Sylviane Valdois
Affiliation
Équipe de recherche
Domaines de recherche
Disciplines scientifiques
Habilitation à diriger des recherches
RESEARCH GRANTS PUBLICATIONS SUPERVISION BIO TOOLS
RESEARCH
I investigate the cognitive and neurobiological underpinnings of developmental dyslexia using behavioral experimentation, neuroimaging techniques and computational modeling.
- We have introduced the concept of visual attention span (VAS). VAS corresponds to the number of distinct visual elements that can be processed simultaneously in a multi-element array.
- VAS reflects the amount of visual attention ressources that are available for processing. We propose new computational models that describe how visual attention modulates reading performance.
- We have identified the superior parietal lobules, thus brain regions that belong to the dorsal attentional network, as the neural underpinnings of VAS.
- Training studies support a causal relationship. VAS training results in reading improvement and reactivation of the superior parietal lobules in dyslexic individuals with a VAS deficit.
More generally, our work emphasizes the role of visual attention in reading acquisition.
- Behavioral studies suggest that VAS is a concurrent and longitudinal predictor of reading outcomes, independently of phoneme awareness and other reading-related skills.
- Longitudinal studies suggest a causal relationship. Prereading VAS predicts later reading outcomes.
- We develop computational models of orthographic learning and simulate the evolution of eye movement patterns during repeated exposure to novel printed words.
- The development of a new computational model of learning to read is in progress to study the transition from serial to parallel processing.
Our research is translational.
- We have designed EVADYS a new diagnostic tool for VAS assessment. https://www.happyneuronpro.com/orthophonie/espace-evaluation/evadys/
- We have designed remediation tools (COREVA and MAEVA) that are available for health professionals. https://www.royaume-adelia.com/
- We presently develop new softwares for the prevention of reading difficulties at school and evaluate their efficacy through a large scale ecological study.
GRANTS
• PIA2 E-FRAN - project “FLUENCE” (2017-2022) funded by la "Caisse des Dépôts et Consignations".
S. Valdois (PI). Collaborators : G. Bailly & T. Hueber (Gipsa-Lab, UMR CNRS), Mathieu Loiseau & Nathalie Chalon (Lidilem, EA UGA), Julien Diard, Marie Line Bosse, Jean-Luc Roulin (LPNC, UMR CNRS). Grant: 1 873 k€
• FONDATION DE FRANCE (2014-2016). “Probabilistic model of performance assessment and learning : The example of learning to read."
S. Valdois (PI). Collaboration : J. Diard (LPNC, UMR CNRS). Grant:117k€
• ANR ORTHOLEARN (2012-2015) : “Orthographic learning : Role of the visual attention span”.
S. Valdois(PI). Collaborators : G. Bailly (GIPSA-UMR CNRS), Pacton (Université de Paris) Grant : 147k€
• Grant from the SPANISH MINISTRY (2013-2016). "Atypical oscillatory brain activity, temporal processing deficits and developmental dyslexia : what are the links ?" Marie Lallier (PI). Grant : 50k€
TOOLS
l’Orthographe Illustrée : A visuo-semantic method to improve word specific spelling. (authors : Valdois, de Partz, Hulin & Seron, 2003, OrthoEditions). target : health professional (remediation of dysgraphia). No longer published. available here :
- Upload "l’orthographe illustrée"
Mode d’emploi

Planches

SUPERVISION (2010-2022)
- Alaa GHANDOUR (2020-20...). Co-supervisor: Dominique GUILLO (CNRS). L’apprentissage de la lecture en langue arabe. Grant from the Mohamed VI Polytechnic University, Morocco. *
- Alexandra STEINHILBER (2019-20...). Co-Supervisor: Julien DIARD (CNRS). BRAID-Acq, a Bayesian model of reading acquisition. Grant from the French research Ministry.
- Ali SAGHIRAN (2017-2021). Co-Supervisor: Julien DIARD (CNRS). Bayesian Modeling of Reading. Grant from the "Caisse des Dépôts et Consignation : PIA2 e-Fran Fluence Project". Now: Data scientist chez ResilEyes. https://tel.archives-ouvertes.fr/tel-03364950/file/SAGHIRAN_2021_archiva...
