J. Alegria, Le développement de l'habileté d'analyse phonétique consciente de la parole et l'apprentissage de la lecture, Archives de Psychologie, vol.47, pp.251-270, 1979.

J. Alegria, Analyse segmentale et acquisition de la lecture, 1989.

T. P. Alloway, S. E. Gathercole, C. Willis, and A. M. Adams, A structural analysis of working memory and related cognitive skills in young children, Journal of Experimental Child Psychology, vol.87, issue.2, pp.85-106, 2004.
DOI : 10.1016/j.jecp.2003.10.002

B. P. Ans, S. Carbonnel, and S. Valdois, A connectionist multiple-trace memory model for polysyllabic word reading., Psychological Review, vol.105, issue.4, pp.678-723, 1998.
DOI : 10.1037/0033-295X.105.4.678-723

URL : https://hal.archives-ouvertes.fr/hal-00171057

J. Anthony, L. Jeffrey, M. Williams, and J. David, Phonological processing and emergent literacy in younger and older preschool children, Annals of Dyslexia, vol.131, issue.5, 2007.
DOI : 10.1007/s11881-007-0008-8

A. Baddeley, Working memory, 1986.

A. Baddeley, The episodic buffer: a new component of working memory?, Trends in Cognitive Sciences, vol.4, issue.11, pp.417-423, 2000.
DOI : 10.1016/S1364-6613(00)01538-2

A. Baddeley, Working memory and language: an overview, Journal of Communication Disorders, vol.36, issue.3, pp.189-208, 2003.
DOI : 10.1016/S0021-9924(03)00019-4

F. Bara, É. Gentaz, and P. Colé, Les effets des entra??nements phonologiques et multisensoriels destin??s ?? favoriser l'apprentissage de la lecture chez les jeunes enfants, Enfance, vol.56, issue.4, pp.387-403, 2004.
DOI : 10.3917/enf.564.0387

URL : http://www.cairn.info/load_pdf.php?ID_ARTICLE=ENF_564_0387

N. Bedoin, L. Kéïta, L. Leculier, C. Roussel, V. Herbillon et al., Diagnostic et remédiation d'un déficit d'inhibition des détails dans la dyslexie de surface, Le Langage oral : données actuelles et perspectives en orthophonie, pp.177-210, 2010.

N. Bedoin, H. Lévy-sebbag, and L. Kéïta, Distinct cognitive impairments for hierarchical letters and hierarchical objects processing in phonological and surface developmental dyslexia. Poster presented at the XIVth conference of the European society of cognitive psychology, 2005.

S. Bellocchi, M. Muneaux, M. Bastien-toniazzo, and S. Ducrot, I can read it in your eyes: What eye movements tell us about visuo-attentional processes in developmental dyslexia, Research in Developmental Disabilities, vol.34, issue.1, pp.452-460, 2013.
DOI : 10.1016/j.ridd.2012.09.002

URL : https://hal.archives-ouvertes.fr/hal-01486681

M. Biscaldi, S. Gezeck, and V. Stuhr, Poor saccadic control correlates with dyslexia, Neuropsychologia, vol.36, issue.11, pp.36-1189, 1998.
DOI : 10.1016/S0028-3932(97)00170-X

R. Boada and B. F. Pennington, Deficient implicit phonological representations in children with dyslexia, Journal of Experimental Child Psychology, vol.95, issue.3, pp.153-193, 2002.
DOI : 10.1016/j.jecp.2006.04.003

M. L. Bosse, L'acquisition et la mobilisation des connaissances lexicales orthographiques, 2004.

M. Bosse, B. Dompnier, and S. Valdois, Acquisition du langage écrit et empan visuo-attentionnel : une étude longitudinale, Approche cognitive de l'apprentissage de la langue écrite, pp.167-178, 2009.

