The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate more cognitive resources to higher‐level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur‐Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher‐level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants.

Punctuation strongly contributes to the cohesion of the text. Despite this relevant role in written activity, this linguistic paradigm is too rarely observed. Moreover, it is all the more important to analyze its management as it is one of the difficulties declared by students with dyslexia. In that sense, the purpose of this paper is to analyze punctuation management during written text production by students with dyslexia, compared to matched control students. Previous English and Dutch studies confirm this feeling and reveal that students with dyslexia make many punctuation errors. That being said, there is no consensus; other studies do not reach this conclusion. 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. 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. These results are discussed and highlighted by the literature dealing with written production as a complex cognitive activity. They reveal that punctuation management is deficient for students with dyslexia, suggesting that the cohesion system can be impacted by dyslexia.

Cet ouvrage aide à comprendre les phénomènes complexes du langage oral en situation d’interaction verbale. Basé sur des recherches récentes et originales, impliquant à la fois des méthodes variées et des bases théoriques solides, il permet une clarification plurielle de la notion de multimodalité, en prenant en considération les principaux éléments de la communication non verbale (notamment la gestualité) dans la compréhension des pratiques langagières. C’est ainsi qu’est appréhendé le concept de multimodalité des pratiques langagières orales, à travers le prisme de plusieurs disciplines : les sciences du langage, la psycholinguistique, la linguistique interactionnelle, l’analyse conversationnelle et la didactique.

Despite the persistent difficulties of people with dyslexia concerning writing, few studies examine the impact of dyslexia on the dynamic aspects of written text production. Our objective is to examine the written productions of students with dyslexia (N = 21), compared with matched control students (N = 22), taking into consideration online indicators. They were asked to produce spontaneous narrative and expository texts. The written texts (N = 86) were collected using the Eye and Pen software with digitising tablets. Results show significant differences between the two groups concerning bursts and some pause locations and durations. While previous works conclude that the spelling difficulties of university students do not impact the transcription process anymore, which means that they no longer have effects on the dynamics of writing, and thus on writing fluency, our study qualifies these conclusions. Indeed, our results show that students with dyslexia's word transcription is atypical and problematic in terms of online indicators: they display shorter bursts (number of units written without a pause) and make longer pauses, especially inside and before words and before punctuation signs. The way in which they allocate cognitive resources is still partially altered by cognitive obstacles; their transcription process is also slowed down and disorganises other high‐level cognitive operations.

Dyslexia–dysorthographia is a neurodevelopmental disorder in which the symptoms appear during the person’s development (generally around the age of 7 or 8) and persist throughout life. The study of this written language disorder mainly focuses on children, principally in the clinical, cognitive science and neuroscience fields. The importance and originality of this study are that it investigates the impact of dyslexia–dysorthographia on written production in young adults (students) with dyslexia, from a psycholinguistic perspective. To do this, students and matched-control individuals were asked to produce written texts on the same theme. These productions were then analysed, observing on-line indicators, such as pause location and duration. The current investigation found that students with dyslexia still have important difficulties with writing and their lack of automation in spelling has consequences on the transcription and planning process: although they have the same handwriting speed, pressure and word rate as control students, they make longer pauses before words, especially before short and long words, words involving grammatical inflexion, grammatical words and punctuation.

Cet ouvrage avait pour but principal de proposer une vision pluridisciplinaire de la multimodalité du langage oral, car nous sommes intimement persuadées que nos analyses de la production langagière orale ne seraient qu’enrichies en optant pour un travail toujours plus collaboratif et décloisonné, impliquant des champs disciplinaires variés des sciences du langage, de la psycholinguistique en passant par la linguistique interactionnelle. Le premier chapitre de chacune des trois parties de cet ouvrage (chapitre 2 d’Aliyah Morgenstern en acquisition et développement du langage ; chapitre 6 de Marion Tellier en didactique et chapitre 8 d’Isabel Colón de Carvajal en linguistique interactionnelle) apporte une vision explicite des théories et méthodologies de leurs champs disciplinaires, que les autres chapitres de la partie complètent, affinent et exemplifient. Aliyah Morgenstern retrace ainsi les étapes de la prise en considération de la mu...