{"id":5814,"date":"2023-10-27T14:43:33","date_gmt":"2023-10-27T12:43:33","guid":{"rendered":"https:\/\/edu.ge.ch\/site\/capintegrationdev\/?p=5814"},"modified":"2025-06-20T15:19:32","modified_gmt":"2025-06-20T13:19:32","slug":"dyslexie-dysorthographie","status":"publish","type":"post","link":"https:\/\/edu.ge.ch\/site\/capintegration\/dyslexie-dysorthographie\/","title":{"rendered":"Dyslexie et Dysorthographie"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1768px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_1 1_1 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:100%;--awb-margin-top-large:0px;--awb-spacing-right-large:1.92%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:1.92%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-1\"><dl class=\"spip_document_411 spip_documents spip_documents_center\">\n<dt><\/dt>\n<\/dl>\n<h3 style=\"text-align: justify\" align=\"justify\">La dyslexie<\/h3>\n<p style=\"text-align: justify\" align=\"justify\">La dyslexie est un trouble sp\u00e9cifique de l\u2019apprentissage de la lecture, li\u00e9e \u00e0 une difficult\u00e9 particuli\u00e8re \u00e0 identifier les lettres, les syllabes ou les mots, qui se manifeste en l\u2019absence de tout d\u00e9ficit visuel, auditif ou intellectuel et malgr\u00e9 une scolarisation normale.<\/p>\n<p style=\"text-align: justify\">Le mot dyslexie signifie \u00ab\u00a0difficult\u00e9 (dys) avec les mots, le lexique (lexia)\u00a0\u00bb.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">La dyslexie se d\u00e9finit comme un trouble du\u00a0<strong style=\"font-weight: bold\">langage \u00e9crit<\/strong>\u00a0caract\u00e9ris\u00e9 par une difficult\u00e9 persistante d\u2019apprentissage de la lecture chez des enfants (ou des adultes) intelligents, qui sont (ou ont \u00e9t\u00e9) normalement scolaris\u00e9s, ne souffrant ni de troubles sensoriels (surdit\u00e9, c\u00e9cit\u00e9\u2026) ni de troubles majeurs de la personnalit\u00e9\u00a0; leur appartenance sociale ne jouant pas de r\u00f4le dans l\u2019\u00e9mergence du trouble.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Notons que, selon l\u2019OMS, dans le cas d\u2019un d\u00e9ficit sensoriel les difficult\u00e9s en lecture ne doivent pas d\u00e9passer celles habituellement associ\u00e9es \u00e0 celui-ci.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">On parle de\u00a0<strong style=\"font-weight: bold\">dyslexie d\u00e9veloppementale<\/strong>\u00a0et de\u00a0<strong style=\"font-weight: bold\">dyslexie acquise<\/strong>\u00a0; ce dernier terme \u00e9tant r\u00e9serv\u00e9 \u00e0 des troubles de la lecture cons\u00e9cutifs \u00e0 une atteinte l\u00e9sionnelle av\u00e9r\u00e9e du cerveau \u00e0 la suite d\u2019un accident vasculaire, d\u2019un traumatisme cr\u00e2nien, d\u2019une tumeur&#8230;<\/p>\n<h4>La lecture<\/h4>\n<p style=\"text-align: justify\"><strong style=\"font-weight: bold\">L\u2019activit\u00e9 de lecture est complexe et n\u00e9cessite l\u2019acquisition et la mobilisation d\u2019un certain nombre de comp\u00e9tences\u00a0:<\/strong><\/p>\n<ul class=\"spip\">\n<li>m\u00e9taphonologiques (conscience et habilet\u00e9s des sons)\u00a0;<\/li>\n<li>grapho-phoniques (r\u00e8gles de correspondance \u00e9crit-oral)\u00a0;<\/li>\n<li>visuo-orthographiques (repr\u00e9sentation de la s\u00e9quence de lettres)\u00a0;<\/li>\n<li>morpho-lexicales (construction\/subdivision des