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Book Description
Nombre d’hypothèses explicatives de la dyslexie se focalisent sur des déficits unitaires souvent modulaires. Dans cette étude, nous explorons une hypothèse intégrative, celle d’un déficit intermodal qui pourrait affecter l’apprentissage du langage écrit chez certains enfants dyslexiques. Pour tester cette hypothèse intermodale, nous avons évalué 17 enfants dyslexiques âgés de 8 ans 6 mois à 11 ans 3 mois, appariés par l’âge et le sexe à un groupe équivalent de normo-lecteurs. Notre protocole expérimental comprenait 20 épreuves évaluant la lecture, la dénomination rapide (DRA), l’apprentissage unimodal visuel et auditif et intermodal visuel/auditif. Notre étude a mis en évidence un déficit intermodal chez un certain nombre d’enfants dyslexiques, particulièrement marqué dans les épreuves de dénomination rapide. Elle a également montré des différences de profil entre les enfants dyslexiques et normo-lecteurs au niveau du traitement unimodal et intermodal. Les enfants dyslexiques sont moins rapides pour traiter simultanément dus stimuli et ils utilisent moins efficacement la modalité auditive lors des épreuves intermodales.
Book Description
Nombre d’hypothèses explicatives de la dyslexie se focalisent sur des déficits unitaires souvent modulaires. Dans cette étude, nous explorons une hypothèse intégrative, celle d’un déficit intermodal qui pourrait affecter l’apprentissage du langage écrit chez certains enfants dyslexiques. Pour tester cette hypothèse intermodale, nous avons évalué 17 enfants dyslexiques âgés de 8 ans 6 mois à 11 ans 3 mois, appariés par l’âge et le sexe à un groupe équivalent de normo-lecteurs. Notre protocole expérimental comprenait 20 épreuves évaluant la lecture, la dénomination rapide (DRA), l’apprentissage unimodal visuel et auditif et intermodal visuel/auditif. Notre étude a mis en évidence un déficit intermodal chez un certain nombre d’enfants dyslexiques, particulièrement marqué dans les épreuves de dénomination rapide. Elle a également montré des différences de profil entre les enfants dyslexiques et normo-lecteurs au niveau du traitement unimodal et intermodal. Les enfants dyslexiques sont moins rapides pour traiter simultanément dus stimuli et ils utilisent moins efficacement la modalité auditive lors des épreuves intermodales.
Author: René Appel Publisher: Amsterdam University Press ISBN: 9053568573 Category : Social Science Languages : en Pages : 229
Book Description
What happens – sociologically, linguistically, educationally, politically – when more than one language is in regular use in a community? How do speakers handle these languages simultaneously, and what influence does this language contact have on the languages involved? Although most people in the world use more than one language in everyday life, the approach to the study of language has usually been that monolingualism is the norm. The recent interest in bilingualism and language contact has led to a number of new approaches, based on research in communities in many different parts of the world. This book draws together this diverse research, looking at examples from many different situations, to present the topic in any easily accessible form. Language contact is looked at from four distinct perspectives. The authors consider bilingual societies; bilingual speakers; language use in the bilingual community; finally language itself (do languages change when in contact with each other? Can they borrow rules of grammar, or just words? How can new languages emerge from language contact?). The result is a clear, concise synthesis offering a much-needed overview of this lively area of language study.
Author: Hugo Baetens Beardsmore Publisher: Multilingual Matters ISBN: 9780905028637 Category : Education Languages : en Pages : 220
Book Description
This revised edition of a major textbook provides an introduction to the queries that arise in connection with bilingualism and the effect it has on the personality. It underlines the normality of speaking and using more than one language and aims to dispel many myths and fears. It should interest all types of reader - parents, educators and policy makers, as well as language specialists.
Author: Charles A. Perfetti Publisher: Routledge ISBN: 1135691339 Category : Education Languages : en Pages : 448
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: Wilder Penfield Publisher: Princeton University Press ISBN: 1400854679 Category : Medical Languages : en Pages : 301
Book Description
The outcome of ten years' work, this book is a carefully planned study of brain dominance, aphasia, and other speech disturbances, and includes a discussion of the cerebral mechanisms of speech and the learning and teaching of language. Originally published in 1959. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Author: Charles Hulme Publisher: Routledge ISBN: 1136498079 Category : Education Languages : en Pages : 550
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: Aurélie Drossart
Author: Aurélie Drossart
Author: 
Author: 
Author: René Appel
Author: Hugo Baetens Beardsmore
Author: Michel Paradis
Author: Charles A. Perfetti
Author: Werner F. Leopold
Author: Wilder Penfield
Author: Charles Hulme