Word and pseudoword reading in children with specific speech and language impairment

Macchi, Lucie; Schelstraete, Marie-Anne; Casalis, Severine

Type de document :

Article dans une revue scientifique

DOI :

10.1016/j.ridd.2014.07.058

URL permanente :

http://hdl.handle.net/20.500.12210/60191

Titre :

Word and pseudoword reading in children with specific speech and language impairment

Auteur(s) :

Macchi, Lucie [Auteur]

Université de Lille, Sciences Humaines et Sociales
Schelstraete, Marie-Anne [Auteur]
Institut de recherche en sciences psychologiques [IPSY]
Casalis, Severine [Auteur]

Unité de Recherche en Sciences Cognitives et Affectives [URECA]

Titre de la revue :

Research in Developmental Disabilities

Nom court de la revue :

Research in Developmental Disabilities

Numéro :

Pagination :

3313-3325

Éditeur :

Elsevier BV

Date de publication :

2014-12

ISSN :

0891-4222

Mot(s)-clé(s) en anglais :

Specific language impairment
Reading aloud
Phonological procedure
Orthographic procedure

Résumé en anglais : [en]

Children with specific language impairment frequently encounter difficulties in learning to read and in particular, in word recognition. The present study set out to determine the precise impact of language impairment on ...
Lire la suite >Children with specific language impairment frequently encounter difficulties in learning to read and in particular, in word recognition. The present study set out to determine the precise impact of language impairment on word reading skills. We investigated single-word reading in 27 French children with specific speech and language impairment (2SLI). Precise quantification of reading levels in the 2SLI group showed an average delay of 3.5 years. Approximately 90% of these children were affected by a reading disorder, whereas for the remaining 10%, reading performance was within normal limits. Word reading procedures are analyzed using the so-called ‘dual route model’, which proposes that reading is achieved through two processes, the phonological and the orthographic procedures. Group comparison analyses of 27 reading level-matched control children, revealed an increased lexicality effect in the 2SLI group, indicating a specific deficit in the phonological procedure. Moreover, multiple case analyses revealed interindividual differences among the children with 2SLI, with four reading subtypes. Approximately 60% of these children reached the standard levels expected of younger children with identical reading levels (delayed reading profile) in both procedures. Twenty percent displayed qualitatively different reading mechanisms, with a greater deficit in the phonological procedure (phonological profile). These children showed a severe impairment in language production at the phonological level. Ten percent exhibited a greater orthographic deficit (surface profile) and 10% had normal reading skills (normal profile). Further research is required to improve our understanding of the relationships between 2SLI or specific language impairment and reading acquisition. The present results suggest that in clinical practice, both reading procedures should be exercised, with emphasis on the phonological procedure for children with more severe deficits in phonological production.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Autres travaux scientifiques

Date de dépôt :

2022-02-17T07:10:15Z
2022-03-18T10:34:22Z

Fichiers

MacchiSchelstraeteCasalis2014.pdf
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Numéro de version	Lien	Date de modification
2	20.500.12210/60191*	2022-03-18T10:31:40Z
1	20.500.12210/60191.1	2022-02-17T07:10:15Z

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