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Reading in French-speaking adults with dyslexia

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Abstract

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.

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Notes

  1. However, in one study (Ransby & Swanson, 2003) no differences in accuracy were found between English-speaking adults with dyslexia and RL controls on a phoneme deletion task.

  2. The Alouette-R (Lefavrais, 2005) has been standardized on pupils up to the age of 16 years. However, the groups used for this standardization were fairly small (on average 36 readers per level), so we preferred to rely on the original version.

  3. Note that a dyslexic pseudoword deficit can be observed on accuracy scores in a transparent orthography, at least for very poor young readers (e.g. Sprenger-Charolles et al., 2009).

  4. However, see Ransby and Swanson (2003), who found English-speaking adults with dyslexia and reading-level controls to perform similarly on pseudoword reading accuracy.

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Acknowledgments

This research was supported by grants from the Agence Nationale de la Recherche (A.N.R.) for a project called “Les traitements morphologiques dans l’apprentissage de la lecture et ses troubles” (ANR-06-APPR-006). The authors would like to thank two anonymous reviewers for their very helpful comments on the manuscript.

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  1. University of Provence, Cognitive Psychology Laboratory (C.N.R.S.), Pôle 3C (Bâtiment 9 - Case D), 3, Place Victor Hugo, 13331 MARSEILLE, Cedex 3, France

    Jennifer Martin & Pascale Colé

  2. University of Geneva, Experimental Psycholinguistics Laboratory, Geneva, Switzerland

    Jennifer Martin

  3. University of Savoie, Letters, Literature and Societies Laboratory, Chambéry, France

    Christel Leuwers

  4. University of Lille 3, URECA Laboratory, Lille, France

    Séverine Casalis

  5. University of Grenoble, Education Sciences Laboratory of Grenoble, Grenoble, France

    Michel Zorman

  6. University of Paris 5, Perception Psychology Laboratory (C.N.R.S.), Paris, France

    Liliane Sprenger-Charolles

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Correspondence to Pascale Colé.

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Martin, J., Colé, P., Leuwers, C. et al. Reading in French-speaking adults with dyslexia. Ann. of Dyslexia 60, 238–264 (2010). https://doi.org/10.1007/s11881-010-0043-8

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