- Emilie GINESTET (2016-2019) co-supervision: J. Diard. "Bayesian Modeling and Experimental exploration of the role of visual attention in new word orthographic learning". Grant from the French Research Ministry. presently Post-doc, Mission Monteil.
- Svetlana MEYER (2015-2019) co-supervision: J. Diard. "Conception and assessment of EVASION, a software to improve the visual attention skills involved in reading" Grant from the French Research Ministry.Now R&D designer, DIDASK, Paris.
- Thierry PHENIX (2014-2018) co-supervision: J. Diard. " Algorithmic Bayesian Modelling of Word Recognition and Visual Attention". Grant from the Fondation de France.Presently : Data Scientist - » à l’IMAD (https://www.imad-ge.ch), Lausanne, Suisse.
- Faris AWADH (2012-2016).
" Nature and specificity of the visual attention span in Arabic reading "
Grant from the Irak ministry and Campus France) Now : Professor at Qadisiyah University, Irak. - Rachel ZOUBRINETSKY (2011-2015).
" An interactive training program for the improvement of visual attention span and remediation of developmental dyslexia." Now Neuropsychologist at the Grenoble Hospital (CRTLA, Dyslexia Unit). - Caroline REILHAC (2009-2012). co-direction : J.F. Démonet (Lausanne). « Codage de l’identité et de la position lors du traitement de séquences de lettres : Normo-lecteurs vs dyslexiques. ». Attachée de recherche clinique RCTs , Lyon.
- Lucie BOUVET (2009-2012). co-direction : S. Donnadieu. « Traitement musical dans les troubles du spectre autistique: Déficit du traitement global ou surfonctionnement des traitements perceptifs? » Financement MNERT et Fondation Orange. A présent MCU Toulouse.
- Muriel LOBIER 2008-2011). « Paying attention to pre-orthographic processing in Reading and developmental dyslexia ». Financement ANR. Actuellement Biostatisticienne, Finlande.
- Marie LALLIER (2005-2009). Co-direction : S. Donnadieu (US, Chambéry). « Spécificité auditivo- et visuo- attentionnelles dans les dyslexies développementales ». (2009) Staff Scientist, BCBL, Donostia, Espagne.
- Matthieu DUBOIS (2004-2007). co-direction: M.P. Noël (Pr, UCL, Louvain la Neuve, Belgique). « Pre-orthographical constraints in reading and multi-element processing in dyslexia: Evidence from single case studies and data modelling. Head of product chez Twipe, Belgique.
- Delphine LASSUS-SANGOSSE (2005-2008). « Nature et spécificité des troubles de l’empan visuo-attentionnel ». Actuellement : Neuropsychologue, CHU Grenoble.
- Chloé PRADO (2004-2007). co-direction C. Marendaz. « Mouvements oculaires, empan visuo-attentionnel et théorie magnocellulaire ». Actuellement : Neuropsychologue, CHU Grenoble.
- Marie Line BOSSE (2000-2004). co-direction : M.J. Tainturier, UK. « Impact des traitements visuo-attentionnels sur l’apprentissage de la lecture ». Actuellement : Professeure, Université Grenoble-Alpes.
- Alexandra JUPHARD (2000-2004). co-direction : S. Carbonnel (Pr, US Chambéry) et Monica Baciu (Pr, UPMF), « Etude des effets de longueur en lecture et décision lexicale ». Actuellement : Neuropsychologue, CHU Grenoble).
- Catherine MARTINET (1998-2001). co-direction : M. Fayol, Université de Bourgogne, Dijon. « Rôle de la phonologie dans l’acquisition de l’orthographe d’usage ». Actuellement : Professeure-Formatrice Université de Lausanne, Suisse.