mots)\u00a0;<\/li>\n<li>cognitives\n<ul class=\"spip\">\n<li>m\u00e9moire de travail (maintien et traitement \u00e0 court terme de l\u2019information)\u00a0;<\/li>\n<li>d\u00e9limitation du champ de connaissances (connu <i>versus<\/i> inconnu)\u00a0;<\/li>\n<li>\u00e9tablissement d\u2019inf\u00e9rences (d\u00e9duction des \u00e9l\u00e9ments non inscrits)\u00a0;<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul class=\"spip\">\n<li>pragmatiques\n<ul class=\"spip\">\n<li>intention de l\u2019auteur\u00a0;<\/li>\n<li>d\u00e9centration sur les personnages (prendre le point de vue des personnages)\u00a0;<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul class=\"spip\">\n<li>textuelles\n<ul class=\"spip\">\n<li>identification du type de texte\u00a0;<\/li>\n<li>traitement des \u00e9l\u00e9ments de coh\u00e9sion (connecteurs, anaphores, concordance des verbes).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p style=\"text-align: justify\"><strong style=\"font-weight: bold\">Pour caract\u00e9riser la lecture (L), on utilise souvent l\u2019\u00e9quation suivante\u00a0: <\/strong><strong style=\"font-weight: bold\">L= IxC (Identification de mots x Compr\u00e9hension)<\/strong><\/p>\n<p style=\"text-align: justify\" align=\"justify\"><strong style=\"font-weight: bold\">La dyslexie d\u00e9veloppementale\u00a0<\/strong>concerne l\u2019identification des mots mobilisant les comp\u00e9tences m\u00e9taphonologiques, grapho-phoniques, visuo-orthographiques et morpho-lexicales.<\/p>\n<p style=\"text-align: justify\">A l\u2019heure actuelle, nous distinguons deux types principaux de dyslexie\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li><strong style=\"font-weight: bold\">dyslexie phonologique<\/strong>\u00a0(60 et 67\u00a0% de la population dyslexique)\u00a0: d\u00e9ficience de la voie <strong style=\"font-weight: bold\">d\u2019assemblage<\/strong>\u00a0(passage par l\u2019oral pour acc\u00e9der \u00e0 la signification du mot, soit le d\u00e9chiffrage d\u2019un mot)\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li><strong style=\"font-weight: bold\">dyslexie lexicale<\/strong>\u00a0ou de\u00a0<strong style=\"font-weight: bold\">surface\u00a0<\/strong>(10 et 20% de la population dyslexique)\u00a0: d\u00e9ficience de la voie d<strong style=\"font-weight: bold\">\u2019adressage\u00a0<\/strong>(passage direct au sens par identification visuelle du mot, soit la reconnaissance imm\u00e9diate du mot sans passer par le d\u00e9chiffrage).<\/li>\n<\/ul>\n<p style=\"text-align: justify\" align=\"justify\">Le m\u00e9lange des deux types de dyslexie est fr\u00e9quent\u00a0; on parle alors de\u00a0<strong style=\"font-weight: bold\">dyslexie mixte<\/strong>\u00a0(20 et 25\u00a0% de la population dyslexique).<\/p>\n<h4>Explications \u00e9tiologiques de la dyslexie<\/h4>\n<p style=\"text-align: justify\" align=\"justify\">On reconna\u00eet unanimement des bases neuro-biologiques \u00e0 la dyslexie (dysfonctionnement cortical et facteurs h\u00e9r\u00e9ditaires). Plusieurs explications \u00e9tiologiques sont \u00e9voqu\u00e9es\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>Explication phonologique, la plus partag\u00e9e\u00a0: incapacit\u00e9 \u00e0 isoler, manipuler les \u00ab\u00a0sons\u00a0\u00bb de l\u2019oral (phon\u00e8mes, syllabes). La difficult\u00e9 de l\u2019identification des mots reposerait d\u2019apr\u00e8s cette th\u00e9orie