R. Malatesha and P. G. Aaron, The neuropsychology of developrnental dyslexia Reading disorders : Variety and Treatmenfs, AARON, 1982.

N. Aghababian, Developing Normal Reading Skills: Aspects of the Visual Processes Underlying Word Recognition, Journal of Experimental Child Psychology, vol.76, issue.2, pp.123-150, 2000.
DOI : 10.1006/jecp.1999.2540

URL : https://hal.archives-ouvertes.fr/hal-00653781

A. and C. Taft, Syllabes and morphemes : Contrasting frequency effects in Spanish, Journal of Experimental Psychology : Learning, Memory, and Cognition, vol.27, issue.2, pp.545-555, 2001.

A. Psychatric, DSM-5 : diagnostic and statistical manual of mental disorders, 5 ème édition, 2013.

S. Barnett, Read something once, why read it again?: Repetitive reading and recall, Journal of Literacy Research, vol.21, issue.4, p.4, 1989.
DOI : 10.1080/10862968909547684

T. Belot, Les tests en orthophonie ? Tome 1 : Langage oral, Langage écrit, 2001.

B. and S. Baayen, The balance of storage and computation in morphological processing : The role of word formation type, affixal homonymy, and productivity, Journal of Experimental Psychology : Learning, Memory, and Cognition, vol.26, issue.2, pp.489-511, 2000.

M. Bialystok, The relationship between bilingualism and the development of cognitive processes in problem solving, Applied Psycholinguistics, vol.14, issue.01, pp.69-85, 1998.
DOI : 10.1086/461689

F. Billard, . Ducot, . Warszawski, E. Magnan, R. et al., ??tude des facteurs li??s aux difficult??s d???apprentissage de la lecture. ?? partir d???un ??chantillon de 1062 enfants de seconde ann??e d?????cole ??l??mentaire, Archives de P??diatrie, vol.15, issue.6, pp.15-1058, 2008.
DOI : 10.1016/j.arcped.2008.02.020

B. Billard, R. Ducot, . Ziegler, and . Fluss, Reading, spelling, and comprehension level in low socioeconomic backgrounds : Outcome and predictive factors, pp.101-110, 2010.
URL : https://hal.archives-ouvertes.fr/hal-01440433

B. Blanc, Mémoire et compréhension. Lire pour comprendre, 2003.

G. Bonjour, Profils de lecteurs à l'entrée en sixième. L'orientation scolaire et professionnelle, pp.69-101, 2004.
DOI : 10.4000/osp.2292

URL : http://doi.org/10.4000/osp.2292

B. and T. Valdois, Dyslexia (Developmental), Cognition, vol.104, pp.198-230, 2007.
DOI : 10.1016/B978-0-08-045396-5.00043-9

URL : https://hal.archives-ouvertes.fr/hal-00965034

T. Bowman, Relating print and speech: The effects of letter names and word position on reading and spelling performance, Journal of Experimental Child Psychology, vol.82, issue.4, pp.305-340, 2002.
DOI : 10.1016/S0022-0965(02)00101-7

I. Bryant, The similarities between normal readers and developmental and acquired dyslexics, Cognition, vol.24, issue.1-2, pp.121-137, 1986.
DOI : 10.1016/0010-0277(86)90007-7

C. Burkins, Preventing misguided reading. New strategies for guided reading teachers, 2010.

C. , L. , and B. Parriaud, Prise en charge des troubles du langage écrit chez l'enfant, Coll Neuropsychologie, 2013.

C. , P. George, and Z. , Lien entre dénomination rapide et lecture chez les enfants dyslexiques. L'Année Psychologique, pp.395-422, 2008.

C. and C. Leuwers, Les stratégies compensatoires chez le lecteur dyslexique. Rééducation orthophonique, p.222, 2005.

C. and S. Taft, Words and morphemes as units of lexical access, Journal of Memory and Language, vol.37, pp.312-330, 1997.

D. , B. , C. Tichet, and . Gillet, Dyslexie développementale et illettrisme, Quels marqueurs? A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, pp.43-49, 2000.

G. Demont, Relations entre conscience phonologique et apprentissage de la lecture : peut-on sortir de la relation circulaire ? In L'acquisition du langage et ses troubles, 2007.