BIOGRAPHY
I began studies in Speech therapy at the University of Aix-Marseille in 1974, after a “baccalauréat” in Science. I got a diploma in speech therapy in 1977 and began working in a private office. The next year, I came back to the University to prepare a Licence in Psychology. I cumulated a professional activity and studies during the next 4 years. I obtained the Licence degree in Psychology in 1981 and a Master degree in Neuroscience (University Aix-Marseille) in 1983. I then left for Montreal (Canada) where I completed a Ph.D in Clinical Sciences (specialization in Neuropsychology and Aphasiology) at the University of Montreal in 1988. I was at this time interested in phonological deficits in brain-damaged patients. When I went back in France, I worked at the Robert Debré Hospital in Paris, where for the first time I was confronted to children with very severe dyslexia but no phonological deficit. I began trying to understand the origin of their reading problems. I got a research position at the CNRS in 1990 and was attached at the Psychology and NeuroCognition Lab (LPNC) of the University Grenoble-Alpes. I obtained the “Habilitation à Diriger des Recherches” (HDR) in 1999. I am now research director at the CNRS and develop original research on the role of visual attention in reading acquisition.
In 1998, we described the first connectionist model of expert reading that included a visual attention component to explain both normal and pathological reading (Ans, Carbonnel & Valdois, 1998, Psych. Rev.). We now work on the developement of new Bayesian models of word recognition, reading aloud, orthographic learning and reading acquisition that for the first time include an acuity gradient, interference between adjacent letters and a sophisticated visual attention submodel (BRAID team; collaboration : Julien DIARD (CNRS) with Thierry Phénix, Ali Saghiran, Emilie Ginestet, Alexandra Steinhilber, Jeanne Charoy, Camille Charrier).
PUBLICATIONS
https://scholar.google.com/citations?user=YviG9fQAAAAJ&hl=fr
A selection of peer-reviewed papers by topics
A Visual attention span deficit in developmental dyslexia (main papers)
- Valdois, S., Reilhac, C., Ginestet, E. & Bosse, M.L. (2021). Varieties of cognitive profiles in poor readers: evidence for a VAS-impaired subtype. Journal of Learning Disabilities, 54 (3), 221-233. https://DOI:10.1177/0022219420961332
- Zoubrinetzky, R., Collet, G., Serniclaes, W., N’Guyen-Morel, M.A. & Valdois, S. (2016). Relationships between categorical perception of phonemes, phonological awareness, and visual attention span in developmental dyslexia. Plos One, 11(3): e0151015
- Lobier, M. & Valdois, S. (2015) Visual attention deficits in developmental dyslexia cannot be ascribed solely to poor reading experience. Nature Reviews Neuroscience. 16, 4, 225. doi:10.1038/nrn3836‐c1
- Zoubrinetzky, R., Bielle, F. & Valdois, S. (2014). New insights on developmental dyslexia subtypes: Heterogeneity of mixed reading profiles. Plos One, 9(6): e99337. Doi:10.1371/journal.pone.0099337
- Valdois, S., Bidet-Ildei, C., Lassus-Sangosse, D., Reilhac, C., N’Guyen, M.A., Guinet E. & Orliaguet, J.P. (2011). A visual processing but no phonological disorder in a child with mixed dyslexia. Cortex, 47, 1197-1218
- Dubois, M., Kyllingsbaek, S., Prado, C., Peiffer, E., Lassus-Sangosse, D. & Valdois, S. (2010). Fractionating the multi-element processing deficit in developmental dyslexia: Evidence from two case studies. Cortex, 46, 6, 717-738.
- Bosse, M.L., Tainturier, M.J. & Valdois, S. (2007). Developmental dyslexia: the visual attention span deficit hypothesis. Cognition, 104, 198-230. doi:10.1016/j.cognition.2006.05.009
- Valdois, S., Bosse, M.L. & Tainturier, M.J. (2004). Cognitive correlates of developmental dyslexia : Review of evidence for a selective visual attentional deficit. Dyslexia, 10, 1-25.
- Valdois, S., Bosse, M.L., Ans B., Zorman, M., Carbonnel, S., David, D. & Pellat, J. (2003). Phonological and visual processing deficits are dissociated in developmental dyslexia: Evidence from two case studies. Reading and Writing, 16, 543-572.
The visual attention span - reading relationship in typical readers
- Valdois, S, Roulin, JL & Bosse, ML (2019). Visual attention modulates reading acquisition. Vision Research, 165, 152-161. https://doi.org/10.1016/j.visres.2019.10.011
- Antzaka, A., Lallier, M., Meyer, S., Diard, J., Carreiras, M. & Valdois, S. (2017). Enhancing reading performance through action video games: the role of visual attention span. Scientific Reports, 7, 14563. DOI:10.1038/s41598-017-15119-9.