M. Bosse, M. Tainturier, and S. Valdois, Developmental dyslexia: The visual attention span deficit hypothesis, Cognition, vol.104, issue.2, pp.198-230, 2006.
DOI : 10.1016/j.cognition.2006.05.009

URL : https://hal.archives-ouvertes.fr/hal-00817777

P. B. Bradley, Children's reading problems : psychology and education. Royaume-Uni de Grande- Bretagne et d'Irlande du Nord, Etats-Unis d'Amérique : Oxford ; Cambridge (Mass, p.cop, 1985.

M. Bruck, Persistence of dyslexics' phonological awareness deficits., Developmental Psychology, vol.28, issue.5, pp.874-886, 1992.
DOI : 10.1037/0012-1649.28.5.874

P. E. Bryant, M. Maclean, L. L. Bradley, and J. Crossland, Rhyme and alliteration, phoneme detection, and learning to read., Developmental Psychology, vol.26, issue.3, 1990.
DOI : 10.1037/0012-1649.26.3.429

S. R. Burgess and G. J. Hitch, Memory for serial order: A network model of the phonological loop and its timing., Psychological Review, vol.106, issue.3, pp.551-581, 1999.
DOI : 10.1037/0033-295X.106.3.551

A. G. Bus and M. H. Van-ijzendoorn, Phonological awareness and early reading: A meta-analysis of experimental training studies., Journal of Educational Psychology, vol.91, issue.3, pp.403-414, 1999.
DOI : 10.1037/0022-0663.91.3.403

M. Callens, C. Whitney, W. Tops, and M. Brysbaert, No deficiency in left-to-right processing of words in dyslexia but evidence for enhanced visual crowding, The Quarterly Journal of Experimental Psychology, issue.9, pp.66-1803, 2013.

C. Campolini, C. Van-hovell, and A. Vansteelamdt, Dyslexie de développement. Le développement du langage écrit et sa pathologie, pp.80-81, 2000.

S. Casalis, G. Leloup, and F. B. Parriaud, Prise en charge des troubles du langage écrit chez l'enfant, 2013.

A. Castles and M. Coltheart, Varieties of developmental dyslexia, Cognition, vol.47, issue.2, pp.149-180, 1993.
DOI : 10.1016/0010-0277(93)90003-E

A. Castles and M. Coltheart, Is there a causal link from phonological awareness to success in learning to read ? Cognition, 91, pp.77-111, 2004.

A. Castles, V. M. Holmes, J. Neath, and S. Kinoshita, How does orthographic knowledge influence performance on phonological awareness tasks?, The Quarterly Journal of Experimental Psychology: Section A, vol.56, issue.3, pp.445-467, 2003.
DOI : 10.1080/02724980244000486

K. R. Cave and N. P. Bichot, Visuospatial attention: Beyond a spotlight model, Psychonomic Bulletin & Review, vol.2, issue.2, pp.204-223, 1999.
DOI : 10.3758/BF03212327

P. Colé and L. Sprenger-charolles, Lecture et dyslexie: approche cognitive, 2003.

S. Colin, Développement des habiletés phonologiques précoces et apprentissage de la lecture et de l'écriture chez l'enfant sourd : apport du langage parlé complété (LPC) Thèse : Lyon 2 en cotutelle avec l, 2004.

M. Coltheart, K. Rastle, C. Perry, R. Langdon, and J. Ziegler, DRC: A dual route cascaded model of visual word recognition and reading aloud., Psychological Review, vol.108, issue.1, pp.204-256, 2001.
DOI : 10.1037/0033-295X.108.1.204

D. Jong, P. F. Olson, and R. K. , Early predictors of letter knowledge, Journal of Experimental Child Psychology, vol.88, issue.3, pp.254-273, 2004.
DOI : 10.1016/j.jecp.2004.03.007

D. Jong, P. F. Van-der-leij, and A. , Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study., Journal of Educational Psychology, vol.91, issue.3, pp.91-150, 1999.
DOI : 10.1037/0022-0663.91.3.450

D. Martino, S. Espesser, R. Rey, V. Habib, and M. , The ???temporal processing deficit??? hypothesis in dyslexia: New experimental evidence, Brain and Cognition, vol.46, issue.1-2, pp.104-108, 2001.
DOI : 10.1016/S0278-2626(01)80044-0

É. Demont and J. É. Gombert, L'apprentissage de la lecture??: ??volution des proc??dures et apprentissage implicite, Enfance, vol.56, issue.3, pp.245-257, 2004.
DOI : 10.3917/enf.563.0245

URL : http://www.cairn.info/load_pdf.php?ID_ARTICLE=ENF_563_0245

M. Dixon, M. Stuart, and J. Masterson, The relationship between phonological awareness and the development of orthographic representations, Reading and Writing, vol.15, pp.3-4, 2002.

