How visual attention span and phonological skills contribute to N170 print tuning: An EEG study in French dyslexic students

Developmental dyslexia is a disorder characterized by a sustainable learning deficit in reading. Based on ERP-driven approaches focusing on the visual word form area, electrophysiological studies have pointed a lack of visual expertise for written word recognition in dyslexic readers by contrasting the left-lateralized N170 amplitudes elicited by alphabetic versus non-alphabetic stimuli. Here, we investigated in 22 dyslexic participants and 22 age-matched control subjects how two behavioural abilities potentially affected in dyslexic readers (phonological and visual attention skills) contributed to the N170 expertise during a word detection task. Consistent with literature, dyslexic participants exhibited poorer performance in these both abilities as compared to healthy subjects. At the brain level, we observed (1) an unexpected preservation of the N170 expertise in the dyslexic group suggesting a possible compensatory mechanism and (2) a modulation of this expertise only by phonological skills, providing evidence for the phonological mapping deficit hypothesis

Les enfants apprentis lecteurs perçoivent-ils la syllabe à l’écrit ? Le modèle DIAMS

Introduction Lecture et phonologie L’activité de lecture consiste à établir des relations entre la chaîne écrite et la chaîne orale. Dans les systèmes d’écriture alphabétique, les relations entre l’écrit et l’oral sont souvent représentées par les correspondances entre les lettres et les phonèmes. La traduction de l’écrit en sons de la parole nécessite que le lecteur procède d’une part à une analyse de l’écrit, c’est-à-dire segmenter le mot en unités graphèmes et identifier chacun d’entre eux..

Syllable priming with pseudowords in the lexical decision task

info:eu-repo/semantics/publishe

Syllable priming depends on the frequency of the first syllable in the lexical decision task: Oral presentation

info:eu-repo/semantics/publishe

Evidence for a preserved sensitivity to orthographic redundancy and an impaired access to phonological syllables in French developmental dyslexics

International audienceTo evaluate the orthographic and phonological processing skills of developmental dyslexics, we (a) examined their abilities to exploit properties of orthographic redundancy and (b) tested whether their phonological deficit extends to spelling-to-sound connections for large-grain size units such as syllables. To assess the processing skills in dyslexics, we utilized the illusory conjunction paradigm to investigate the nature of reading units in French dyslexic and control children matched in reading age. In control children, reading units were defined by both orthographic redundancy and phonological syllable information. In dyslexics, however, reading units were defined only by orthographic redundancy. Therefore, despite their impairment in reading acquisition, developmental dyslexics have the ability to encode and exploit letter frequency co-occurrences. In contrast, their access to phonological syllables from letters was impaired, suggesting that their phonological deficit extends to large grain-size phonological units

« Singularité, pluralité et Nom collectif : une étude psycholinguistique »

Conférence invitée, Séminaire de l’INSERM, laboratoire de neurosciences, Strasbour

Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf ( RRQ , 2022)

International audienc

« L’acquisition des noms collectifs chez les apprentis lecteurs »

Séminaire de l’équipe de recherche FDT (Fonctionnement discursif & traduction), Université de Strasbour