Sylviane Valdois

Biographic Data

ID5972434
NAMESylviane Valdois
GIVEN NAMESSylviane
FAMILY NAMEValdois
SIGNATUREVALDOIS S
AFFILIATIONSCentre National de la Recherche Scientifique
ORCID0000-0002-4562-7267
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS0
AUTHOR COUNT9
EDITOR COUNT0
FIRST PUBLICATION YEAR2007
LATEST PUBLICATION YEAR2026
H-INDEX0

  • Context and prior phonological knowledge as a support for novel word learning

    Open AccessAlexandra Steinhilber, Julien Diard et al.ARTICLEPsychonomic Bulletin & Review2026

  • Visual attention matters during word recognition

    Open AccessThierry Phénix, Emilie Ginestet et al.ARTICLEPsychonomic Bulletin & Review2025

  • Effectiveness of Visual Attention Span Training on Learning to Read and Spell

    Open AccessSylviane Valdois, Ahmed Zaher et al.ARTICLEReading Research Quarterly2025References: 74

    Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called E…

  • Probabilistic modeling of orthographic learning based on visuo-attentional dynamics

    Open AccessEmilie Ginestet, Sylviane Valdois et al.ARTICLEPsychonomic Bulletin & Review2022

    How is orthographic knowledge acquired? In line with the self-teaching hypothesis, most computational models assume that phonological recoding has a pivotal role in orthographic learning. However, these models make simplifying assumptions on the mechanisms involved in visuo-orthographic processing. Against evidence from eye movement data during orthographic learning, they assume that orthographic information on novel words is immediately availabl…

  • Varieties of Cognitive Profiles in Poor Readers

    Open AccessSylviane Valdois, Caroline Reilhac et al.ARTICLEJournal of Learning Disabilities2021

    A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a large sample of 948 sixth-grade children. We first assessed the contribution of phoneme awareness (PA), …

  • Developmental dyslexia

    Open AccessMarie Lallier, Sophie Donnadieu et al.ARTICLEAnnals of Dyslexia2013

  • Cognitive mechanisms underlying reading and spelling development in five European orthographies

    Open AccessKristina Moll, Franck Ramus et al.ARTICLELearning and Instruction2013

  • Predictors of developmental dyslexia in European orthographies with varying complexity

    Open AccessKarin Landerl, Franck Ramus et al.ARTICLEJournal of Child Psychology and…2012

    BACKGROUND: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of ortho…

  • Developmental dyslexia

    Open AccessMarie-Line Bosse, Marie Josèphe Tainturier et al.ARTICLECognition2007