Syntactic Comprehension in Reading and Listening
Type de document :
Article dans une revue scientifique: Article original
DOI :
PMID :
URL permanente :
Titre :
Syntactic Comprehension in Reading and Listening
Auteur(s) :
Casalis, Severine [Auteur]
Unité de Recherche en Sciences Cognitives et Affectives [URECA]
Leuwers, Christel [Auteur]
Université de Grenoble - Grenoble Universités Campus Ouvert [GRECO]
Hilton, Heather [Auteur]
Structures Formelles du Langage [SFL]
Unité de Recherche en Sciences Cognitives et Affectives [URECA]
Leuwers, Christel [Auteur]
Université de Grenoble - Grenoble Universités Campus Ouvert [GRECO]
Hilton, Heather [Auteur]
Structures Formelles du Langage [SFL]
Titre de la revue :
Journal of Learning Disabilities
Nom court de la revue :
J Learn Disabil
Numéro :
46
Pagination :
210-219
Éditeur :
SAGE Publications
Date de publication :
2012-06-18
ISSN :
1538-4780
Mot(s)-clé(s) en anglais :
dyslexia
syntactic comprehension
gender agreement
phonological skills
spoken and written language
syntactic comprehension
gender agreement
phonological skills
spoken and written language
Discipline(s) HAL :
Sciences du Vivant [q-bio]
Résumé en anglais : [en]
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 ...
Lire la suite >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.Lire moins >
Lire la suite >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.Lire moins >
Langue :
Anglais
Comité de lecture :
Oui
Audience :
Internationale
Vulgarisation :
Non
Établissement(s) :
Université de Lille
CNRS
CHU Lille
CNRS
CHU Lille
Collections :
Équipe(s) de recherche :
Équipe Langage
Date de dépôt :
2022-02-16T21:23:24Z
2022-03-11T09:58:32Z
2022-03-11T09:58:32Z
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- Casalis Hilton Leuwers.pdf
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