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Through two clinical cases, this paper establishes links between the voice of a text and the oral one, particularly in instances of reading aloud. The description of each patient’s vocal qualities and their evolutions during speech therapy highlights a very different use of writing as a support for the voice and speech. In the case of a voiceless teacher, writing is more a hindrance than a solution to vocal transmission, and therefore to the pedagogical transmission. On the contrary, in the case of a child with Asperger’s, reading aloud permits the emergence of a “real” voice and it even facilitates dialogue without assistance in alternation with reading time.