sur l\u2019incapacit\u00e9 \u00e0 \u00e9tablir des correspondances entre le graph\u00e8me identifi\u00e9 (plus petite unit\u00e9 \u00e9crite) et le phon\u00e8me correspondant (plus petite unit\u00e9 orale) du fait d\u2019un dysfonctionnement du cerveau\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>explication par un d\u00e9ficit visuel ou visuo-attentionnel\u00a0: anomalie du traitement de l\u2019information visuelle lors des mouvements saccad\u00e9s de l\u2019\u0153il au cours de la lecture, alt\u00e9rant la nettet\u00e9 et l\u2019amplitude (empan) de la perception des graph\u00e8mes notamment \u00e0 droite du point de fixation de l\u2019\u0153il\u00a0;<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>explication par un dysfonctionnement du traitement de l\u2019information temporelle. Les dyslexiques pr\u00e9senteraient des difficult\u00e9s \u00e0\u00a0<strong style=\"font-weight: bold\">discriminer<\/strong>\u00a0et\/ou se\u00a0<strong style=\"font-weight: bold\">rem\u00e9morer\u00a0<\/strong>des suites rapides auditives (phon\u00e8mes) ou visuelles (graph\u00e8mes).<\/li>\n<\/ul>\n<h4>Caract\u00e9ristiques possibles d&rsquo;une dyslexie<\/h4>\n<p style=\"text-align: justify\"><strong style=\"font-weight: bold\">Les pr\u00e9dicteurs fiables pr\u00e9coces<\/strong>\u00a0d\u2019un futur trouble dyslexique sont\u00a0:<\/p>\n<ul class=\"spip\">\n<li>La pr\u00e9sence de troubles familiaux du langage oral ou \u00e9crit (h\u00e9r\u00e9dit\u00e9\u00a0: 30 \u00e0 50\u00a0% des cas selon les \u00e9tudes)\u00a0;<\/li>\n<li>Les retards de langage ou troubles sp\u00e9cifiques du langage chez l\u2019enfant (dysphasie)\u00a0;<\/li>\n<li>Les troubles de parole (ou phonologiques\u00a0: confusions et inversions de sons en expression) .<\/li>\n<\/ul>\n<p style=\"text-align: justify\" align=\"justify\">Un certain nombre de caract\u00e9ristiques et de troubles associ\u00e9s \u00e0 la dyslexie sont de\u00a0<strong style=\"font-weight: bold\">mauvais pr\u00e9dicteurs<\/strong>, ils ne sont pas forc\u00e9ment assimil\u00e9s \u00e0 des difficult\u00e9s de lecture\u00a0:<\/p>\n<ul class=\"spip\">\n<li>la gaucherie manuelle\u00a0;<\/li>\n<li>les confusions gauche-droite (inversions des lettres)\u00a0;<\/li>\n<li>les troubles d\u00e9ficitaires de l\u2019attention avec ou sans hyperactivit\u00e9 (TDAH)\u00a0;<\/li>\n<li>un trouble de la m\u00e9moire visuelle\u00a0;<\/li>\n<li>une absence de dominance oculaire ;<\/li>\n<li>un trouble d\u00e9veloppemental de la coordination motrice\u00a0;<\/li>\n<li>un trouble du comportement\u00a0;<\/li>\n<li>un bilinguisme.<\/li>\n<\/ul>\n<p style=\"text-align: justify\">Les signes\u00a0<strong style=\"font-weight: bold\">\u00e0 l\u2019\u00e2ge scolaire<\/strong>\u00a0sont\u00a0:<\/p>\n<ul class=\"spip\">\n<li>le non-acc\u00e8s au d\u00e9chiffrage en fin de 3P en dehors d\u2019un retard plus g\u00e9n\u00e9ral, d\u2019une fr\u00e9quentation scolaire irr\u00e9guli\u00e8re ou d\u2019un autre trouble psychiatrique ou neurologique\u00a0;<\/li>\n<li>la non-compr\u00e9hension d\u2019un petit texte en fin de 4P ;<\/li>\n<li>la non fluidit\u00e9 en lecture (lecture lente, hach\u00e9e et erron\u00e9e) \u00e0 tout \u00e2ge.