R. Denckla, Rapid ???automatized??? naming (R.A.N.): Dyslexia differentiated from other learning disabilities, Neuropsychologia, vol.14, issue.4, pp.471-479, 1976.
DOI : 10.1016/0028-3932(76)90075-0

B. Denhiere, Le diagnostic du fonctionnement cognitif dans la compréhension de textes, Glossa, pp.10-17, 1990.

B. Denhiere, Lecture, compréhension de textes et science cognitive, 1992.

D. Partz, L'évaluation de la lecture en neuropsychologie, Evaluer les troubles de la lecture. Les nouveaux modèles théoriques et leurs implications diagnostiques, 1994.

F. Downing, Lire et raisonner, 1984.

R. Dunlosky, Why Does Rereading Improve Metacomprehension Accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect, Discourse Processes, pp.37-55, 2005.
DOI : 10.1037//0022-0663.95.1.66

M. Ecalle, L'apprentissage de la lecture. Fonctionnements et développement cognitifs, 2002.

M. Ecalle, L'apprentissage de la lecture et ses difficultés, 2010.
DOI : 10.3917/dunod.ecall.2015.01

W. Ehri, Movement into Reading: Is the First Stage of Printed Word Learning Visual or Phonetic?, Reading Research Quarterly, vol.20, issue.2, pp.163-179, 1985.
DOI : 10.2307/747753

E. , N. Willows, Y. Schuster, and . Shanahan, Phonemic awareness instruction helps children learn to read : Evidence from the National Reading Panel's meta-analysis, Reading Research Quartely, vol.36, pp.250-287, 2001.

E. Nielsen and . Petersen, Dyslexia in adults : Evidence for deficits in non-word reading and in the phonological representation if lexical items, Annals of Dyslexia, pp.205-226, 1994.

Y. Ellis, Human Cognitive Neuropsychology, 1988.

E. and V. Hout, Les dyslexies. Décrire, évaluer, expliquer, traiter, 1994.

G. Farid, How Initial Fixation Position Influences Visual Word Recognition: A Comparison of French and Arabic, Brain and Language, vol.53, issue.3, pp.681-690, 1996.
DOI : 10.1006/brln.1996.0053

N. Fawcett, Persistence of phonological awareness deficit in older children with dyslexia. Reading and Writing, An Interdisciplinary Journal, vol.7, pp.361-376, 1994.

W. Felton, Cognitive Deficits in Reading Disability and Attention Deficit Disorder, Journal of Learning Disabilities, vol.22, issue.1, pp.3-13, 1989.
DOI : 10.1177/002221948902200102

A. Ferrand, Reconnaissance des mots écrits chez l'adulte, Psychologie cognitive de la lecture, 2009.

F. , Z. Warszawski, R. Ducot, and . Billard, Poor reading in French elementary school : The interplay of cognitive, behavioral, and socioeconomic factors, Journal of Behavioral and Developmental Pediatrics, vol.30, pp.206-216, 2009.
URL : https://hal.archives-ouvertes.fr/hal-00413811

B. Gathercole, Phonological memory deficits in language disordered children: Is there a causal connection?, Journal of Memory and Language, vol.29, issue.3, pp.336-360, 1990.
DOI : 10.1016/0749-596X(90)90004-J

J. Gough, Les premières étapes de la reconnaissance des mots, L'apprenti-lecteur. Recherches empiriques et implications pédagogiques, 1989.

T. Gough, Decoding, Reading, and Reading Disability, Remedial and Special Education, vol.7, issue.1, pp.6-10, 1986.
DOI : 10.1177/074193258600700104

J. Grainger, Temporal Integration of Information in Orthographic Priming, Visual Cognition, vol.2, issue.3-4, pp.461-492, 1999.
DOI : 10.3758/BF03200539

P. Gregoire and D. Boeck, Le diagnostic des troubles de l'acquisition de la lecture, Evaluer les troubles de la lecture. Les nouveaux modèles théoriques et leurs implications diagnostiques, 1994.

