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Chapitre D'ouvrage Année : 2014

Written Spelling in French Children with Dyslexia


The chapter examines spelling strategies in children with dyslexia. Previous studies conducted in this domain, in the English language, have failed to identify any specific patterns within the dyslexic group. Data from a study conducted in the French language—whose orthography is rather regular in reading while highly inconsistent in spelling—are presented. The performance of children with dyslexia is compared to performance of children matched on reading level. Children with dyslexia are more impaired in spelling than in reading, because their spelling scores systematically fell behind those of control group. Both spelling strategies, lexical and non lexical were equally impaired given their reading level. However, children with dyslexia produced less phonologically acceptable responses. Finally, morphological knowledge was found to be a valuable predictor of their spelling skills, suggesting that French children with dyslexia rely on linguistic structures when spelling.
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Dates et versions

hal-02538463 , version 1 (09-04-2020)



Séverine Casalis. Written Spelling in French Children with Dyslexia. Arfé, Barbara; Dockrell, Julie; Berninger, Virginia. Writing Development and Instruction in Children with Hearing, Speech and Oral Difficulties, Oxford University Press, 2014, 9780199827282. ⟨10.1093/acprof:oso/9780199827282.003.0015⟩. ⟨hal-02538463⟩
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