S. Ducrot, B. Lété, and S. Sana, Developmental Changes in the Optimal Viewing Position Effect, Abstract of the Architectures and Mechanisms for Language Processing Conference, pp.73-74, 2004.

S. Ducrot, B. Lété, L. Sprenger-charolles, J. Pynte, and C. Billard, The optimal viewing position effect in beginning and dyslexic readers, Current psychology letters. Behaviour, brain & cognition, vol.10, issue.1, 2003.
URL : https://hal.archives-ouvertes.fr/hal-00734864

S. Ducrot, J. Pynte, A. Ghio, and B. Lété, Visual and linguistic determinants of the eyes' initial fixation position in reading development, Acta Psychologica, vol.142, issue.3, pp.287-298, 2013.
DOI : 10.1016/j.actpsy.2013.01.013

URL : https://hal.archives-ouvertes.fr/hal-01486672

G. F. Eden, J. F. Stein, H. M. Wood, and F. B. Wood, Differences in eye movements and reading problems in dyslexic and normal children, Vision Research, vol.34, issue.10, pp.34-1345, 1994.
DOI : 10.1016/0042-6989(94)90209-7

G. F. Eden, F. B. Wood, and J. F. Stein, Clock Drawing in Developmental Dyslexia, Journal of Learning Disabilities, vol.36, issue.3, pp.216-228, 2003.
DOI : 10.1177/002221940303600302

A. Facoetti, P. Paganoni, M. Turatto, V. Marzola, and G. G. Mascetti, Visual-Spatial Attention in Developmental Dyslexia, Cortex, vol.36, issue.1, pp.109-123, 2000.
DOI : 10.1016/S0010-9452(08)70840-2

A. Facoetti, M. L. Lorusso, C. Cattaneo, R. Galli, and M. Molteni, Visual and auditory attentional capture are both sluggish in children with developmental dyslexia, Acta Neurobiologiae Experimentalis, vol.65, pp.61-72, 2005.

A. Facoetti, M. Lorusso, P. Paganoni, C. Umiltà, and . Mascetti, The role of visuospatial attention in developmental dyslexia: evidence from a rehabilitation study, Cognitive Brain Research, vol.15, issue.2, pp.154-164, 2003.
DOI : 10.1016/S0926-6410(02)00148-9

M. Fayol, De l'acquisition de l'orthographe lexicale. Colloque « Troubles du langage écrit : de la théorie à la pratique, pp.14-15, 2008.

M. Fayol and C. Got, Automatisme et contr??le dans la production ??crite : les erreurs d'accord sujet verbe chez l'enfant et l'adulte, L'ann??e psychologique, vol.91, issue.2, pp.187-205, 1991.
DOI : 10.3406/psy.1991.29453

S. Franceschini, S. Gori, M. Ruffino, K. Pedrolli, and A. Facoetti, A Causal Link between Visual Spatial Attention and Reading Acquisition, Current Biology, vol.22, issue.9, pp.814-819, 2012.
DOI : 10.1016/j.cub.2012.03.013

URL : http://doi.org/10.1016/j.cub.2012.03.013

N. Friedmann and M. Haddad-hanna, Letter Position Dyslexia in Arabic: From Form to Position, Behavioural Neurology, vol.25, issue.3, pp.193-203, 2012.
DOI : 10.1155/2012/296974

URL : http://doi.org/10.1155/2012/296974

U. Frith, Beneath the surface of developmental dyslexia, Surface dyslexia : neruropsychological and cognitive sutides of phonological reading, pp.301-330, 1985.