M. Gupta, Vocabulary Acquisition and Verbal Short-Term Memory: Computational and Neural Bases, Brain and Language, vol.59, issue.2, pp.267-333, 1997.
DOI : 10.1006/brln.1997.1819

S. Harm, Phonology, reading acquisition, and dyslexia: Insights from connectionist models., Psychological Review, vol.106, issue.3, pp.491-528, 1999.
DOI : 10.1037/0033-295X.106.3.491

H. , V. Cymerman, and . Levine, Language input and syntax, Cognitive Psychology, vol.45, pp.337-374, 2002.

S. Liberman and C. Fisher, Explicit syllable and phoneme segmentation in the young child, Journal of Experimental Child Psychology, vol.18, issue.2, pp.201-212, 1974.
DOI : 10.1016/0022-0965(74)90101-5

L. and Z. Valdois, The visual attention span deficit in dyslexia is visual and not verbal, Cortex, vol.48, pp.768-773, 2012.
URL : https://hal.archives-ouvertes.fr/hal-00965201

H. Lundberg, Phonemic Deficits: A Core Symptom of Developmental Dyslexia?, The Irish Journal of Psychology, vol.7, issue.4, pp.579-592, 1989.
DOI : 10.1016/0022-0965(84)90120-6

L. and S. Shaywitz, A definition of dyslexia, Annals of Dyslexia, vol.53, pp.1-14, 2003.

M. Clelland and R. , Explorations in parallel distributed processing : A handbook of models, programs, and exercises, 1988.

M. Clelland, . Kessenich, and . Morrison, Pathways to early literacy : The complex interplay of child, family and sociocultural factors Advances in Child Developmental Behavior, 2003.

M. Kone, Short-term implicit memory for words and nonwords, Journal of Experimental Psychology : Learning, Memory and Cognition, vol.21, pp.1008-1126, 1995.

M. , P. Metz-lutz, D. , S. , D. Agostini et al., Mémoire à court terme verbale : cause ou conséquence du développement du langage ? Développement cognitif et troubles des apprentissages : évaluer, comprendre, rééduquer et prendre en charge, pp.151-174, 2004.

M. and M. Lacombe, Santé publique, médecine légale et médecine du travail, 2000.

L. Marin, Lecture, compréhension et production de texte, Psychologie cognitive de la lecture, 2008.

E. Megherbi, Compréhension de l'oral chez de jeunes enfants bons et mauvais compreneurs de textes écrits, l'année psychologique, pp.433-489, 2004.
DOI : 10.3406/psy.2004.29675

K. Millis, REREADING STRATEGICALLY: THE INFLUENCES OF COMPREHENSION ABILITY AND A PRIOR READING ON THE MEMORY FOR EXPOSITORY TEXT, Reading Psychology, vol.22, issue.1, pp.41-65, 2001.
DOI : 10.1080/02702710151130217

S. Millis, Rereading scientific texts: Changes in. resource allocation Naturalistic text comprehension, 1994.

N. , D. , M. Besse, and . De, Traitement phonologique en mémoire à court terme chez les enfants dyslexiques et dysphasiques. L'apprentissage de la langue écrite, Approche cognitive, 2009.

O. National and D. L. La, Maîtriser la lecture, 2000.

S. Patterson, Speak and spell : Dissociations and word class effects, Th cognitive Neuropsychology of Language, 1987.

P. Perea and M. Gomez, The effects of interletter spacing in visual-word recognition, Acta Psychologica, vol.137, issue.3, pp.420-430, 2012.
DOI : 10.1016/j.actpsy.2011.04.003

B. Perfetti, . Bell, and . Hughes, Phonemic knowledge and learning to read are reciprocal : a longitudinal study of first grade children, pp.283-319, 1987.

P. Pacton, Qu'apportent à la pédagogie les travaux de laboratoire sur l'apprentissage implicite ? L'année psychologique, pp.121-146, 2004.

D. Peyrin, N. Bas, and . Valdois, Superior parietal lobule dysfunction in a homogeneous group of dyslexic children with a visual attention span disorder, Brain and Language, vol.118, issue.3, pp.128-138, 2011.
DOI : 10.1016/j.bandl.2010.06.005

URL : https://hal.archives-ouvertes.fr/hal-00861985

L. Peyrin and . Demonet, Neural dissociation of phonological and visual attention span disorders in developmental dyslexia: FMRI evidence from two case reports, Brain and Language, vol.120, issue.3, pp.381-394, 2012.
DOI : 10.1016/j.bandl.2011.12.015

URL : https://hal.archives-ouvertes.fr/hal-00798603

R. , R. Dakin, . Day, . Castellote, . White et al., Theories of developmental dyslexia : insights from a multiple case study of dyslexic adults, Brain, vol.126, pp.841-865, 2003.
URL : https://hal.archives-ouvertes.fr/hal-00242741

K. Rawson, Rereading Effects Depend on Time of Test., Journal of Educational Psychology, vol.97, issue.1, pp.70-80, 2005.
DOI : 10.1037/0022-0663.97.1.70

L. Samuelson, The impact of environmental factors on components of reading and dyslexia, Annals of Dyslexia, vol.40, issue.1, pp.201-217, 2003.
DOI : 10.1007/s11881-003-0010-8

S. and E. Magnan, Sensibilité précoce à la structure du mot oral et écrit : quels liens prédictifs avec les performances ultérieures en lecture? ANAE n°107-108, pp.111-118, 2010.

