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Lefèvre, Elise; Cavalli, Eddy; Colé, Pascale; Law, Jeremy M.; Sprenger-Charolles, Liliane – Annals of Dyslexia, 2023
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…
Descriptors: Dyslexia, Phonological Awareness, Reading Skills, Reading Difficulties
Denis-Noël, Ambre; Pattamadilok, Chotiga; Castet, Éric; Colé, Pascale – Annals of Dyslexia, 2020
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.…
Descriptors: Adults, Dyslexia, Word Recognition, Phonology
Cavalli, Eddy; Colé, Pascale; Brèthes, Hélène; Lefevre, Elise; Lascombe, Samuel; Velay, Jean-Luc – Annals of Dyslexia, 2019
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…
Descriptors: Adults, College Students, Books, Electronic Publishing
Cavalli, Eddy; Duncan, Lynne G.; Elbro, Carsten; El Ahmadi, Abdessadek; Colé, Pascale – Annals of Dyslexia, 2017
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…
Descriptors: Dyslexia, Reading Skills, Phonological Awareness, Morphology (Languages)