R. Frost and S. Bentin, Processing phonological and semantic ambiguity: Evidence from semantic priming at different SOAs., Journal of Experimental Psychology: Learning, Memory, and Cognition, vol.18, issue.1, pp.58-68, 1992.
DOI : 10.1037/0278-7393.18.1.58

S. E. Gathercole, The Development of Memory, Journal of Child Psychology and Psychiatry, vol.39, issue.1, pp.3-27, 1998.
DOI : 10.1017/S0021963097001753

S. E. Gathercole, Cognitive approaches to the development of short-term memory, Trends in Cognitive Sciences, vol.3, issue.11, pp.410-419, 1999.
DOI : 10.1016/S1364-6613(99)01388-1

S. E. Gathercole, G. J. Hitch, E. Service, and A. J. Martin, Phonological short-term memory and new word learning in children., Developmental Psychology, vol.33, issue.6, pp.33-966, 1997.
DOI : 10.1037/0012-1649.33.6.966

G. Geiger and J. Y. Lettvin, Developmental dyslexia : a different perceptual strategy and how to learn a new strategy for reading, pp.73-89, 2000.

U. Goswami and P. Bryant, Phonological Skills and Learning to Read, Annals of the New York Academy of Sciences, vol.24, issue.1 Temporal Info, 1990.
DOI : 10.2307/747676

J. Grainger, B. Lété, D. Bertand, S. Dufau, and J. C. Ziegler, Evidence for multiple routes in learning to read, Cognition, vol.123, issue.2, pp.280-292, 2012.
DOI : 10.1016/j.cognition.2012.01.003

URL : https://hal.archives-ouvertes.fr/hal-01152175

P. Gupta, Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults, The Quarterly Journal of Experimental Psychology Section A, vol.45, issue.7, pp.1213-1236, 2003.
DOI : 10.1016/S0022-5371(63)80045-6

P. Gupta and B. Macwhinney, 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

R. Hari and H. Koivikko, Left-side mini-neglect and attentional sluggishness in dyslexic adult, Soc Neurosciences Abstract, vol.25, p.1634, 1999.

M. W. Harm and M. S. Seidenberg, 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

URL : http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.14.8722

S. Hawelka, B. Gagl, and H. Wimmer, A dual-route perspective on eye movements of dyslexic readers, Cognition, vol.115, issue.3, pp.367-379, 2010.
DOI : 10.1016/j.cognition.2009.11.004

F. Hutzler and H. Wimmer, Eye movements of dyslexic children when reading in a regular orthography, Brain and Language, vol.89, issue.1, pp.235-242, 2004.
DOI : 10.1016/S0093-934X(03)00401-2

. Jacquier-roux, &. Valdois, and . Zorman, L'Odédys, un outil de dépistage des dyslexies. Grenoble : Laboratoire Cogni-Sciences, 2002.

S. Jainta and Z. Kapoula, Dyslexic Children Are Confronted with Unstable Binocular Fixation while Reading, PLoS ONE, vol.44, issue.7, p.18694, 2011.
DOI : 10.1371/journal.pone.0018694.t002

URL : http://doi.org/10.1371/journal.pone.0018694

P. Jaskowski and P. Rusiak, Posterior parietal cortex and developmental dyslexia, Acta Neurobiologiae Experimentalis, vol.65, pp.79-94, 2005.

L. Kéïta, Approche développementale et neuropsychologique de processus visuo-attentionnels: traitements global et local selon la catégorie, Thèse de doctorat de Sciences Cognitives, 2007.

S. Kohnen, L. Nickels, A. Castles, N. Friedmann, and G. Mcarthur, When 'slime'becomes 'smile': developmental letter position dyslexia in English, Neuropsychologia, issue.14, pp.50-3681, 2012.

S. Krifi, N. Bedoin, and A. Mérigot, Effects of voicing similarity between consonants in printed stimuli in normal and dyslexic readers, Current psychology letters. Behaviour, brain & cognition, vol.10, issue.1, 2003.

