2023
Audrey Mazur et al., « Dyslexia in adulthood: a better comprehension for a better inclusion in University and workplace. », HAL-SHS : linguistique, ID : 10670/1.lhyv7e
The goal of this presentation is to better understand the persistent difficulties of young adults with dyslexia to ensure their successful inclusion at university or work place. We want to share several results about their difficulties with reading and writing. Indeed, subjects with a typical language development automate the phonem/graphem conversions during childhood (Berninger & Swanson, 1994). People with dyslexia do not automate totally this conversion system and even if they have received diagnosis and remediation, this impacts strongly their reading and writing as adult.We will discuss results from a project about difficulties of people with dyslexia at university. There were several steps: 1) online questionnaires concerning difficulties and needs; (2) a speech, language and neuropsychological assessment (N = 30 students with dyslexia and 30 control); and (3) psycholinguistic tasks consisting of producing written and spoken texts (N = 21 students with dyslexia and 22 control). We focus on written texts, collected using Eye and Pen© software, that permits to code several off line measures like the revision process, spelling, punctuation or lexical choices.The different analyses reveal that students with dyslexia present a different management of reading and writing. For instance, results show that dyslexia can have impact on revisions (Mazur & Chenu, 2023), spelling (Mazur et al., 2021) - probably because of their deficit in the error detection mechanism (Horowitz & Breznitz, 2011) – or punctuation, suggesting that the cohesion system is also impacted (Mazur & Quignard, 2023). We will consider these results in relation to academic and professional constraints and discuss good practices to facilitate inclusion of people with dyslexia.