Developmental Dyslexia in French

doi:10.1017/9781108553377.003

3 - Developmental Dyslexia in French

from Part I - Developmental Dyslexia across Languages and Writing Systems

Published online by Cambridge University Press: 27 September 2019

Liliane Sprenger-Charolles

Edited by

Ludo Verhoeven ,

Charles Perfetti and

Kenneth Pugh

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Ludo Verhoeven: Affiliation:
Radboud Universiteit Nijmegen
Charles Perfetti: Affiliation:
University of Pittsburgh
Kenneth Pugh: Affiliation:
Yale University, Connecticut

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Summary

Reading comprehension requires the ability to both accurately and fluently identify written words and to understand spoken language (Perfetti, 1985, 2007). The main task facing beginning readers, then, is to find a means of understanding written texts as skillfully as they process spoken language. To this end, and to be able to allocate a large part of their processing capacity to reading comprehension, children must develop precise and rapid access to written words. Dyslexics’ reading problems, by definition, are about identifying written words (Lyon, Shaywitz, & Shaywitz, 2003). To understand the problems facing dyslexic readers, it is necessary to determine what is involved in reading in their writing system; which, for French-speaking children, is an alphabetic system.

Type: Chapter
Information: Developmental Dyslexia across Languages and Writing Systems , pp. 50 - 72

DOI: https://doi.org/10.1017/9781108553377.003 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2019

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