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Fluency in Reading : Synchronization of Processes| old_uid | 2925 |
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| title | Fluency in Reading : Synchronization of Processes |
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| start_date | 2007/05/29 |
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| schedule | 11h-12h30 |
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| online | no |
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| summary | Reading is a cognitive skill that starts exclusively with the decoding of printed materials. A successful word decoding process frees cognitive resources for reading comprehension.
It is agreed that impairment in word decoding is a manifestation of dyslexia. For years, researchers have focused on inaccuracy in word decoding as the basis of dyslexia. The idea of a lack of fl uency as an additional and separate component of dyslexia (The British Psychological Society 1999) opens new directions towards the understanding of this phenomenon.
In several comprehensive research projects employed at the Neurocognitive Research Lab, the crucial factor of fl uency in the reading process was studied and led to the discovery of two phenomena: The Asynchrony theory and the Acceleration theory.
The Asynchrony theory suggests that the brain systems of dyslexic readers activated during reading words on a different time scale. A wider speed of processing gap impairs the between system integration resulting in poor decoding.
The Acceleration theory maintains that all readers are capable of reading up to about 20% faster than their routine reading rate, and thereby enhance their reading decoding and comprehension.
Based on the idea of the brain’s plasticity and ability to change, these two theories were combined into a computer base intervention program for enhancing reading fl uency.
Thus, in the current lecture, results from various studies employing behavioral, electrophysiological and imaging methods in support of these theories and their effect on training the brain will be presented. |
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| oncancel | Séance annulée : reportée à l’automne (date à définir) |
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| responsibles | Cohen, Kergoat |
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