[Dysphonetic dyslexia and semantic path].

Abstract

The author formulates the core question of the research in some severe forms reading disturbances in children. The aim is to develop a model at the interface between the cognitive approach and the affective approach so as to analyze the different elements of the global strategy adopted by some children diagnosed as "dysphonetic dyslexics" when confronted with written material. The author defines the theoretical and methodological prerequisites that are necessary for such a clinical investigation focused on a symptom.