Summary:

Different results suggest that children with dyslexia perceive speech sounds with allophonic features instead of phonemic ones (Serniclaes et al., 2001; 2004; Bogliotti et al., 2008; Dufor et al., 2009; Noordenbos 2012; 2013; Serniclaes & Seck, 2018). The perception of speech with allophonic units hampers the acquisition of phoneme-grapheme relationships that play a determinant role in reading acquisition (Sprenger-Charolles et al., 2006). Our objective here is to develop methods to remediate allophonic perception and to evaluate the implications of such remediation on reading performances.

Results:

We showed that recent developments in discriminant training (Collet et al., 2013) allow to improve phonemic awareness in dysphasic children (Collet et al., 2012). The same methodology allows to improve phonemic awareness and reading performances in children with dyslexia (Collet, Colin & Serniclaes, 2018 : Zoubrinetzky et al., submitted). Our method, entitled « Remédiation Audiophonologique de la Dyslexie » (RapDysÓ), has then been transposed to a multi-support application (PC, tablet, smartphone …) with the help from a French governmental agency (SATT-IDF INNOV). RapDysÓ is currently diffused in collaboration with GNOSIA (http://www.gnosia.fr/fr/). Five training courses for speech therapists have already been set-up (Paris, January 2017; Nîmes, July 2017; Lyon: November 2017 & May, 2018: Nantes, June 2018).