Dissociation de l’accès au stock orthophonique dans un groupe d’enfants en difficultés de début de CM1 PDF Download
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Author: Inès Séchon-Olivé
Publisher:
ISBN:
Category :
Languages : fr
Pages :
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Book Description
Nous avons étudié une dissociation de performance en orthographe lexicale (dictée de mots et jugement orthographique avec image des mots). L’orthographe lexicale de 190 élèves de CM1 a été évaluée grâce à des épreuves collectives permettant de sélectionner les 20 enfants les plus en difficulté et les 20 enfants les plus performants. La dissociation ciblée a été constatée uniquement dans le groupe des enfants en difficulté. Les épreuves ordinairement utilisées en clinique pour tester le jugement orthographique avec des mots accompagnés d’images peuvent donc suggérer à tort une méconnaissance des formes orthographiques. Selon notre étude, le problème résiderait dans l’insuffisante qualité des représentations lexicales. Les 40 enfants ont ensuite passé des tests individuels dont les résultats ont été analysés (comparaison inter- épreuves et inter- groupes) afin d’identifier les prédicteurs de la qualité des représentations lexicales. Les processus ayant une influence sont d’une part la lecture (mots et pseudo-mots) et la procédure d’assemblage en transcription, d’autre part les compétences phonologiques, les capacités intermodales et le vocabulaire. Nous concluons que le bilan de langage écrit doit nécessairement inclure une évaluation du langage oral, et que la rééducation devrait entraîner les processus les plus influents.
Author: Inès Séchon-Olivé
Publisher:
ISBN:
Category :
Languages : fr
Pages :
Get Book Here
Book Description
Nous avons étudié une dissociation de performance en orthographe lexicale (dictée de mots et jugement orthographique avec image des mots). L’orthographe lexicale de 190 élèves de CM1 a été évaluée grâce à des épreuves collectives permettant de sélectionner les 20 enfants les plus en difficulté et les 20 enfants les plus performants. La dissociation ciblée a été constatée uniquement dans le groupe des enfants en difficulté. Les épreuves ordinairement utilisées en clinique pour tester le jugement orthographique avec des mots accompagnés d’images peuvent donc suggérer à tort une méconnaissance des formes orthographiques. Selon notre étude, le problème résiderait dans l’insuffisante qualité des représentations lexicales. Les 40 enfants ont ensuite passé des tests individuels dont les résultats ont été analysés (comparaison inter- épreuves et inter- groupes) afin d’identifier les prédicteurs de la qualité des représentations lexicales. Les processus ayant une influence sont d’une part la lecture (mots et pseudo-mots) et la procédure d’assemblage en transcription, d’autre part les compétences phonologiques, les capacités intermodales et le vocabulaire. Nous concluons que le bilan de langage écrit doit nécessairement inclure une évaluation du langage oral, et que la rééducation devrait entraîner les processus les plus influents.
Author: Charles A. Perfetti
Publisher: Routledge
ISBN: 1135691339
Category : Education
Languages : en
Pages : 448
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Book Description
This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.
Author: Charles Hulme
Publisher: Routledge
ISBN: 1136498079
Category : Education
Languages : en
Pages : 550
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Book Description
This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Author: Rebecca Treiman
Publisher: Oxford University Press, USA
ISBN: 0195062191
Category : Education
Languages : en
Pages : 380
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Book Description
This study on the psycholinguistics of spelling supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The importance of learning to spell is highlighted, and the findings presented outline the implications for how spelling should best be taught.
Author: Danielle S. McNamara
Publisher: Psychology Press
ISBN: 0805859675
Category : Education
Languages : en
Pages : 538
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Book Description
First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
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: Ram FROST
Publisher: Lulu.com
ISBN: 0359593461
Category :
Languages : en
Pages : 444
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Book Description
Author: Jamie L. Metsala
Publisher: Routledge
ISBN: 113568006X
Category : Education
Languages : en
Pages : 460
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Book Description
This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
Author: Peggy D. McCardle
Publisher: Brookes Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 536
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Book Description
A masterful synthesis of information from leading experts in the field, this accessible resource helps school administrators, educators, and specialists answer complex questions about scientifically based reading research and make informed choices about t
Author: Kate Cain
Publisher: Guilford Press
ISBN: 1593858329
Category : Language Arts & Disciplines
Languages : en
Pages : 321
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Book Description
Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.
