Liliane Sprenger-Charolles - Academia.edu (original) (raw)

Papers by Liliane Sprenger-Charolles

Journal of Experimental Child Psychology, 2008

Previous studies have shown that children suffering from developmental dyslexia have a deficit in... more Previous studies have shown that children suffering from developmental dyslexia have a deficit in categorical perception of speech sounds. The aim of the current study was to better understand the nature of this categorical perception deficit. In this study, categorical perception skills of children with dyslexia were compared with those of chronological age and reading level controls. Children identified and discriminated /do-to/ syllables along a voice onset time (VOT) continuum. Results showed that children with dyslexia discriminated among phonemically contrastive pairs less accurately than did chronological age and reading level controls and also showed higher sensitivity in the discrimination of allophonic contrasts. These results suggest that children with dyslexia perceive speech with allophonic units rather than phonemic units. The origin of allophonic perception in the course of perceptual development and its implication for reading acquisition are discussed.

L’Année psychologique, 2007

Marc Delahaie • Liliane Sprenger-Charolles • Willy Serniclaes L'année psychologique, 2007, 107, 3... more Marc Delahaie • Liliane Sprenger-Charolles • Willy Serniclaes L'année psychologique, 2007, 107, 361-396 devrait se manifester plus fortement en lecture de pseudomots qu'en lecture de mots ; (2) par rapport aux normolecteurs de même niveau de lecture, ce déficit devrait être le seul à ressortir, toujours quelle que soit la sévérité du déficit lexique des mauvais lecteurs. Pour la lecture de mots réguliers et de pseudomots, la comparaison entre enfants de même âge signale une moins forte amélioration des scores entre le CP et le CE1 pour les pseudomots que pour les mots chez les très faibles lecteurs, tout comme chez les faibles lecteurs, pas chez les normolecteurs. D'autre part, dans la comparaison entre enfants de même niveau de lecture, les scores des très faibles lecteurs de CE1 sont inférieurs à ceux de normolecteurs de CP uniquement en lecture de pseudomots, les scores des faibles lecteurs de CE1 étant supérieurs à ceux des normolecteurs de CP uniquement en lecture de mots. Ces résultats sont conformes à nos hypothèses, pas ceux de la comparaison entre mots irréguliers et pseudomots, qui n'ont porté que sur les enfants les plus âgés (CE1). En effet, l'effet de la lexicalité -au détriment des mots irréguliers -est plus fort chez les normolecteurs. En dehors de ce dernier résultat, pour lequel nous proposons une interprétation, les autres résultats indiquent que, comme les dyslexiques, les performances des mauvais lecteurs sont déficitaires quand ils ne peuvent pas s'appuyer sur leurs connaissances lexicales pour lire. Ils suggèrent également que les différences entre faibles et très faibles lecteurs sont principalement quantitatives, ce qui doit toutefois s'interpréter avec précaution : en effet une même manifestation de surface d'un déficit peut ne pas avoir la même origine.

Frontiers in psychology, 2015

Neural investigations suggest that there are three possible core deficits in dyslexia: phonemic, ... more Neural investigations suggest that there are three possible core deficits in dyslexia: phonemic, grapho-phonemic, and graphemic. These investigations also suggest that the phonemic deficit resides in a different mode of speech perception which is based on allophonic (subphonemic) units rather than phonemic units. Here we review the results of remediation methods that tap into each of these core deficits, and examine how the methods that tap into the phonemic deficit might contribute to the remediation of allophonic perception. Remediation of grapho-phonemic deficiencies with a new computerized phonics training program (GraphoGame) might be able to surpass the limits of classical phonics training programs, particularly with regard to reading fluency. Remediation of visuo-graphemic deficiencies through exposure to enhanced letter spacing is also promising, although children with dyslexia continued to read more slowly than typical readers after this type of training. Remediation of pho...

NeuroImage, Jan 15, 2007

While persistence of subtle phonological deficits in dyslexic adults is well documented, deficit ... more While persistence of subtle phonological deficits in dyslexic adults is well documented, deficit of categorical perception of phonemes has received little attention so far. We studied learning of phoneme categorization during an activation H(2)O(15) PET experiment in 14 dyslexic adults and 16 normal readers with similar age, handedness and performance IQ. Dyslexic subjects exhibited typical, marked impairments in reading and phoneme awareness tasks. During the PET experiment, subjects performed a discrimination task involving sine wave analogues of speech first presented as pairs of electronic sounds and, after debriefing, as syllables /ba/ and /da/. Discrimination performance and brain activation were compared between the acoustic mode and the speech mode of the task which involved physically identical stimuli; signal changes in the speech mode relative to the acoustic mode revealed the neural counterparts of phonological top-down processes that are engaged after debriefing. Althou...

