This teaching unit explores the cognitive, linguistic, and neurodevelopmental underpinnings of reading acquisition across languages, with a focus on multilingual and Arabic-speaking contexts. Through analysis of scientific articles and clinical case applications, students will connect research to evidence-based assessment and intervention in speech-language therapy.

Temps présentiel : 20 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Examen final, Travaux pratiques contrôlés

Référence :
1. Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104(2), 198-230. 2. Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological science in the public interest, 19(1), 5-51. 3. Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological review, 108(1), 204. 4. Dehaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, 16(4), 234-244. 5. Ghandour, A., Trouche, E., Guillo, D., & Valdois, S. (In Review). The influence of visual attention on letter recognition and reading acquisition in Arabic. bioRxiv, 2024-09. 6. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and writing, 2, 127-160. 7. Landerl, K., Castles, A., & Parrila, R. (2022). Cognitive precursors of reading: A cross-linguistic perspective. Scientific Studies of Reading, 26(2), 111-124. 8. Levesque, K. C., Breadmore, H. L., & Deacon, S. H. (2021). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10-26.