Abstract

The study investigates the phonemic and graphical reading pathways in French-speaking children diagnosed with severe developmental language disorders (DLD). Understanding how these pathways manifest in such populations is crucial for designing effective educational interventions. Phonological awareness and orthographic processing are fundamental skills in reading development, yet their manifestation in children with DLD presents unique challenges. This article reviews current literature on phonological and orthographic processing in typical development and synthesizes findings from studies specifically focused on children with DLD in French-speaking populations. The research employs both qualitative and quantitative methods to explore the nuanced relationships between phonemic and graphical reading pathways and their impact on reading outcomes in children with DLD. The research synthesizes existing literature and employs a mixed-methods approach to investigate how these pathways interact and influence reading outcomes in this population. Findings underscore the complex interplay between phonological deficits, orthographic difficulties, and their impact on reading development in French, highlighting implications for educational interventions and future research directions.