D. Laberge and V. Brown, Theory of attentional operations in shape identification., Psychological Review, vol.96, issue.1, pp.101-124, 1989.
DOI : 10.1037/0033-295X.96.1.101

M. Lallier, Spécificités des troubles auditivo-et visuo-attentionnels dans la dyslexie développementale, Thèse de doctorat de Sciences Cognitives, 2009.

L. Launay and S. Valdois, Évaluation et prise en charge cognitive de l'enfant dyslexique et/ou dysorthographique de surface, Apprentissage de la lecture et dyslexies, pp.209-232, 2004.

P. Lecoq, Apprentissage de la lecture et dyslexie, 1991.

L. Leibnitz, S. Ducrot, M. Muneaux, and J. Grainger, Spécificité des capacités visuo-attentionnelles et lecture chez l'enfant. Revue Francophone d'Orthoptie, pp.45-49, 2015.
DOI : 10.1016/j.rfo.2015.02.011

B. Lété, L. Sprenger-charolles, and P. Colé, MANULEX: A grade-level lexical database from French elementary school readers, Behavior Research Methods, Instruments, & Computers, vol.47, issue.84, pp.156-166, 2004.
DOI : 10.3758/BF03195560

I. Y. Liberman, D. Shankweiler, F. W. Fischer, and B. Carter, Explicit syllable and phoneme segmentation in the young child, Journal of Experimental Child Psychology, vol.18, issue.2, 1974.
DOI : 10.1016/0022-0965(74)90101-5

I. Lundberg, J. Frost, and O. P. Petersen, Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children, Reading Research Quarterly, vol.72, issue.3, pp.263-284, 1988.
DOI : 10.1598/RRQ.23.3.1

A. Magnan and J. Ecalle, Effets de congruence syllabique dans une tâche d'amorçage en identification perceptive chez des enfants dyslexiques et normo-lecteurs In H. Paugam-Moisy, Nyckees, & J. Caron-Pargue. La Cognition entre individu et société, pp.227-239, 2000.

S. Majerus and M. Poncelet, Mémoire à court terme verbale : cause ou conséquence du développement du langage ?, Développement cognitif et trouvles des apprentissages : évaluer, comprendre, rééduquer et prendre en charge, pp.151-174, 2004.

S. Majerus, M. Poncelet, B. Elsen, and M. Van-der-linden, Exploring the relationship between new word learning and short-term memory for serial order recall, item recall, and item recognition, European Journal of Cognitive Psychology, vol.50, issue.6, pp.848-873, 2006.
DOI : 10.1037/h0022015

C. Marendaz, S. Valdois, and J. Walch, Dyslexie développementale et attention visuo-spatiale. L'année psychologique, pp.193-224, 1996.
DOI : 10.3406/psy.1996.28893

C. Martinet and S. Valdois, L'apprentissage de l'orthographe d'usage et ses troubles dans la dyslexie d??veloppementale de surface, L'ann??e psychologique, vol.99, issue.4, pp.577-622, 1999.
DOI : 10.3406/psy.1999.28496

C. Martinet, M. L. Bosse, S. Valdois, and M. J. Tainturier, Existe-t-il des stades successifs dans l'acquisition de l'orthographe d'usage ? Langue française, pp.58-73, 1999.
DOI : 10.3406/lfr.1999.6306

A. Mazur-palandre, R. Abadie, and N. Bedoin, Étudiants dyslexiques à l'Université: Spécificité des difficultés ressenties et évaluation des déficits, Laboratoire Dynamique Du Langage, vol.5596, 2015.

B. D. Mccandliss, Helping dyslexic children attend to letters within visual word forms, Proceedings of the National Academy of Sciences, pp.11064-11065, 2012.
DOI : 10.1111/j.1467-9280.2007.01853.x

B. Mccandliss, I. L. Beck, R. Sandak, and C. Perfetti, Focusing Attention on Decoding for Children With Poor Reading Skills: Design and Preliminary Tests of the Word Building Intervention, Scientific Studies of Reading, vol.34, issue.1, pp.75-104, 2003.
DOI : 10.1037//0022-0663.91.4.579

M. Mody, Phonological basis in reading disability : a review and analysis of the evidence. Reading and writing : an interdisciplinary journal, pp.21-39, 2003.

