Article révisé par les pairs
| Résumé : | This paper refers to and discusses empirical evidence supporting the general idea that both skilled reading and learning to read capitalize on underlying phonological representations. These representations must be specified in terms of degree of abstractness, units represented and degree of conscious access to these units. In skilled reading, pre-lexical representations, at different levels of phonological structure, are unconsciously, mandatorily and automatically activated, in connection with correspondent orthographic representations. This process is distinct from the intentional and controlled phonological decoding assumed by the classic dual-route model. Learning to read may be described as the progression from conscious phonological decoding, in which phoneme awareness plays a critical role, to the unconscious mapping of orthographic and phonological segments. Phonological dyslexia is related to some anomaly in speech perception capacities, making it difficult both to develop efficient conscious segmentation abilities and graphophonological decoding. It is suggested that this conscious speech segmentation deficit is caused by a lack of appropriate segmentation at the unconscious, perceptual level. |
