Liliane Sprenger-Charolles – författare

Most studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal.

Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia.

A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.

Most studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal.

Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia.

A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.

La dyslexie est un trouble sp�cifique des apprentissages, qui appara�t lors de l'enfance. Elle se caract�rise par la difficult� � rendre la lecture fluide et ais�e. Cette difficult� est li�e � une impossibilit� � rendre automatique la reconnaissance visuelle de mots.

Les dyslexies de l'enfant touchent environ 5 % d'une classe d'�ge. Actuellement, les dyslexies sont d�pist�es essentiellement dans le cadre scolaire, par les m�decins scolaires et les psychologues scolaires, mais, lorsque la dyslexie est associ�e � d'autres difficult�s, les neurop�diatres hospitaliers et les centres diagnostiques des troubles des apprentissages prennent �galement en charge l'�valuation afin de mieux orienter la prise en charge, le plus souvent par les orthophonistes, parfois �galement par des psychologues (neuropsychologues ou psychologues cliniciens).

Cet ouvrage, �crit par une �quipe pluridisciplinaire, confronte plusieurs points de vue et apporte une synth�se des derniers travaux men�s sur les causes des dyslexies et les moyens de les prendre en charge :- description et analyse des m�canismes d'apprentissage de la lecture ;- d�veloppement des diff�rentes hypoth�ses quant � l'origine des troubles de l'apprentissage de la lecture ;- pr�sentation d�taill�e des outils et m�thodes d'�valuation ;- expos� des diff�rentes approches de traitement.