J. C. Morais, Does awareness of speech as a sequence of phones arise spontaneously ? Cognition, pp.323-331, 1979.

. A. Morais, . P. Bertelson, . L. Cary, and . J. Alegria, Literacy training and speech segmentation, Cognition, vol.24, issue.1-2, pp.45-64, 1986.
DOI : 10.1016/0010-0277(86)90004-1

W. P. Morgan, A Case of Congenital Word Blindness, BMJ, vol.2, issue.1871, p.1378, 1871.
DOI : 10.1136/bmj.2.1871.1378

P. Mousty and J. Leybaert, Évaluation des habiletés de lecture et d'orthographe au moyen de la BELEC. Données longitudinales auprès d'enfants francophones testés en 2ème et 4ème années, pp.325-342, 1999.

M. Muneaux and S. Ducrot, Capacités oculomotrices, visuo-attentionnelles et lecture : un autre regard sur la dyslexie, Anae, vol.129, pp.137-183, 2014.

B. Munson, B. A. Kurtz, and J. Windsor, The Influence of Vocabulary Size, Phonotactic Probability, and Wordlikeness on Nonword Repetitions of Children With and Without Specific Language Impairment, Journal of Speech Language and Hearing Research, vol.48, issue.5, pp.48-1033, 2005.
DOI : 10.1044/1092-4388(2005/072)

N. Ewald-jackson and M. C. , Routes to reading success and failure : toward an integrated cognitive psychology of atypical reading. Etats-Unis d'Amérique, 2001.

K. Nation, P. Angell, and A. Castles, Orthographic learning via self-teaching in children learning to read English: Effects of exposure, durability, and context, Journal of Experimental Child Psychology, vol.96, issue.1, pp.71-84, 2006.
DOI : 10.1016/j.jecp.2006.06.004

K. Nation and C. Hulme, The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development, Journal of Experimental Child Psychology, vol.63, issue.2, pp.416-435, 1996.
DOI : 10.1006/jecp.1996.0056

C. Nithart, Etude des déficits phonologiques à l'origine des troubles d'apprentissage de la lecture dans la dyslexie et la dysphasie : Approche développementale, neuropsychologique et anatomofonctionnelle, Thèse, 2008.

S. Pacton, M. Fayol, and P. Perruchet, Apprentissage de l'orthographe lexicale, 1999.
URL : https://hal.archives-ouvertes.fr/hal-00115002

C. Pernet, S. Valdois, P. Celsis, and J. Démonet, Lateral masking, levels of processing and stimulus category: A comparative study between normal and dyslexic readers, Neuropsychologia, vol.44, issue.12, pp.2374-2385, 2006.
DOI : 10.1016/j.neuropsychologia.2006.05.003

C. Peyrin, M. Lallier, J. F. Demonet, C. Pernet, M. Baciu et al., 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

M. Plaza, D. Chauvin, O. Lanthier, M. T. Rigoard, J. Roustit et al., Validation longitudinale d'un outil de dépistage des troubles du langage écrit. Étude d'une cohorte d'enfants dépistés en fin de CP et réévalués en fin de CE1, Glossa, vol.81, pp.22-35, 2002.

M. Plaza and H. Cohen, The contribution of phonological awareness and visual attention in early reading and spelling, Dyslexia, vol.33, issue.1, pp.67-76, 2007.
DOI : 10.1002/dys.330

M. Poncelet, S. Majerus, and M. Van-der-linden, Troubles de la rétention à court terme d'informations auditivo-verbales : évaluation et prise en charge. Rééducation orthophonique, pp.121-137, 2001.

