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Author: Céline Cerciat-Marty
Publisher:
ISBN:
Category :
Languages : fr
Pages :
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Book Description
Afin d'explorer les relations qui existent entre orthographe lexicale, orthographe grammaticale et capacités cognitives, nous avons soumis 116 élèves de sixième à une série d'épreuves. Nous avons pu observer une forte corrélation entre la phonologie, le code et l'orthographe lexicale. Nous avons également mis en évidence que les performances en orthographe grammaticale sont corrélées aux capacités de raisonnement, à la mémoire de travail, à la capacité à associer des éléments abstraits et à la phonologie. L'étude de ces différences nous a permis de définir plusieurs profils, pour lesquels les deux types d'orthographe peuvent être associés ou dissociés plus ou moins nettement.
Author: Céline Cerciat-Marty
Publisher:
ISBN:
Category :
Languages : fr
Pages :
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Book Description
Afin d'explorer les relations qui existent entre orthographe lexicale, orthographe grammaticale et capacités cognitives, nous avons soumis 116 élèves de sixième à une série d'épreuves. Nous avons pu observer une forte corrélation entre la phonologie, le code et l'orthographe lexicale. Nous avons également mis en évidence que les performances en orthographe grammaticale sont corrélées aux capacités de raisonnement, à la mémoire de travail, à la capacité à associer des éléments abstraits et à la phonologie. L'étude de ces différences nous a permis de définir plusieurs profils, pour lesquels les deux types d'orthographe peuvent être associés ou dissociés plus ou moins nettement.
Author: Marion Levassort
Publisher:
ISBN:
Category :
Languages : fr
Pages : 158
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Book Description
Dans ce travail de recherche, nous nous sommes intéressées à l’apprentissage de l’orthographe. En effet, certains linguistes associent orthographe lexicale et orthographe grammaticale, déclarant que toutes deux se basent sur un apprentissage explicite, soit sur l’apprentissage et l’application de règles. D’autres, en revanche, les dissocient, en expliquant qu’orthographe lexicale et orthographe grammaticale impliquent des procédures d’apprentissages différentes : mémorisation de formes orthographiques par apprentissage implicite pour la première, application de règles par apprentissage explicite pour la seconde. C’est également sur cette seconde hypothèse que s’appuient les traditions scolaires. Ainsi, ne connaissant pas les liens qui unissent réellement l’orthographe lexicale et l’orthographe grammaticale, nous nous sommes demandé s’il était pertinent de considérer que les erreurs orthographiques ont toutes les mêmes valeurs et reflètent les mêmes lacunes. L’objectif de notre travail de recherche est donc de déterminer dans quelle mesure ces deux types d’orthographe sont dissociés, et si cette dissociation a effectivement lieu d’exister. Nous avons donc proposé à 279 élèves de CE2 et de CM2 d’effectuer des tâches dites d’orthographe lexicale et des tâches dites d’orthographe grammaticale. Nos résultats, par la mise en exergue de deux types d’orthographe, mais aussi par l’existence de profils présentant un niveau de performance significativement différent dans l’un ou l’autre de chaque type d’orthographe, confirment l’existence de deux catégories d’orthographe distinctes. Ces résultats suggèrent des prises en charge différenciées selon un travail de l’orthographe lexicale ou grammaticale. Mais avant tout, ce travail a une visée pédagogique : nous proposons en effet des pistes de travail méthodologiques qui pourraient augmenter les performances des élèves dans ces deux types d’orthographe
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: Thomas Lachmann
Publisher: Springer
ISBN: 3319908057
Category : Education
Languages : en
Pages : 339
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Book Description
In this volume a group of well-known experts of the field cover topics ranging from basic visual and auditory information processing to higher order cognition in reading and dyslexia, from basic research to remediation approaches and from well-established theories to new hypotheses about reading acquisition and causes for its failure. Reading is one of the most intriguing feats human evolution ever came up with. There is no evolutionary basis for reading as such; reading is secondary to language and the result of a complex skill acquisition at the end of which almost all pre-existing cognitive functions are mobilized. With the right instruction and practice most people learn this skill smoothly. Some, however, have problems, despite same opportunities and general cognitive abilities. This developmental dyslexia results from a neuro developmental disorder leading to deficits in reading relevant information processing. But what deficits are these, and can they be trained?
