Et si lire et produire des mots écrits faisait appel aux mêmes connaissances orthographiques ? : Le cas des élèves ayant un trouble développemental du langage (TDL)
DOI:
https://doi.org/10.53967/cje-rce.5163Abstract
Two precise goals were targeted in this research: 1) Describing the orthographical knowledge of the dysphasic student with a DLD (Developmental Language Disorder) and 2) Identify if the written word production results are related to other tests using orthographical knowledge such as word/pseudo-word recognition and reading. A group comparative methodological approach was used in this study in order to analyze the results of three groups of participants of the study sample : 1) an experimental group including students with severe DLD (TDL, N = 25), 2) a controlled group matched according to reading skill level (CL, N = 26) and a controlled group matched according to chronological age (CA, N = 42). This exploratory study’s results suggest that the dysphasic students’ performances in orthographical production are similar to those of the younger students of group CL. Lastly, significant correlation links between the performance of reading and production word tasks were identified in the three groups of participants.
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References
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