L. Senechal, S. , and C. , On Refining Theoretical Models of Emergent Literacy The Role of Empirical Evidence, Journal of School Psychology, vol.39, issue.5, pp.439-460, 2001.
DOI : 10.1016/S0022-4405(01)00081-4

Y. Senechal, The Effect of Family Literacy Interventions on Children's Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review, Review of Educational Research, vol.78, issue.4, pp.880-907, 2008.
DOI : 10.3102/0034654308320319

. Shaywitz, . Shaywitz, . Fullbright, . Skudlarski, . Mencl et al., Neural systems for compensation and persistence: young adult outcome of childhood reading disability, Biological Psychiatry, vol.54, issue.1, pp.25-33, 2003.
DOI : 10.1016/S0006-3223(02)01836-X

R. Siegel, Subtypes of developmental dyslexia : The influence of definitional variables. Reading and writing : An interdisciplinary journal, pp.257-287, 1989.

G. Snowling, . Bowlby, and . Howell, Segmentation and speech perception in relation to reading skill: A developmental analysis, Journal of Experimental Child Psychology, vol.41, issue.3, pp.489-507, 1986.
DOI : 10.1016/0022-0965(86)90006-8

S. Stanovich, Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model., Journal of Educational Psychology, vol.86, issue.1, pp.24-53, 1994.
DOI : 10.1037/0022-0663.86.1.24

S. , G. Morrow, M. S. Steffensen, C. Joag-dey, C. Anderson et al., Age difference in rereading A Cross-Cultural Perspective on Reading Comprehension, Bethesda, MD: National Institute of Child Health and Human Development, pp.696-710, 1978.

L. Tunmer, The effects of letter-name knowledge and phonological awareness on computer-based instruction in decoding for prereaders. Paper presented at the 12th Australian Reading Association Conference, 1986.

P. Valdois, Les procédures analytique et lexicale de lecture : développement normal et pathologique, Psychologie et éducation, vol.42, pp.11-23, 2000.

L. Valdois, Evaluation et rééducation cognitives des dyslexies développementales: illustration à partir d'une étude de cas In : La rééducation en neuropsychologie: Etudes de cas, pp.95-96, 1999.

V. Der-leij and V. Daal, Automatization Aspects of Dyslexia: Speed Limitations in Word Identification, Sensitivity to Increasing Task Demands, and Orthographic Compensation, Journal of Learning Disabilities, vol.32, issue.5, pp.417-428, 1999.
DOI : 10.1177/002221949903200507

V. Grunderbeeck, Les difficultés en lecture. Diagnostic et pistes d'intervention, 1994.

V. Hout, P. Gregoire, and D. Boeck, Les tests de lecture en neuropédiatrie, Evaluer les troubles de la lecture. Les nouveaux modèles théoriques et leurs implications diagnostiques, 1994.

V. Hout and E. , Les dyslexies : décrire, évaluer, expliquer, traiter, 2001.

F. Vellutino, . Snowling, and . Scanlon, Specific reading disability (dyslexia): what have we learned in the past four decades?, Journal of Child Psychology and Psychiatry, vol.70, issue.2, pp.2-40, 2004.
DOI : 10.1006/drev.1993.1015

T. Wagner, Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study., Developmental Psychology, vol.33, issue.3, pp.468-479, 1997.
DOI : 10.1037/0012-1649.33.3.468

W. and M. Garlock, Spoken vocabulary growth : Its role in the development of phoneme awareness and early reading disability. Reading and writing : an interdisciplinary journal, pp.5-20, 2003.

B. Zorzi and F. , Extra-large letter spacing improves reading in dyslexia, Proceedings of National Academy of Sciences, pp.11455-11459, 2012.
DOI : 10.1073/pnas.1205566109

URL : https://hal.archives-ouvertes.fr/hal-00735958

. Qu, apportent-ils à manger ? Où met-on l'oiseau ?