<\/li>\n<\/ul>\n<h4 style=\"text-align: justify\">L\u2019\u00e9volution \u00e0 long terme<\/h4>\n<p style=\"text-align: justify\" align=\"justify\">\u00c0 l\u2019adolescence et \u00e0 l\u2019\u00e2ge adulte, les capacit\u00e9s sont tr\u00e8s variables. Certains individus restent \u00ab\u00a0bloqu\u00e9s\u00a0\u00bb dans les phases initiales du d\u00e9veloppement du langage \u00e9crit sans pouvoir d\u00e9velopper une lecture fonctionnelle (acquise en 6P). \u00c0 l\u2019autre extr\u00eame, des individus peuvent\u00a0<strong style=\"font-weight: bold\">compenser<\/strong>\u00a0parfaitement leurs difficult\u00e9s .<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Dans la plupart des cas, les enfants souffrant d\u2019 une dyslexie d\u00e9veloppent des capacit\u00e9s de lecture fonctionnelle \u00e0 l\u2019adolescence mais en pr\u00e9sentant\u00a0:<\/p>\n<ul class=\"spip\">\n<li>des probl\u00e8mes dans l\u2019identification des <strong>mots nouveaux<\/strong>\u00a0;<\/li>\n<li>une lecture <strong>lente et impr\u00e9cise<\/strong> du fait de la charge cognitive consacr\u00e9e au traitement lacunaire des mots\u00a0;<\/li>\n<li>une moins bonne <strong>compr\u00e9hension du texte <\/strong> due \u00e0 ce manque de prise d\u2019indices fins (identification)\u00a0;<\/li>\n<li>une <strong>orthographe d\u00e9ficitaire<\/strong>.<\/li>\n<\/ul>\n<p style=\"text-align: justify\">Dans les pays occidentaux, 30% des jeunes adultes illettr\u00e9s pr\u00e9sentent une dyslexie.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Rappelons que l\u2019on ne peut pas \u00e9tablir un diagnostic de dyslexie d\u00e9veloppementale de fa\u00e7on certaine avant l\u2019\u00e2ge de sept ans. Cependant on restera attentif aux signes pr\u00e9dictifs.<\/p>\n<h4>Recommandations typographiques<\/h4>\n<ul>\n<li>Pr\u00e9f\u00e9rer une police de caract\u00e8re adapt\u00e9e sans serif (empattement) par exemple : Arial, Comic sans MS, <a href=\"http:\/\/opendyslexic.org\/\">OpenDyslexic<\/a>, Geneva, en taille 12, voire davantage.<\/li>\n<li>Si possible espacer les caract\u00e8res (police\u2013param\u00e8tres avanc\u00e9s\u2013espacement\u2013\u00e9tendu), envisager un espacement des lignes de 1.5.<\/li>\n<li>\u00c9viter l\u2019italique.<\/li>\n<li>Veiller \u00e0 la qualit\u00e9 typographique et \u00e9viter le m\u00e9lange de polices sur un m\u00eame document.<\/li>\n<\/ul>\n<h3>La dysorthographie<\/h3>\n<p style=\"text-align: justify\" align=\"justify\">Le trouble s\u00e9v\u00e8re et durable d\u2019apprentissage de l\u2019orthographe est commun\u00e9ment appel\u00e9 <strong style=\"font-weight: bold\">dysorthographie d\u00e9veloppementale<\/strong>.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">On distingue deux formes de dysorthographie qui se r\u00e9f\u00e8rent \u00e0 deux types de\u00a0<strong style=\"font-weight: bold\">strat\u00e9gies compl\u00e9mentaires<\/strong>\u00a0de transcription de mots\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>la\u00a0<strong style=\"font-weight: bold\">dysorthographie phonologique<\/strong>\u00a0correspond \u00e0 l\u2019usage d\u00e9ficitaire de la proc\u00e9dure phono-graph\u00e9mique (du phon\u00e8me au graph\u00e8me, soit de l\u2019oral \u00e0 l\u2019\u00e9crit). Le d\u00e9faut de cette strat\u00e9gie se traduit par une mauvaise r\u00e9alisation orthographique des mots r\u00e9guliers et des mots nouveaux (substitution de lettres et de sons, omission de lettre, ajout etc.) La conscience phonologique, capacit\u00e9 \u00e0 \u00ab\u00a0jongler\u00a0\u00bb avec les phon\u00e8mes, joue un r\u00f4le fondamental dans la mise en place de cette strat\u00e9gie.