C. Prado, M. Dubois, and S. Valdois, The eye movements of dyslexic children during reading and visual search: Impact of the visual attention span, Vision Research, vol.47, issue.19, pp.2521-2530, 2007.
DOI : 10.1016/j.visres.2007.06.001

F. Ramus, Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction?, Current Opinion in Neurobiology, vol.13, issue.2, pp.212-218, 2003.
DOI : 10.1016/S0959-4388(03)00035-7

URL : https://hal.archives-ouvertes.fr/hal-00242672

F. Ramus and G. Szenkovits, What phonological deficit?, The Quarterly Journal of Experimental Psychology, vol.8, issue.1, pp.129-141, 2008.
DOI : 10.1111/j.1467-7687.2006.00483.x

URL : https://hal.archives-ouvertes.fr/hal-00260016

F. Ramus, C. R. Marshall, S. Rosen, and H. K. Van-der-lely, Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model, Brain, vol.136, issue.2, pp.630-645, 2013.
DOI : 10.1093/brain/aws356

V. Rey, D. Martino, S. Espesser, R. Habib, and M. , Temporal Processing and Phonological Impairment in Dyslexia: Effect of Phoneme Lengthening on Order Judgment of Two Consonants, Brain and Language, vol.80, issue.3, pp.576-91, 2002.
DOI : 10.1006/brln.2001.2618

F. Robichon, Contribution aux études électrophysiologiques et neuroanatomiques de la dyslexie de développement chez l'adulte. France : Université d'Aix-Marseille II, 1996.

C. Romani, J. Ward, and A. Olson, Developmental Surface Dysgraphia: What Is the Underlying Cognitive Impairment?, The Quarterly Journal of Experimental Psychology Section A, vol.34, issue.2, pp.97-128, 1999.
DOI : 10.1080/713755804

S. Roodenrys and J. Stokes, Serial recall and non word repetition in reading disabled children. Reading and writing : an interdisciplinary journal, pp.5-6, 2001.

M. Ruffino, S. Gori, D. Boccardi, M. Molteni, and A. Facoetti, Spatial and temporal attention in developmental dyslexia, Frontiers in Human Neuroscience, vol.8, 2014.
DOI : 10.3389/fnhum.2014.00331

URL : http://doi.org/10.3389/fnhum.2014.00331

C. Schatschneider, J. M. Fletcher, D. J. Francis, C. D. Carlson, and B. R. Foorman, Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis., Journal of Educational Psychology, vol.96, issue.2, pp.265-282, 2004.
DOI : 10.1037/0022-0663.96.2.265

W. Schneider, E. Roth, and M. Ennemoser, Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs., Journal of Educational Psychology, vol.92, issue.2, p.284, 2000.
DOI : 10.1037/0022-0663.92.2.284

P. H. Seymour, Cognitive analysis of dyslexia, 1986.

P. H. Seymour and H. M. Evans, The visual (orthographic) processor and developmental dyslexia. Visual processes in reading and reading disabilities, pp.347-376, 1993.

D. L. Share, Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis, Journal of Experimental Child Psychology, vol.72, issue.2, pp.95-129, 1999.
DOI : 10.1006/jecp.1998.2481

D. L. Share, Orthographic learning at a glance: On the time course and developmental onset of self-teaching, Journal of Experimental Child Psychology, vol.87, issue.4, pp.267-298, 2004.
DOI : 10.1016/j.jecp.2004.01.001

D. L. Share, Knowing letter names and learning letter sounds: A causal connection, Journal of Experimental Child Psychology, vol.88, issue.3, pp.213-233, 2004.
DOI : 10.1016/j.jecp.2004.03.005

S. E. Shaywitz, R. Morris, and B. A. Shaywitz, The Education of Dyslexic Children from Childhood to Young Adulthood, Annual Review of Psychology, vol.59, issue.1, pp.451-475, 2008.
DOI : 10.1146/annurev.psych.59.103006.093633

M. M. Silliman, Brain, behavior, and learning in language and reading disorders. Etats-Unis d'Amérique, 2008.

B. C. Skottun, On the conflicting support for the magnocellular-deficit theory of dyslexia, Trends in Cognitive Sciences, vol.4, issue.6, pp.211-212, 2000.
DOI : 10.1016/S1364-6613(00)01485-6

M. J. Snowling, A. Gallagher, and U. Frith, Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill, Child Development, vol.35, issue.2, pp.358-373, 2003.
DOI : 10.1006/jecp.2000.2625

