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Author: Daniel Daigle
Publisher: PUQ
ISBN: 2760537943
Category : Education
Languages : fr
Pages : 289
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Book Description
La maîtrise de l’orthographe est synonyme de labeur pour un grand nombre d’élèves. L’apprentissage de ses règles représente en effet un enjeu majeur de la réussite scolaire, sociale et personnelle, car elle joue un rôle de premier plan dans la compétence en français écrit. Pour venir en aide aux élèves qui éprouvent des difficultés orthographiques, ce livre présente des études récentes portant sur la compétence orthographique des élèves et suggère des pistes de réflexion didactique. Son originalité tient au fait qu’il prend en compte les particularités associées à des populations exceptionnelles. Plus particulièrement, chacune des parties de l’ouvrage porte sur un groupe d’élèves distinct : les élèves en difficulté, que le français soit pour eux une langue première ou une langue seconde, les dysphasiques et les sourds ainsi que les dyslexiques et les dysorthographiques. Chacun de ces groupes, voire chaque élève, est unique et requiert une compréhension fine de sa situation d’apprentissage de manière à ce que des pratiques de classe efficientes soient mises en place. Les différents intervenants du milieu scolaire, enseignants, orthopédagogues ou conseillers pédagogiques, apprendront ainsi beaucoup à la lecture de ce livre qui vise la réussite de tous, tout en étant soucieux des besoins particuliers de chacun.
Author: Daniel Daigle
Publisher: PUQ
ISBN: 2760537943
Category : Education
Languages : fr
Pages : 289
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Book Description
La maîtrise de l’orthographe est synonyme de labeur pour un grand nombre d’élèves. L’apprentissage de ses règles représente en effet un enjeu majeur de la réussite scolaire, sociale et personnelle, car elle joue un rôle de premier plan dans la compétence en français écrit. Pour venir en aide aux élèves qui éprouvent des difficultés orthographiques, ce livre présente des études récentes portant sur la compétence orthographique des élèves et suggère des pistes de réflexion didactique. Son originalité tient au fait qu’il prend en compte les particularités associées à des populations exceptionnelles. Plus particulièrement, chacune des parties de l’ouvrage porte sur un groupe d’élèves distinct : les élèves en difficulté, que le français soit pour eux une langue première ou une langue seconde, les dysphasiques et les sourds ainsi que les dyslexiques et les dysorthographiques. Chacun de ces groupes, voire chaque élève, est unique et requiert une compréhension fine de sa situation d’apprentissage de manière à ce que des pratiques de classe efficientes soient mises en place. Les différents intervenants du milieu scolaire, enseignants, orthopédagogues ou conseillers pédagogiques, apprendront ainsi beaucoup à la lecture de ce livre qui vise la réussite de tous, tout en étant soucieux des besoins particuliers de chacun.
Author: Daniel Daigle
Publisher:
ISBN: 9782760537927
Category : French language
Languages : fr
Pages : 231
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Book Description
La maîtrise de l'orthographe est synonyme de labeur pour un grand nombre d'élèves. L'apprentissage de ses règles représente en effet un enjeu majeur de la réussite scolaire, sociale et personnelle, car elle loue un rôle de premier plan dans la compétence en français écrit. Pour venir en aide aux élèves qui éprouvent des difficultés orthographiques, ce livre présente des études récentes portant sur la compétence orthographique des élèves et suggère des pistes de réflexion didactique. Son originalité tient au fait qu'il prend en compte les particularités associées à des populations exceptionnelles. Plus particulièrement, chacune des parties de l'ouvrage porte sur un groupe d'élèves distinct: les élèves en difficulté, que le français soit pour eux une langue première ou une langue seconde, les dysphasiques et les sourds ainsi que les dyslexiques et les dysorthographiques. Chacun de ces groupes, voire chaque élève, est unique et requiert une compréhension fine de sa situation d'apprentissage de manière à ce que des pratiques de classe efficientes soient mises en place. Les différents intervenants du milieu scolaire, enseignants, orthopédagogues ou conseillers pédagogiques, apprendront ainsi beaucoup à la lecture de ce livre qui vise la réussite de tous, tout en étant soucieux des besoins particuliers de chacun.
Author: Anne Plisson
Publisher:
ISBN: 9782760537934
Category : EDUCATION
Languages : fr
Pages : 231
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Book Description
Author: Enrica Piccardo
Publisher: Routledge
ISBN: 1351002767
Category : Language Arts & Disciplines
Languages : en
Pages : 645
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Book Description
The Routledge Handbook of Plurilingual Language Education is the first comprehensive publication on plurilingualism, offering a multidimensional reflection on the nature, scope, and potential of plurilingualism in language education and society. Authored by a range of internationally recognized experts, the Handbook provides an overview of key perspectives on plurilingualism in a complementary range of fields. After a comprehensive introduction to the concept itself, 24 chapters are organized in six parts, each examining plurilingualism through a different lens. The Handbook spans historical, philosophical, and sociological dimensions, examines cognitive and neuroscientific implications, and the limitations of boundaries before moving to a pragmatic perspective: How is plurilingual language education developing in different contexts around the world? How can it contribute to language revitalization? How can it be expected to develop in education, digital spaces, and society as a whole? Written for an international audience, this handbook is an indispensable reference tool for scholars in education and applied linguistics, educators, graduate and post-graduate students, and policy makers.
Author: Gail Prasad
Publisher: Cambridge University Press
ISBN: 1316517071
Category : Language Arts & Disciplines
Languages : en
Pages : 325
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Book Description
Researchers working at the intersections of language and education reflect on how their life experiences have informed their research.
Author: Susan R. Easterbrooks
Publisher: Oxford University Press, USA
ISBN: 019750826X
Category : Education
Languages : en
Pages : 484
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Book Description
"The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)"--
Author: Rachel Berthiaume
Publisher: Routledge
ISBN: 1351858203
Category : Education
Languages : en
Pages : 276
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Book Description
Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.
Author: R. Malatesha Joshi
Publisher: Routledge
ISBN: 113678134X
Category : Education
Languages : en
Pages : 1203
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Book Description
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of 70 scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
Author: Marcel Thelen
Publisher: Lodz Studies in Language
ISBN: 9783631663905
Category : Semantics
Languages : en
Pages : 0
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Book Description
This book presents new and innovative ideas on the didactics of translation and interpreting. They include assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design.
Author: Alexander Pollatsek
Publisher: Oxford University Press, USA
ISBN: 0199324573
Category : Education
Languages : en
Pages : 521
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Book Description
Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.