<\/li>\n<\/ul>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>la\u00a0<strong style=\"font-weight: bold\">dysorthographie de surface<\/strong>\u00a0correspond \u00e0 l\u2019emploi d\u00e9ficitaire de la strat\u00e9gie lexicale. Cet emploi d\u00e9ficitaire se traduit par l\u2019incapacit\u00e9 de produire l\u2019orthographe exacte d\u2019un mot fr\u00e9quemment rencontr\u00e9 dans un texte. Les \u00e9l\u00e8ves concern\u00e9s pr\u00e9sentent des difficult\u00e9s \u00e0 fixer \u00e0 long terme l\u2019orthographe des mots et \u00e0 constituer un lexique visuo-orthographique. Ils tendent \u00e0 \u00e9crire de mani\u00e8re phonologique tous les mots, m\u00eame les mots irr\u00e9guliers.<\/li>\n<\/ul>\n<p style=\"text-align: justify\">Comme pour la dyslexie, les autres capacit\u00e9s r\u00e9dactionnelles d\u2019un texte ne sont pas touch\u00e9es\u00a0:<\/p>\n<ul class=\"spip\" style=\"text-align: justify\">\n<li>capacit\u00e9s pragmatiques (intention du scripteur, repr\u00e9sentation du lecteur) et m\u00e9tapragmatiques (pr\u00e9supposition des connaissances du futur lecteur par traitement de l\u2019implicite et de l\u2019ellipse)<\/li>\n<li>choix des genres de textes<\/li>\n<li>connaissances des marqueurs de coh\u00e9sion (comme les connecteurs, les anaphores, de la concordance verbale)<\/li>\n<li>mise en forme du texte (paragraphe, ponctuation)<\/li>\n<\/ul>\n<p style=\"text-align: justify\">Ce trouble exclut d\u2019autres difficult\u00e9s cognitives, sensorielles, psychopathologiques, sociales ou scolaires.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Au contraire de l\u2019espagnol ou de l\u2019italien, le fran\u00e7ais \u00e9crit partage avec l\u2019anglais une certaine <strong style=\"font-weight: bold\">opacit\u00e9<\/strong>\u00a0du syst\u00e8me de correspondance orale-\u00e9crite. Les graph\u00e8mes, unit\u00e9s de base, y remplissent plusieurs fonctions. D\u2019abord, dans 80% des cas, ils retranscrivent des sons de la langue (les phon\u00e8mes)\u00a0; or pour transcrire les 36 phon\u00e8mes du fran\u00e7ais (selon les r\u00e9gions), le syst\u00e8me alphab\u00e9tique propose environ 170 graph\u00e8mes, dont 70 sont fr\u00e9quemment utilis\u00e9s (o, \u00f4, au, eau&#8230;).<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Ces m\u00eames graph\u00e8mes retranscrivent des \u00e9l\u00e9ments morphologiques (famille de mots, accord\u00a0: gran<strong style=\"font-weight: bold\">d<\/strong>, grand<strong style=\"font-weight: bold\">e<\/strong>, grande<strong style=\"font-weight: bold\">s<\/strong>, grand<strong style=\"font-weight: bold\">eur<\/strong>, agrand<strong style=\"font-weight: bold\">ir<\/strong>\u00a0; donn<strong style=\"font-weight: bold\">\u00e9<\/strong>\u00a0&#8211; donn<strong style=\"font-weight: bold\">er<\/strong>&#8230;) et logographiques \u00e0 valeur distinctive visuelle (eau, \u00f4, oh, ho, haut, aulx&#8230;), rendant ce syst\u00e8me sp\u00e9cialement complexe et opaque (dans le choix des graph\u00e8mes).