- Lobier, M., Dubois, M. & Valdois, S. (2013). The role of visual processing speed in reading speed development. Plos One, 8, 4, e58097 DOI:10.1371/journal.pone.0058097
- Bosse, M.L. & Valdois, S. (2009). Influence of the visual attention span on child reading performance: a cross-sectional study. Journal of Research in Reading, 32, 2, 230-253.
- Prado, C., Dubois, M. & Valdois, S. (2007). Eye movements in reading aloud and visual search in developmental dyslexia: impact of the VA span. Vision Research, 47, 2521-2530.
The neural correlates of visual attention span
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Valdois, S., Lassus-Sangosse, D., Lallier, M. Moreaud, O. & Pisella, L. (2019). What bilateral damage of the superior parietal lobes tells us about visual attention disorders in developmental dyslexia? Neuropsychologia,130, 78-91. 10.1016/j.neuropsychologia.2018.08.001
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Lobier, M., Peyrin, C., Pichat, C., Le Bas, J.F. & Valdois, S. (2014). Visual processing of multiple elements in the dyslexic brain: Evidence for a superior parietal dysfunction. Frontiers in Human Neurosciences, 8, 479. Doi:10.3389/fnhum.2014.00479
- Reilhac, C., Peyrin, C., Démonet, J.F. & Valdois. S. (2013). Role of the superior parietal lobules in letter-identity processing within strings: fMRI evidence from skilled and dyslexic readers. Neuropsychologia, 51, 4, 601-612.
- Peyrin, C., Lallier, M., Démonet, J.F., Pernet, C., Baciu, M., LeBas, J.F. & Valdois, S. (2012). Neural dissociation of phonological and visual attention span disorders in developmental dyslexia: fMRI evidence from two case studies. Brain & Language, 120 (3), 381-394.
- Lobier, M., Peyrin, C., LeBas, J.F. & Valdois, S. (2012). Pre-orthographic character string processing and parietal cortex: a role for visual attention in reading?. Neuropsychologia, 50, 9, 2195-2204.
- Peyrin, C., Démonet, J.F., Baciu, M., Le Bas, JF & Valdois, S. (2011). Superior parietal lobe dysfunction in a homogeneous group of dyslexic children with a single visual attention span disorder. Brain & Language, 118, 128-138.
Visual attention span across languages
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Awadh, F., Phénix, T., Antzaka, A., Lallier, M., Carreiras, M. & Valdois, S. (2016). Cross-language modulation of the VA span: A Spanish-French-Arabic comparison in adult skilled readers. Frontiers in Psychology – Cognition. 7, 307.
- Lallier, M., Valdois, S., Lassus-Sangosse, D., Prado, C. & Kandel, S. (2014). Impact of orthographic transparency on typical and atypical reading development: Evidence in French-Spanish bilingual children. Research in Developmental Disabilities, 35, 5, 1177-1190.
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Germano, D.G., Reilhac, C., Capellini, A.S. & Valdois, S. (2014). The phonological and visual bases of DD in Brazilian Portuguese. Frontiers in Educational Psychology 5, 1169.
- Bosse, M.L., Tainturier, M.J. & Valdois, S. (2007). Developmental dyslexia: the visual attention span deficit hypothesis. Cognition, 104, 198-230.
Remediation of the visual attention span deficit
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Zoubrinetzky, R., Collet, GM., NGuyen-Morel, M.A., Valdois, S. & Serniclaes, W. (2019). Remediation of allophonic perception and visual attention span in developmental dyslexia: a joint assay. Frontiers in Psychology, 10:1502. doi: 10.3389/fpsyg.2019.01502.
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Valdois, S., Peyrin, C., Lassus-Sangosse, D., Lallier, M., Démonet, J.F. & Kandel, S. (2014). Dyslexia in a French Spanish bilingual child: Behavioural and neural modulation following a specific VA span intervention program. Cortex, 53, 120-145. http://dx.doi.org/10.1016/j.cortex.2013.11.006
Computational models of visual attention and reading
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Ginestet, E., Valdois, S. & Diard, J. (2022). Probabilistic modeling of orthographic learning based on visuo-attentional dynamics. Psychonomic Bulletin & Review.
