La dyslexie à l’âge adulte : la persistance des difficultés orthographiques

Abstract : Dyslexia in adulthood: the persistence of orthographic difficulties. In this paper, the preliminary results of a larger study about the spoken and written production of dyslexic university students are presented. Written texts of dyslexic and control university students are analysed to see how they deal with lexical and grammatical spelling. In previous analyses with the same populations, dyslexic students report having still difficulties when they compose a written text, whether it be with spelling, syntax, or the organization of the text. A speech diagnostic and neuropsychological assessment confirm that dyslexic students still have difficulties with spelling, as with reading, and that they also have an atypical attentional functioning. For this present study, dyslexic students, as well as a group of paired control students, were asked to produce written and spoken narrative and expository texts. The written text, observed in this paper were collected using Eye and Pen © software with graphics tablets and then transferred to CLAN software in which all errors were coded. Results reveal that, if dyslexic and control students have the same pattern of errors, dyslexics make significantly more errors than controls. A qualitative study shows that some recurring errors of dyslexic students are never found in the texts of the student controls. Dyslexic students still have real difficulties with spelling.
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Audrey Mazur-Palandre. La dyslexie à l’âge adulte : la persistance des difficultés orthographiques. SHS Web of Conferences, EDP Sciences, 2018, In F. Neveu, B. Harmegnies, L. Hriba et S. Prévost (Eds.), Actes édités du 6ème Congrès Mondial de Linguistique Française, 46 (1003), pp.8. ⟨10.1051/shsconf/20184610003⟩. ⟨halshs-01935270⟩



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