Journal of experimental child psychology, 2003

The development of phonological and orthographic processing was studied from the middle of Grade ... more The development of phonological and orthographic processing was studied from the middle of Grade 1 to the end of Grade 4 (age 6; 6-10 years) using the effects of regularity and of lexicality in reading aloud and in spelling tasks, and using the effect of pseudohomophony in a silent reading task. In all the tasks, signs of reliance on phonological processing were found even when indicators of reliance on orthographic processing appeared. Multiple regression analyses were conducted to determine which early skills predict later reading achievement. Pseudoword and irregular word scores were used as measures for phonological and orthographic skills, respectively. Only middle of Grade 1 phonological reading skills accounted for independent variance in end of Grade 4 orthographic skills. Conversely, from the middle to the end of Grade 1, and from the end of Grade 1 to the end of Grade 4, both orthographic and phonological skills accounted for independent variance in later orthographic skil...

Journal of Speech, Language, and Hearing Research, 2001

Experiments previously reported in the literature suggest that people with dyslexia have a defici... more Experiments previously reported in the literature suggest that people with dyslexia have a deficit in categorical perception. However, it is still unclear whether the deficit is specific to the perception of speech sounds or whether it more generally affects auditory function. In order to investigate the relationship between categorical perception and dyslexia as well as the nature of this categorization deficit, speech specific or not, discrimination responses of children who have dyslexia and those of average readers to sinewave analogues of speech sounds were compared. The latter were presented in two different conditions, either as nonspeech whistles or as speech sounds. Results showed that dyslexics are less categorical than average readers in the speech condition mainly because they are better at discriminating acoustic differences between stimuli belonging to the same category. In the nonspeech condition, discrimination was also better for children with dyslexia but differences in categorical perception were less clear-cut. Further, the location of the categorical boundary on the stimulus continuum differed between speech and nonspeech conditions. As a whole, this study shows that dyslexics' categorical deficit is mainly due to an increased perceptibility of within-category differences and that it has a speech specific component. These findings may have profound implications for learning and reeducation.

Annals of Dyslexia, 2010

This study investigated the reading and reading-related skills of 15 French-speaking adults with ... more 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.

Cognitive Development, 2004

This study examined the effect of incorporating a visuo-haptic and haptic (tactual-kinaesthetic) ... more This study examined the effect of incorporating a visuo-haptic and haptic (tactual-kinaesthetic) exploration of letters in a training designed to develop phonemic awareness, knowledge of letters and letter/sound correspondences, on 5-year-old children's understanding and use of the alphabetic principle. Three interventions, which differed in the work on letters identity, were assessed. The letters were explored visually and haptically in "HVAM" training (haptic-visual-auditory-metaphonological), only visually in "VAM" training (visual-auditory-metaphonological) and visually but in a sequential way in "VAM-sequential" training. The three interventions made use of the same phonological exercises. The results revealed that the improvement in the pseudo-word decoding task was higher after HVAM training than after both VAM training and VAM-sequential training (which did not differ). The sequential exploration of the letters (independently of perceptual modalities involved) was not to be sufficient alone for explaining these results. Moreover, similar improvements in the letter recognition test and in the phonological awareness tests were observed after the three interventions. Taken together, the results show that incorporating the visuo-haptic and haptic exploration of letters makes the connections between the orthographic representation of letters and the phonolog- ical representation of the corresponding sounds easier, thus improving the decoding skills of young children.

Reading and Writing, 2009

In the present study, conducted with French-speaking children, we examined the reliability (group... more In the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence (multiple-case study) of dyslexics' phonological deficits in reading and reading-related skills in comparison with Reading Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for children with severe reading deficits were included in the study (N = 15; Chronological Age [CA]: 111 +8 months; RL: 80 +3 months). For the group study, the 15 dyslexics were matched pairwise on reading level, non-verbal IQ, and gender to 15 younger RL controls (CA: 85 +4 months). For the multiple-case study, the RL control group included 86 average readers (CA: 83 +4 months; RL: 85 +5 months). To assess the relative efficiency of the sublexical (or phonological) and lexical reading procedures, we relied on two comparisons: pseudowords vs. high-frequency regular words (the comparison mainly used in languages with a shallow orthography); and pseudowords vs. high-frequency irregular words (the comparison mainly used with English-speaking dyslexics), pseudowords and irregular words being either short or long. The dyslexics' skills in the domains supposed to explain their reading deficit were also examined: phonemic awareness, phonological short-term memory and rapid naming. In the group study, the dyslexics lagged behind the RL controls only when they were required to read long pseudowords. The results of the multiple-case study indicated that the prevalence of this deficit was high (the accuracy scores of all but 2 of the 15 dyslexics being more than 1 SD below the RL control mean), and that deficits in phonemic awareness were more prevalent (7 cases) than deficits in phonological memory (1 case) and in rapid naming (2 cases). Three unexpected results were observed in the group study: the difference between regular words and pseudowords (to the detriment of pseudowords) was not greater for the dyslexics; the difference between irregular words and pseudowords (to the benefit of pseudowords) was more significant for the RL controls; and there were no significant differences between the groups in reading-related skills. To explain these results, the severity of the dyslexics' reading deficit and the remediation they have benefited from must be taken into account. In addition, the fact that the outcomes of the comparison between pseudoword vs. regular or irregular word reading were not the same will make it possible to understand some discrepancies between studies carried out either in English or in a language with a shallower orthography (French, for instance).

Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 2005

Page 1. EUROPEAN ORGANIZATION FOR NUCLEAR RESEARCH CERN-PPE/97-67 13 June 1997 Measurement of W-P... more Page 1. EUROPEAN ORGANIZATION FOR NUCLEAR RESEARCH CERN-PPE/97-67 13 June 1997 Measurement of W-Pair Cross Sections in e+e Interactions at p s = 172 GeV and W-Decay Branching Fractions The L3 Collaboration Abstract ...

L’Année psychologique, 2013

We reported the results of two studies on the early predictors of future reading skills. The main... more We reported the results of two studies on the early predictors of future reading skills. The main goal of the first study was to examine whether reading level at age 8 can be predicted on the basis of a skill very rarely examined in longitudinal studies: phonemic discrimination. Two groups of French-speaking children were selected based on their phonemic discrimination skills at age 5: a group with low skills and a group with average to high skills in that domain. These two groups were respectively classified as being "at-risk" and "not-at-risk" for reading acquisition, and were matched on chronological age, nonverbal IQ and vocabulary. Phonemic discrimination was found to be an important predictor of reading acquisition. Indeed, the two groups defined at age 5 based on their phonemic discrimination skills obtained significantly different reading scores at age 8, and the proportion of children with reading disabilities was higher in the at-risk group than in the not-at-risk group. The main goal of the second study was to assess whether reading skills at age 8 could be predicted by the "classical" predictors of reading acquisition assessed at age 5: pre-reading level, letter-name knowledge, phonemic segmentation and phonological short-term-memory (STM). A high proportion of the variance in reading at age 8 (52.8%) was predicted by these predictors, with four contributing unique and significant portions of that variance: pre-reading level, letter-name knowledge for vowels (not for consonants), phonemic segmentation (not syllabic segmentation) and phonological STM. * Corresponding author: Agnès Piquard-Kipffer, Laboratoire Lorrain de Recherche en Informatique et ses Applications, Équipe PAROLE, Bureau C132, Campus scientifique, 54600 Villers-lès-Nancy France. E-mail: agnes.piquard@loria.fr L'année psychologique/Topics in Cognitive Psychology, 2013, 113, 491-521 Agnès Piquard-Kipffer r Liliane Sprenger-Charolles

Escritos de Psicología / Psychological Writings, 2011

Handbook of Children’s Literacy, 2004

The aim of this chapter is to provide a survey of the development of word reading and spelling in... more The aim of this chapter is to provide a survey of the development of word reading and spelling in alphabetic writing systems. We assume that the processes that beginning readers rely on partially depend on the specific characteristics of each language, and not only on general principles common to all languages. In particular the weight of the indirect phonological route depends on the degree to which the different writing systems represent the spoken language which they encode. To illustrate this claim, we will review studies carried out with English-, French-, German-and Spanish-speaking children. After a presentation of the main specific linguistic characteristics of these four languages, we shall review the psycholinguistic literature. Our main arguments will be that (1) at the beginning of reading acquisition, the orthographic lexicon is not yet operating, therefore, children rely on their speech knowledge to establish relations between spoken and written language; (2) these relations are easier to establish when``spelling-tosound'' correspondences are transparent; (3) the units of``spelling-to-sound'' correspondences depend on the linguistic peculiarities of each specific language; (4) the constitution of the orthographic lexicon is a consequence of the consolidation of the associations between``spelling-to-sound'' correspondences.

L?Année psychologique

ABSTRACT

Escritos de Psicología / Psychological Writing, 2011

The existence of dissociated profiles in developmental dyslexia (such as phonological profiles wi... more The existence of dissociated profiles in developmental dyslexia (such as phonological profiles with a selective deficit of the phonological reading route, and surface profiles with a selective deficit of the lexical reading route) versus mixed profiles (with both deficits) remains a major theoretical and clinical issue alongside the issue of the prevalence of each of these profiles.