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Communication Dans Un Congrès Année : 2024

On-line and off-line analyze of the punctuation of students with dyslexia: a way to underline persistent difficulties

Résumé

One of the difficulties mentioned in the self-assessment questionnaires about difficulties of people with dyslexia in writing and reading (Gimenez et al., 2015; Mazur and Chenu, 2023) is punctuation, that has a relevant role in written activity, because of its strongly link to the cohesion of the text (Catach, 1994; Hall, 2009; Jarno-El Hilali, 2014). The objective of this presentation is to analyze punctuation management during written text production by students with dyslexia, compared to matched control students, in a on-line and off-line perspective. Indeed, location and duration of pauses according to the boundaries of linguistic units may highlight some difficulties (Ailhaud et al., 2016). For this present study, students with dyslexia and control students matched in age, university level, and gender were asked to produce spontaneous written and spoken narrative and expository texts. The written texts (N = 86) were collected using Eye and Pen© software with digitizing tablets, permitting to collect the full text (to realize off line analyses) and the complete activity of writing (to obtain on line indicators, such as pauses). We present analyses concerning off line indicators, as proportion of punctuation signs or problematic uses of punctuation signs, and on-line indicators, that means pauses before punctuation signs. Results reveal that if students with dyslexia use the same inventory of punctuation marks as control students, they use fewer punctuation marks and make more errors than control students. They confuse commas and periods more than control students do, forget more often periods and commas than control students and insert capitals in places where they are not expected, according to the French written conventions. Moreover, we can observe that students with dyslexia realize longer pauses before punctuation signs than control students. These results can reveal that punctuation management is deficient for students with dyslexia and suggest that the cohesion system can be impacted by dyslexia. Ailhaud E., Chenu F. and Jisa H. (2016). A developmental perspective on the units of written French. In n J. Perera, M. Aparici, E. Rosado and N. Salas (Ed.). Written and spoken language development across the lifespan : Essays in honour of Liliana Tolchinsky (pp. 287-305). Springer Switzerland. Catach, N-. (1994). La Ponctuation: Histoire et Système. Que Sais-Je? P.U.F: Paris, France. Cavalli, E. (2016). La Lecture de L’adulte Dyslexique Universitaire. Ph.D. Thesis, Université Aix-Marseille, Marseille, France. Giménez, A., Luque, J. L., Lopez-Zamora, M., and Fernandez-Navas, M. (2015). A self-report of reading disabilities for adults: ATLAS. Anales de Psicologia, 31(1), 109-119.

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Linguistique
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Dates et versions

hal-04462667 , version 1 (16-02-2024)

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  • HAL Id : hal-04462667 , version 1

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Audrey Mazur, Matthieu Quignard. On-line and off-line analyze of the punctuation of students with dyslexia: a way to underline persistent difficulties. 13th conference of The British Dyslexia Association, Dimensions of Dyslexia: Evidence and Practice, 2024, Surrey, United Kingdom. ⟨hal-04462667⟩
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