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Spécificité des troubles phonologiques et métaphonologiques dans la dyslexie du developpement.

Conducted a longitudinal study to test the hypothesis that children with specific reading disabilities have mainly phonological and metaphonological difficulties. Human Ss: 15 male and female French school-age children (slight reading impairment) (4th graders) (experimental group). Eight male and female French school-age children (severe reading impairment with IQ deficit) (4th graders) (experimental group). 28 male and female French school-age children (dyslexia without IQ deficit) (4th graders) (experimental group). 21 normal male and female French school-age children (4th graders) (control group). Experimental Ss were selected from a group of 370 Ss who were followed from the beginning of the last year of kindergarten through the end of 4th grade. Phonological and musical awareness and verbal and nonverbal IQ were assessed from kindergarten through 2nd grade or 4th grade. Short-term visual and phonological memory, rapid naming, and rapid pseudoword repetition were assessed in 4th grade. (English abstract) (PsycINFO Database Record (c) 2007 APA, all rights reserved)