<\/p>\n<p style=\"text-align: justify\" align=\"justify\">En anglais, on r\u00e9pertorie 1120 graph\u00e8mes (combinaisons de lettres) pour repr\u00e9senter les 40 phon\u00e8mes (sons)\u00a0: la suite de lettres OUGH peut par exemple se prononcer d\u2019une dizaine de fa\u00e7ons diff\u00e9rentes. L\u2019anglais est donc une langue tr\u00e8s opaque au contraire de la langue italienne qui reste tr\u00e8s transparente (ou r\u00e9guli\u00e8re) dans laquelle les 33 graph\u00e8mes r\u00e9pertori\u00e9s suffisent \u00e0 repr\u00e9senter les 25 phon\u00e8mes. L\u2019allemand avec ses 40 phon\u00e8mes partage cette transparence\u00a0; aucune lettre muette n\u2019est r\u00e9pertori\u00e9e et les variantes orthographiques r\u00e9gionales sont souvent int\u00e9gr\u00e9es dans le syst\u00e8me orthographique standard.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Vous trouverez \u00e0 l\u2019adresse\u00a0<a href=\"http:\/\/domisweb.free.fr\/dyslexie\/\" target=\"_blank\" rel=\"noopener\">http:\/\/domisweb.free.fr\/dyslexie\/<\/a>\u00a0des renseignements pr\u00e9cieux qui facilitent l\u2019apprentissage de l\u2019anglais aux \u00e9l\u00e8ves qui pr\u00e9sentent un trouble dys-.<\/p>\n<p style=\"text-align: justify\" align=\"justify\">Ces diff\u00e9rences d\u2019opacit\u00e9 des langues se r\u00e9percutent sur la pr\u00e9valence de la dyslexie. Quelle que soit la langue, les \u00e9l\u00e8ves dysorthographiques doivent consacrer plus d\u2019attention, d\u2019\u00e9nergie et de temps \u00e0 leurs r\u00e9alisations \u00e9crites\u00a0; on parle alors de\u00a0<strong style=\"font-weight: bold\">surcharge cognitive<\/strong>\u00a0souvent mentionn\u00e9e pour les am\u00e9nagements scolaires.<\/p>\n<\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling en-savoir-plus\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-margin-top:50px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-stretch fusion-flex-content-wrap\" style=\"max-width:1768px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_1_3 1_3 fusion-flex-column en-savoir-plus\" style=\"--awb-padding-top:15px;--awb-padding-right:30px;--awb-padding-bottom:15px;--awb-padding-left:30px;--awb-overflow:hidden;--awb-bg-color:rgba(182,191,218,0.3);--awb-bg-color-hover:rgba(182,191,218,0.3);--awb-bg-size:cover;--awb-border-radius:20px 20px 20px 20px;--awb-width-large:33.333333333333%;--awb-margin-top-large:0px;--awb-spacing-right-large:5.76%;--awb-margin-bottom-large:20px;--awb-spacing-left-large:5.76%;--awb-width-medium:33.333333333333%;--awb-order-medium:0;--awb-spacing-right-medium:5.76%;--awb-spacing-left-medium:5.76%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-2\"><h3>En savoir plus<\/h3>\n<\/div><div class=\"fusion-text fusion-text-3\"><ul>\n<li><a href=\"https:\/\/edu.ge.ch\/sem\/sites\/default\/files\/2022-10\/Troubles%20dys%20-%20mai%202022_0.pdf\">Bibliographie sur les troubles dys- propos\u00e9e par la m\u00e9diath\u00e8que du SEM<\/a><\/li>\n<li><a href=\"http:\/\/www.franceculture.fr\/emission-rue-des-ecoles-de-la-dyslexie-a-l-ecole-2013-02-23\">De la dyslexie \u00e0 l\u2019\u00e9cole <\/a>&#8211; France culture, \u00c9mission \u00ab\u00a0Rue des \u00e9coles\u00a0\u00bb par Louise Tourret, 23.02.2013<\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=PPaXc_Tx4Mo\">\u00ab\u00a0Comment tresser une structure d\u2019accompagnement solide ?