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2013
- handle: 10670/1.ephs35
- hal: hal-02052037
- doi: 10.1177/0022219412449423
- PUBMED: 22711663
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info:eu-repo/semantics/altIdentifier/doi/10.1177/0022219412449423
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/pmid/22711663
Mots-clés
dyslexia syntactic comprehension gender agreement phonological skills spoken and written languageSujets proches
Reading--Study and teachingCiter ce document
Séverine Casalis et al., « Syntactic comprehension in reading and listening: a study of French children with dyslexia », HAL-SHS : linguistique, ID : 10.1177/0022219412449423
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Résumé
This study examined syntactic comprehension in French children with dyslexia in both listening and reading. In the first syntactic comprehension task, a partial version of the Epreuve de Compréhension syntaxico-sémantique (ECOSSE test; French adaptation of Bishop’s test for receptive grammar test) children with dyslexia performed at a lower level in the written but not in the spoken modality, compared to reading age–matched children, suggesting a difficulty in handling syntax while reading. In the second task, syntactic processing was further explored through a test of relative clause processing, in which inflectional markers could aid in attributing roles to the elements in a complex syntactic structure. Children with dyslexia were insensitive to inflectional markers in both reading and listening, as was the reading age control group, while only the older normal reader group appeared to make use of the inflectional markers. Overall, the results support the hypothesis that difficulties in comprehension in dyslexia are strongly related to poor reading skills.