sur l’apprentissage d...

Cette recherche a évalué les effets d’un programme combinant des entrainements fondés sur le décodage et la compréhension sur les performances en lecture d’enfants scolarisés en CP dans des réseaux d’éducation prioritaire par rapport à une méthode classique (sans entrainements spécifiques systématiques), et ce à grande échelle et dans des condition...

This research assessed phonological and morphological awareness in dyslexic university students. We tested 44 dyslexic university students in phonological and morphological awareness tasks and compared their performances to those of both matched chronological age and matched reading level controls. In the phonological awareness tests, the dyslexic...

This research evaluates the effects of a program combining training based on decoding and understanding on the reading performance of children enrolled in grade one in priority education networks compared to a conventional training and the scale and implemented at realistic scale and conditions. Quantitative analysis of the results show that the pr...

In several meta-analyzes, the effects on learning to read of systematic phonics instruction was compared to those of unsystematic or no-phonics instruction. The main findings are that systematic phonics instruction is more effective than all other methods. Its effects, that are found on both low level reading skills (word reading) and high level re...

INTRODUCTION Cet ouvrage propose une synthèse des connaissances actuelles sur l’apprentissage de la lecture et la dyslexie. Trois choix fondamentaux ont guidé sa rédaction : -Présenter une synthèse des travaux de recherche les plus robustes (pour ceux qui sont anciens) et les plus novateurs (pour ceux qui sont récents) ; -Présenter des aspects prat...

Ce ouvrage, né du travail d'un collectif d'auteurs, constitue une synthèse détaillée des questions et des données qui émanent de travaux récents dans le domaine de l'acquisition de la lecture. Pratique et accessible, il se compose de 5 chapitres : Apprendre à lire : quelques repères, Lecture et habiletés reliées à la lecture dans la dyslexie, Lectu...

Présentation Savoir lire constitue une condition essentielle d'intégration professionnelle et sociale. Néanmoins, en France, comme le rapportent des évaluations nationales et internationales, entre 12 % et 20 % d'enfants ou d'adolescents présentent des difficultés relativement importantes de lecture. Cette population de lecteurs en difficulté est t...

This paper addresses the questions of whether lexical information influences phoneme discrimination in children with cochlear implants (CI) and whether this influence is similar to what occurs in normal-hearing (NH) children. Previous research with CI children evidenced poor accuracy in phonemic perception, which might have an incidence on the use...

Morphological processing by French children was investigated in two experiments. The first showed that second and third graders read pseudowords such as chat-ure (cat-ish) composed of an illegally combined real stem and real derivational suffix faster and more accurately than they read matched pseudowords composed of a pseudostem and a real derivat...

Purpose: The present study investigates the perception of phonological features in French-speaking children with cochlear implants (CIs) compared with normal-hearing (NH) children matched for listening age. Method: Scores for discrimination and identification of minimal pairs for all features defining consonants (e.g., place, voicing, manner, nasal...

The present study investigates the perception of phonological features in French-speaking children with cochlear implants (CIs) compared with normal-hearing (NH) children matched for listening age. Scores for discrimination and identification of minimal pairs for all features defining consonants (e.g., place, voicing, manner, nasality) and vowels (...

We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS–). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 mat...

Three visual priming experiments using three different prime durations (60ms in Experiment 1, 250ms in Experiment 2, and 800ms in Experiment 3) were conducted to examine which properties of morphemes (form and/or meaning) drive developing readers' processing of written morphology. French third, fifth, and seventh graders and adults (the latter as a...

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,...