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Valdois, S., Phénix,T., Fort, M. & Diard, J. (2021). Atypical viewing position effect in developmental dyslexia: A behavioral and modeling approach. Cognitive Neuropsychology. doi:10.1080/02643294.2021.2004107
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Saghiran, A., Valdois, S. & Diard, J. (2020). Simulating length and frequency effects across multiple tasks with the Bayesian BRAID-Phon model. In S. Denison, M. Mack., Y. Xu, and B.C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
- Ginestet, E., Phénix, T., Diard, J. & Valdois, S. (2019). Modelling the length effect for words in lexical decision: the role of visual attention. Vision Research, 159, 10-20. https://doi.org/10.1016/j.visres.2019.03.003
- Phénix, T., Valdois, S. & Diard, J. (2018). Reconciling opposite neighbourhood frequency effects in lexical decision: Evidence from a novel probabilistic model of visual word recognition. In Rogers, T., Rau, M., Zhu, X., and Kalish, C. W., editors, Proceedings of the 40th Annual Conference of the Cognitive Science Society, pages 2238–2243, Austin, TX. Cognitive Science Society
- Ans, B., Carbonnel, S. & Valdois, S. (1998). A connectionist multiple-trace memory model for polysyllabic word reading. Psychological Review, 105, 678-723.
The role of visual attention span in spelling
- Ginestet, E., Valdois, S. & Diard, J. (2022). Probabilistic modeling of orthographic learning based on visuo-attentional dynamics. Psychological Bulletin & Review.
- Ginestet, E., Valdois, S., Diard, J. & Bosse M.L. (2020). Orthographic learning of novel words in adults: Effect of exposure and visual attention on eye movements. Journal of Cognitive Psychology. https://doi.org/10.1080/20445911.2020.1823987
- Bosse, M.L., Chaves, N., Largy, P. & Valdois, S (2015). Orthographic learning during reading: The role of whole word visual processing. Journal of Research in Reading, 38, 2, 141-158. DOI:10.1111/j.1467-9817-2012-01551.x
Chapters (2015-2020)
Valdois, S. (2020). L’apprentissage de la lecture. In N. Poirel (Ed.). Neurosciences Cognitives Développementales (p.129-151). Editions de Boeck Supérieur.
Valdois, S., Pobel-Burtin, C. & Zoubrinetzky, R. (2019). Enseigner à des élèves dyslexiques : quels défis pour l’enseignant.e ? Dans : Les essentiels de l’apprentissage de la lecture. Editions Nathan : Paris.
Valdois S & Morais J (2018). Apprendre les mots écrits. Dans L. Ferrand, B. Lété & C. Thévenot (Eds). Psychologie Cognitive des apprentissages scolaires (pp.43-53). Dunod Editeur.
Valdois, S. (2017). Les troubles visuo-attentionnels dans les dyslexies développementales. In Y. Chaix, S. Valdois, M. Habib & V. Brun (Eds). Dyslexies développementales : Evidences et Nouveautés (p. 23-42), SAURAMPS-Médical (www.livres-medicaux.com).
Valdois, S. (2017). Les troubles visuels en contexte dyslexique : existe-t-il des dyslexies d’origine visuelle ? In S. Casalis (Ed.) : Les dyslexies. Masson : Paris.
Phénix, T., Diard, J. & Valdois, S. (2016). Les modèles computationnels de lecture. In M. Sato & S. Pinto (Eds). Traité de Neurolinguistique (p. 167-182). De Boeck supérieur.
Valdois, S. (2016). Dyslexies développementales : les dimensions visuelles et attentionnelles. Encyclopedia Universalis.
Valdois, S. (2016). Les dyslexies par trouble de l’empan visuo-attentionnel. Dans B. Stanké (Eds). Les dyslexies-dysorthographies (p.103-139). Presse de l’Université du Québec.
Conferences (2015-2020)
Valdois, S. & Mandin, S. (2020). Prévenir les difficultés d’apprentissage de la lecture : Apport du projet FLUENCE. Séminaire INSPE. Grenoble : 29 janvier.
Valdois, S. (2019). Enjeux et Ecueils de l’apprentissage de la lecture. Soirée organisée par les délégués départementaux de l’éducation nationale. Vizille, salle République : 26 novembre 2019.
