The impact of print exposure on deaf student literacy.

Recent studies suggest that benefiting early from both a cochlear implant (CI) and exposure to cued speech (CS, support system for the perception of oral language) positively impacts deaf children's speech perception, speech intelligibility, and reading. This study aims to show how: 1/CS-based speech perception ("cue reading"), and speech intelligibility might also constitute precise measures for determining the impact of CI and CS on deaf students' literary performance; 2/print exposure might also be a predictive factor in this equation. We conducted regression analyses to examine the impact of these three variables in two experiments conducted on Grade 2-3 deaf children and Grade 6-9 deaf adolescents.

Vocabulary and reading comprehension: what are the links in 7- to 10 year-old children?

The aims of the present study are: (1) to examine the contribution that vocabulary makes to reading comprehension in the Simple View of Reading model in French-speaking children aged from 7 to 10 years based on the use of an index of efficiency (i.e., speed-accuracy index); and (2) to investigate the extent to which the contribution of vocabulary to reading comprehension might change according to children's school grade level.

Spatial sonification of letters on tablets to stimulate literacy skills and handwriting in 5 y-o children: A pilot study.

We evaluate the effects of multisensory training on letters, including sonification of graphic symbols. We used "spatial sonification" where letter handwriting movements recorded in a two dimensional plan, vertical and horizontal, are systematically assigned to two acoustic features, spectral composition for the horizontal axis and frequency for the vertical axis. Forty-six kindergarten children were recruited.

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Introduction: Preschool children develop early literacy skills that are predictive of their reading acquisition.Purpose of research: This study aims to use a short screening tool to examine emergent literacy performances. It includes 4-5-year-old children (N = 14,820) schooled in public and private schools in France.

Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties.

This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were differentiated: literal and inferential processes.

Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension.

Four groups of poor readers were identified among a population of students with learning disabilities attending a special class in secondary school: normal readers; specific poor decoders; specific poor comprehenders, and general poor readers (deficits in both decoding and comprehension). These students were then trained with a software program designed to encourage either their word decoding skills or their text comprehension skills. After 5 weeks of training, we observed that the students experiencing word reading deficits and trained with the decoding software improved primarily in the reading fluency task while those exhibiting comprehension deficits and trained with the comprehension software showed improved performance in listening and reading comprehension.

An Analysis of Reading Skill Development using E-Z Reader.

Previously reported simulations using the E-Z Reader model of eye-movement control suggest that the patterns of eye movements observed with children versus adult readers reflect differences in lexical processing proficiency (Reichle et al., 2013). However, these simulations fail to specify precisely what aspect(s) of lexical processing (e.

Is the phonological deficit in developmental dyslexia related to impaired phonological representations and to universal phonological grammar?

To date, the nature of the phonological deficit in developmental dyslexia is still debated. We concur with possible impairments in the representations of the universal phonological constraints that universally govern how phonemes co-occur as a source of this deficit. We were interested in whether-and how-dyslexic children have sensitivity to sonority-related markedness constraints.

Are syllabification and resyllabification strategies phonotactically directed in French children with dyslexia? A preliminary report.

Purpose: In this study, the authors queried whether French-speaking children with dyslexia were sensitive to consonant sonority and position within syllable boundaries to influence a phonological syllable-based segmentation in silent reading.

Method: Participants included 15 French-speaking children with dyslexia, compared with 30 chronological age-matched and reading level-matched controls. Children were tested with an audiovisual recognition task.

Are French dyslexic children sensitive to consonant sonority in segmentation strategies? Preliminary evidence from a letter detection task.

This paper aims to investigate whether--and how--consonant sonority (obstruent vs. sonorant) and status (coda vs. onset) within syllable boundaries modulate the syllable-based segmentation strategies.

The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discrimination.

This study investigated the status of phonological representations in French dyslexic children (DY) compared with reading level- (RL) and chronological age-matched (CA) controls. We focused on the syllable's role and on the impact of French linguistic features. In Experiment 1, we assessed oral discrimination abilities of pairs of syllables that varied as a function of voicing, mode or place of articulation, or syllable structure.

Computer-based training with ortho-phonological units in dyslexic children: new investigations.

This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were conducted, one in secondary schools with dyslexic children (Experiment 1) and the other in a speech-therapy clinic with individual case studies (Experiment 2). A classical pre-test, training, post-test design was used.

Auditory processing disorder in children with reading disabilities: effect of audiovisual training.

Reading disability is associated with phonological problems which might originate in auditory processing disorders. The aim of the present study was 2-fold: first, the perceptual skills of average-reading children and children with dyslexia were compared in a categorical perception task assessing the processing of a phonemic contrast based on voice onset time (VOT). The medial olivocochlear (MOC) system, an inhibitory pathway functioning under central control, was also explored.

The effects of an audio-visual training program in dyslexic children.

A research project was conducted in order to investigate the usefulness of intensive audio-visual training administered to children with dyslexia involving daily voicing exercises. In this study, the children received such voicing training (experimental group) for 30 min a day, 4 days a week, over 5 weeks. They were assessed on a reading task before and after the training.