\u00a0\u00bb<\/a> &#8211; Film, 2010<\/li>\n<li><a href=\"http:\/\/www.rts.ch\/emissions\/36-9\/7588989-dyslexie-les-nouvelles-pistes.html\">Dyslexie- les nouvelles pistes<\/a> &#8211;\u00a0Emission<\/li>\n<li><a href=\"http:\/\/opendyslexic.org\/\">OpenDyslexic<\/a> &#8211;\u00a0Police d&rsquo;\u00e9criture permettant d&rsquo;augmenter la lisibilit\u00e9 d&rsquo;un texte pour les \u00e9l\u00e8ves porteurs du trouble dyslexique<\/li>\n<li><a href=\"http:\/\/leconjugueur.lefigaro.fr\/frreglesUsuelles.php\">Le conjugueur<\/a> &#8211; La conjugaison &#8211; La grammaire &#8211; Exercices &#8211; Jeux &#8211; Le forum &#8211; Mobile &#8211; Orthographe &#8211; R\u00e8gles &#8211; Les nombres &#8211; Traduction &#8211; Synonymes<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_3 1_3 fusion-flex-column\" style=\"--awb-padding-top:15px;--awb-padding-right:30px;--awb-padding-bottom:15px;--awb-padding-left:30px;--awb-overflow:hidden;--awb-bg-color:rgba(182,191,218,0.3);--awb-bg-color-hover:rgba(182,191,218,0.3);--awb-bg-size:cover;--awb-border-radius:20px 20px 20px 20px;--awb-width-large:33.333333333333%;--awb-margin-top-large:0px;--awb-spacing-right-large:5.76%;--awb-margin-bottom-large:25px;--awb-spacing-left-large:5.76%;--awb-width-medium:33.333333333333%;--awb-order-medium:0;--awb-spacing-right-medium:5.76%;--awb-spacing-left-medium:5.76%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-4\"><h3>Suggestions p\u00e9dagogiques<\/h3>\n<\/div><div class=\"fusion-blog-shortcode fusion-blog-shortcode-1 fusion-blog-archive fusion-blog-layout-medium fusion-blog-no fusion-blog-no-images related-link\"><div class=\"fusion-posts-container fusion-posts-container-no fusion-no-meta-info\" data-pages=\"0\"><article id=\"blog-1-post-8058\" class=\"fusion-post-medium post-8058 post type-post status-publish format-standard hentry category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/recommandations-typographiques-et-presentation-des-textes-ecrits\/\">Recommandations typographiques et pr\u00e9sentation des textes \u00e9crits<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-5549\" class=\"fusion-post-medium post-5549 post type-post status-publish format-standard hentry category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/depliants-dys-a-lintention-des-enseignant%c2%b7e%c2%b7s-et-des-eleves\/\">D\u00e9pliants dys- \u00e0 l&rsquo;intention du corps enseignant et des \u00e9l\u00e8ves<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-5347\" class=\"fusion-post-medium post-5347 post type-post status-publish format-standard hentry category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/suggestions-pedagogiques-du-csps-dyslexie-et-dysorthographie\/\">Informations du CSPS pour les \u00e9l\u00e8ves avec une dyslexie\/dysorthographie<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-5191\" class=\"fusion-post-medium post-5191 post type-post status-publish format-standard hentry category-dyscalculie-troubles-dys-suggestions-pedagogiques category-dysgraphie-troubles-dys-suggestions-pedagogiques category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-dysphasie-troubles-dys-suggestions-pedagogiques category-dyspraxie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/references-bibliographiques-et-documentaires-2\/\">R\u00e9f\u00e9rences bibliographiques et documentaires<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-5117\" class=\"fusion-post-medium post-5117 post type-post status-publish format-standard hentry category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/leleve-dyslexique-dysorthographique-et-lapprentissage-dune-langue-etrangere\/\">Apprentissage des langues \u00e9trang\u00e8res<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-2999\" class=\"fusion-post-medium post-2999 post type-post status-publish format-standard hentry category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/exemples-devaluations\/\">R\u00e9daction des examens<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-368\" class=\"fusion-post-medium post-368 post type-post status-publish format-standard hentry category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/ou-se-procurer-des-livres-audio\/\">O\u00f9 se procurer des livres-audio ?