Valdois, S. (2019). Les dyslexies développementales : un déficit de nature visuelle ? Journées Jules Gonin, Hôpital ophtalmologique, CHUV, Lausanne (10 octobre 2019)
Valdois, S. (2019). Attention visuelle et lecture : Implications pour le diagnostic et la prise en charge des troubles dyslexiques. Colloque DYS 2019 organisé par la MDPH de la collectivité de Corse, Centre culturel Alb’Oru, 5 Juin 2019, Bastia.
Valdois, S. (2019). Dyslexie et enseignement de la langue arabe. Semaine de l’école inclusive, Rabat, Maroc.
Valdois, S. (2019). Origine cognitive et neurobiologique des troubles dyslexiques. Semaine de l’école inclusive : Fès et Rabat les 11 et 12 avril 2019, Maroc à l’invitation de l’ambassade de France.
Valdois, S. (2018). Comment prévenir les difficultés d’apprentissage de la lecture ? Conférence donnée à la Bibliothèque Yacine Kateb (Grenoble) dans le cadre du cycle de conférence mensuel « Comprendre ». (22 septembre 2018).
Valdois, S. (2017). Attention, dyslexie et jeux video d’action. MSH Grenoble, 5 décembre.
Valdois, S. (2017). Diagnostiquer et remédier au trouble de l’empan visuo-attentionnel en context dyslexique. Journée d’hommage à Philippe Mousty. Université Libre de Bruxelles, 13 octobre 2017.
Valdois, S. (2017). Les troubles visuo-attentionnels dans les dyslexies développementales. Congrès de l’EMPR (Entretiens de Médecine Physique et de Réadaptation). Montpellier : 17 mars.
Valdois, S. (2017). Quel lien entre jeux video d’action et apprentissage de la lecture ? semaine du cerveau, CRDP Grenoble : 13 mars.
Valdois, S. (2016). Hétérogénéité cognitive et remediation des troubles dyslexiques. Défi Sciences. Lyon : 2 décembre
Valdois, S. (2016). The visual attention span theory of dyslexia. Workshop on Dyslexia and learning disorders. Rome : 20-22 octobre. Keynote Speaker
Valdois, S. (2016). Rééducation des troubles de l’empan visuo-attentionnel. Journée DYS : conférence organisée par l’APEDYS. Amphi Boucherle, Grenoble : 8 octobre.
Valdois, S., Reilhac, C. & Bosse, M.L. (2016). Prevalence of phonological, RAN and Visuel attention span deficits in 6th grade poor readers. SSSR meeting, Porto, Portugal : Juillet.
Valdois, S. (2016). The visual attention span theory of developmental dyslexia : Implications for a neurocognitive model of reading acquisition. IWORDD Meeting, Bilbao, Spain. Mai 4-8. Keynote Speaker
Valdois, S. (2016). Quand la dyslexie est d’origine visuo-attentionnelle. Séminaire Signoret, Caen. 15 Mars.
Valdois, S. (2016). The visual attention span theory of developmental dyslexia : The causality issue. Symposium, British Dyslexia Association Meeting, Oxford, UK : 11-13 mars.
Tsutamori E., Uno A., Haruhara N, Kaneko M, Gotoh T, Valdois S & Wydell T. (2016). VA Span influences reading speed in Japanese Kana. EARAS : Seoul, Korea.
Valdois, S. (2015). Comprendre l’hétérogénéité des troubles dyslexiques pour favoriser un apprentissage réussi de la lecture et de l’orthographe. SILE (symposium international sur la littératie à l’école). Magog, Canada : 24-26 août 2015.
Valdois, S. (2015). Ces enfants DYS qui presentent un trouble de l’empan visuo-attentionnel : Comment les diagnostiquer ? Comment les aider ? Ecole d’été d’ortho-pédagogie. Université du Québec à Montréal. Montréal, Canada : 17-20 août.
Valdois, S. (2015). Troubles visuo-attentionnels et dyslexies développementales. Journée d’orthophonie. Strasbourg : 26 juin.
Valdois, S. (2015). Enjeux Education sur le site grenobois. Journée du Pôle Cognition. Grenoble : 2 juin 2015.
