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Master Thesis

L’incidence des colorisations syllabique et vocalique sur la vitesse de lecture, la précision de lecture et la préférence de texte des enfants dyslexiques d’âge-lecteur CE1-CE2

Abstract : Dyslexia is a neurodevelopmental disorder characterized by a weakness in identifying written words. This results in slow reading and frequent errors. The most consensual explanatory hypothesis is that of phonological disorder (Kuster et al., 2018). In our study, we added text colorization to the scientifically validated text typographic adaptations. We studied the effects of syllabic colorization and vowel colorization on 65 dyslexic children recruited from the New Aquitaine region. Statistical results show that colorization neither improved, nor reduced the reading speed of dyslexic children. On the other hand, reading accuracy was improved by the colorization of text, whether syllabic or vowel. We also questioned the dyslexic children's feelings. They preferred the colored texts, and this preference was associated with the text read the fastest, as well as with the text read the most accurately.
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https://dumas.ccsd.cnrs.fr/dumas-03282114
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Submitted on : Thursday, July 8, 2021 - 5:05:39 PM
Last modification on : Saturday, August 28, 2021 - 3:12:30 AM
Long-term archiving on: : Saturday, October 9, 2021 - 7:06:20 PM

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ORTH_2021_CHENOUNA.pdf
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  • HAL Id : dumas-03282114, version 1

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Célia Chenouna. L’incidence des colorisations syllabique et vocalique sur la vitesse de lecture, la précision de lecture et la préférence de texte des enfants dyslexiques d’âge-lecteur CE1-CE2. Sciences cognitives. 2021. ⟨dumas-03282114⟩

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