<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-1-post-362\" class=\"fusion-post-medium post-362 post type-post status-publish format-standard hentry category-dyslexie-dysorthographie-troubles-dys-suggestions-pedagogiques category-suggestions-pedagogiques category-troubles-dys-suggestions-pedagogiques\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/aides-technologiques-et-informatiques\/\">Outils et aides technologiques et informatiques<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<\/div><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-flex-column\" style=\"--awb-padding-top:15px;--awb-padding-right:30px;--awb-padding-bottom:15px;--awb-padding-left:30px;--awb-overflow:hidden;--awb-bg-color:rgba(182,191,218,0.3);--awb-bg-color-hover:rgba(182,191,218,0.3);--awb-bg-size:cover;--awb-border-radius:20px 20px 20px 20px;--awb-width-large:33.333333333333%;--awb-margin-top-large:0px;--awb-spacing-right-large:5.76%;--awb-margin-bottom-large:25px;--awb-spacing-left-large:5.76%;--awb-width-medium:33.333333333333%;--awb-order-medium:0;--awb-spacing-right-medium:5.76%;--awb-spacing-left-medium:5.76%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-5\"><h3>Mesures de soutien<\/h3>\n<\/div><div class=\"fusion-blog-shortcode fusion-blog-shortcode-2 fusion-blog-archive fusion-blog-layout-medium fusion-blog-no fusion-blog-no-images related-link\"><div class=\"fusion-posts-container fusion-posts-container-no fusion-no-meta-info\" data-pages=\"0\"><article id=\"blog-2-post-7954\" class=\"fusion-post-medium post-7954 post type-post status-publish format-standard hentry category-amenagements-formels category-soutiens\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/procedure-pour-une-demande-damenagements-formels\/\">Proc\u00e9dure pour une demande d&rsquo;am\u00e9nagements formels<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<article id=\"blog-2-post-7923\" class=\"fusion-post-medium post-7923 post type-post status-publish format-standard hentry category-amenagements-formels category-soutiens\">\n<div class=\"fusion-post-content post-content\"><h2 class=\"blog-shortcode-post-title entry-title\"><a href=\"https:\/\/edu.ge.ch\/site\/capintegration\/en-quoi-consiste-les-amenagements-formels\/\">D\u00e9finition des am\u00e9nagements formels<\/a><\/h2><\/div><div class=\"fusion-clearfix\"><\/div><\/article>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":36,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[6,8],"tags":[],"class_list":["post-5814","post","type-post","status-publish","format-standard","hentry","category-domaines","category-troubles-specifiques-des-apprentissages"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Dyslexie et Dysorthographie - Cap Int\u00e9gration Gen\u00e8ve<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/edu.ge.ch\/site\/capintegration\/dyslexie-dysorthographie\/\" \/>\n<meta property=\"og:locale\" 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