M. J. Snowling, Dyslexia, speech and language. Royaume-Uni de Grande-Bretagne et d'Irlande du Nord, 2000.
DOI : 10.1097/00011363-200604000-00004

M. J. Snowling, From language to reading and dyslexia, Dyslexia, vol.9, issue.1, pp.37-46, 2001.
DOI : 10.1002/dys.185

L. Sprenger-charolles, P. Colé, P. Lacert, and W. Serniclaes, On subtypes of developmental dyslexia: Evidence from processing time and accuracy scores., Canadian Journal of Experimental Psychology/Revue canadienne de psychologie exp??rimentale, vol.54, issue.2, pp.87-103, 2000.
DOI : 10.1037/h0087332

URL : https://hal.archives-ouvertes.fr/hal-00733548

L. Sprenger-charolles and W. Serniclaes, Acquisition de la lecture et de l'écriture et dyslexie : revue de la littérature, pp.63-90, 2003.

L. Sprenger-charolles, L. S. Siegel, D. Béchennec, and W. Serniclaes, Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study, Journal of Experimental Child Psychology, vol.84, issue.3, pp.194-217, 2003.
DOI : 10.1016/S0022-0965(03)00024-9

URL : https://hal.archives-ouvertes.fr/hal-00733551

H. L. Swanson and O. Jerman, The influence of working memory on reading growth in subgroups of children with reading disabilities, Journal of Experimental Child Psychology, vol.96, issue.4, pp.249-283, 2007.
DOI : 10.1016/j.jecp.2006.12.004

G. Szenkovits and F. Ramus, Exploring dyslexics' phonological deficit I: lexical vs sub-lexical and input vs output processes, Dyslexia, vol.86, issue.4, pp.253-268, 2005.
DOI : 10.1002/dys.308

URL : https://hal.archives-ouvertes.fr/hal-00260023

N. Trolès, Elaboration d'un outil d'aide au diagnostic de la dyslexie développementale, Thèse : Université Rennes 2, 2010.

S. Valdois, Les sous-types de dyslexies développementales, Apprentissage de la lecture et dyslexies développementales, pp.171-198, 2004.

S. Valdois, L'acquisition et la mobilisation des connaissances lexicales orthographiques, 2004.

S. Valdois, Traitements visuels et dyslexies développementales Neuropsychologie de l'enfant et troubles du développement, 2005.

S. Valdois, P. Colé, and D. David, Apprentissage de la lecture et dyslexies développementales : de la théorie à la pratique, 2004.

T. R. Vidyasagar, Neural underpinnings of dyslexia as a disorder of visuo-spatial attention, Clinical and Experimental Optometry, vol.84, issue.1, pp.4-10, 2004.
DOI : 10.1111/j.1444-0938.2004.tb03138.x

M. Wolf and P. G. Bowers, The double-deficit hypothesis for the developmental dyslexias., Journal of Educational Psychology, vol.91, issue.3, pp.415-438, 1999.
DOI : 10.1037/0022-0663.91.3.415

M. Wolf, P. G. Bowers, and K. Biddle, Naming-Speed Processes, Timing, and Reading: A Conceptual Review, Journal of Learning Disabilities, vol.33, issue.4, pp.387-407, 2000.
DOI : 10.1177/002221940003300409

J. C. Ziegler, C. Castel, C. Pech-georgel, F. George, F. X. Alario et al., Developmental dyslexia and the dual route model of reading: Simulating individual differences and subtypes, Cognition, vol.107, issue.1, pp.151-178, 2008.
DOI : 10.1016/j.cognition.2007.09.004

URL : https://hal.archives-ouvertes.fr/hal-01440571

M. Zorzi, C. Barbiero, A. Facoetti, I. Lonciari, M. Carrozzi et al., Extra-large letter spacing improves reading in dyslexia, Proceedings of the National Academy of Sciences, vol.55, issue.9, pp.11455-11459, 2012.
DOI : 10.1016/j.cub.2012.03.013

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