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For deaf students, spelling acquisition is a considerable challenge, especially because the spelling code is based on an oral language to which most of them have limited access. Most studies conducted with deaf students have reported that they lag behind their hearing peers. However, few studies have used a fine-grained error classification grid. The use of such a grid makes it possible to draw a precise portrait of writers' orthographic knowledge. The purpose of this study was to describe the spelling skills of 19 deaf students (Mage = 10.9 years) and to compare their errors with those of 20 hearing students of the same age and 17 younger hearing students at the same reading level. The results indicate that deaf students are not quantitatively different from hearing students but that their errors are qualitatively different from those of hearing students., (© The Author(s) 2020. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.)

Typically, research has cited a deficient use of word recognition procedures mainly caused by a phonological deficit as the source of dyslexic students' reading difficulties. However, recent studies have shown that morphological processing also plays an important part in reading. In the present study, sensitivity to the morphological structure of words was assessed with a plausibility judgment task, where participants determined which of two pseudo-words most resembled a real word in French, and with a decomposition task requiring participants to extract the base forms of morphologically complex words. Dyslexic participants (DYS, n = 26) aged 9-12 years were matched to 26 participants of the same chronological age (CA) and 30 younger participants of the same reading age (RA). Overall, the decomposition task was less successful at demonstrating morphological knowledge than the plausibility judgment task. Results indicate that dyslexic participants demonstrated some morphological sensitivity, particularly on the plausibility task, but were outperformed by both control groups on both tasks. Performance on morphological tasks was significantly correlated to reading comprehension scores. More research needs to be carried out to better comprehend the effects of task characteristics on dyslexic participants' success and before claiming a different or deviant developmental path for morphological knowledge., (Copyright © 2014 John Wiley & Sons, Ltd.)

Given the well-acknowledged phonological deficit found in dyslexic children, this study was aimed at investigating graphophonological processes in dyslexic readers of French over a 1-year period. Among the different types of phonological processing can be distinguished those related to phonological awareness based on knowledge of the oral language and graphophonological processes based on correspondences between the oral and the written language. In this study, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in the degree of cognitive constraint associated with the task (CC- vs CC+). Twenty 11 year-old dyslexic students were compared with younger normal-readers of the same reading level (RA, n=26) and to normal-readers of the same age (CA, n=24). Two variables were considered in the analyses: accuracy and response latency. Results show that dyslexic readers do process written items at the graphophonological level. Also, results indicate main effects of task (CC- vs CC+), time (T1 vs T2), and group (DYS vs RA vs CA). In general, dyslexic participants' performances are comparable to those of RA and differ from those of CA.

This article reports on an investigation of graphophonological processes in deaf readers of French over a 1-year period. Deaf readers are known to have a phonological deficit compared to hearing peers, and conclusions from studies on this question are often conflicting. Among the different types of phonological processing, we can identify graphophonological processes based on correspondences between the oral and the written language. In this investigation, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in their degree of cognitive constraints (CC- vs. CC+). Nineteen 11 year-old deaf students were compared to younger normal readers of the same reading level (RA, n = 17) and to normal readers of the same age (CA, n = 20). Two variables were considered in the analyses: accuracy and response latency. Results show that deaf readers do process written items at the graphophonological level and that graphophonological processes are related to reading ability. Also, results indicate main effects of task (CC- vs. CC+), time (T1 vs. T2), and group. In general, deaf participants' performances are comparable to those of RA and differ from those of CA. Results are discussed within the framework of the study of phonology in deaf readers and its relation to reading acquisition.

This study aims at investigating syllabic processes in deaf readers (n=35) who were compared to readers of French as a second language (n=23) and to expert readers (n=40). Two experimental tasks varying in their degree of phonological awareness were created: one awareness– task and one awareness+ task. Results show that all participants have knowledge related to some syllabic structures of written French. However, that knowledge is more evident in the awareness– task than in the awareness+ task. The difference between results on both tasks is greater in the deaf group than in second-language readers or the expert readers. These results are discussed in terms of complementarity of syllabic processes in reading and in relation to the status of French for deaf readers. [ABSTRACT FROM AUTHOR]