Author: Laurence B. Leonard
Publisher: MIT Press
ISBN: 9780262621366
Category : Children
Languages : en
Pages : 358
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Book Description
Children with Specific Language Impairment covers all aspects of SLI, including its history, possible genetic and neurobiological origins, and clinical and educational practice.
Author: Barbara Dodd
Publisher: John Wiley & Sons
ISBN: 1118713338
Category : Medical
Languages : en
Pages : 269
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Book Description
Paediatric speech and language therapists are challenged by diminished resources and increasingly complex caseloads. The new edition addresses their concerns. Norms for speech development are given, differentiating between the emergence of the ability to produce speech sounds (articulation) and typical developmental error patterns (phonology). The incidence of speech disorders is described for one UK service providing crucial information for service management. The efficacy of service provision is evaluated to show that differential diagnosis and treatment is effective for children with disordered speech. Exploration of that data provides implications for prioritising case loads. The relationship between speech and language disorders is examined in the context of clinical decisions about what to target in therapy. New chapters provide detailed intervention programmes for subgroups of speech disorder: delayed development, use of atypical error patterns, inconsistent errors and development verbal dyspraxia. The final section of the book deals with special populations: children with cognitive impairment, hearing and auditory processing difficulties. The needs of clinicians working with bilingual populations are discussed and ways of intervention described. The final chapter examines the relationship between spoken and written disorders of phonology.
Author: Roberta Chapey
Publisher:
ISBN:
Category : Medical
Languages : en
Pages : 1224
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Book Description
This newly revised and updated Fourth Edition continues to focus on speech therapy, addressing concerns that aid in the rehabilitation and recovery of aphasia patients. Topics include: assessment of language and communication, principles of language intervention, restorative approaches to language intervention, cognitive neuropsychological approach implications, functional intervention, and treatment for each syndrome. Other approaches and therapy for associated neuropathologies of speech and language related functions are also discussed. For more information, visit http: //connection.LWW.com/go/chapey.
Author: Corine Astesano
Publisher: Psychology Press
ISBN: 1135099472
Category : Language Arts & Disciplines
Languages : en
Pages : 227
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Book Description
This book brings together experts from the fields of linguistics, psychology and neuroscience to explore how a multidisciplinary approach can impact on research into the neurocognition of language. International contributors present cutting-edge research from cognitive and developmental psychology, neuropsychology, psycholinguistics and computer science, and discuss how this contributes to neuropsycholinguistics, a term coined by Jean-Luc Nespoulous, to whom this book is dedicated. Chapters illustrate how researchers with different methods and theoretical backgrounds can contribute to a unified vision of the study of language cognition. Reinterpreting neuropsycholinguistics through the lens of each research field, the book demonstrates important attempts to adopt a comprehensive view of speech and language pathology. Divided into three sections the book covers: linguistic mechanisms and the architecture of language the relationship between language and other cognitive processes the assessment of speech and language disabilities and compensatory mechanisms. Neuropsycholinguistic Perspectives on Language Cognition presents a unique contribution to cognitive science and language science, from linguistics to neuroscience. It will interest academics and scholars in the field, as well as medical researchers, psychologists, and speech and language therapists.
Author: Lynne Kutsukake
Publisher: Doubleday
ISBN: 038554068X
Category : Fiction
Languages : en
Pages : 321
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Book Description
Against the backdrop of occupied Tokyo, a young girl searches for her missing older sister, who has disappeared into the world of bars and dance halls. In the process, her story will become intertwined with those of others trying to make sense of their lives in a post-war world: a thirteen-year-old Japanese Canadian “repat,” a school teacher who translates love letters from American GIs, and a Japanese-American soldier serving with the Occupation forces. An emotionally gripping portrait of a battered nation, The Translation of Love mines this turbulent period to show how war irrevocably shapes the lives of people on both sides—and how resilience, friendship, and love translate across cultures and borders no matter the circumstances. Winner of the Canada-Japan Literary Award
Author: Elizabeth Klosty Beaujour
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 296
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