Author: Camille Gattegno
Publisher:
ISBN:
Category :
Languages : fr
Pages : 178
Book Description
L’objectif de notre recherche est de mettre à jour les caractéristiques de l’orientation de l’attention spatiale chez les enfants dyslexiques présentant ou non des troubles phonologiques, à partir d’épreuves d’orientation avec indiçage endogène en modalités visuelle (Expérience 1) et auditive (Expérience 2). Un ralentissement général des temps de réponse pour l’orientation est observé chez les dyslexiques mais seulement en vision. Par ailleurs, les données montrent un déficit d’inhibition visuo-spatiale à droite en périphérie chez les enfants présentant une dyslexie de surface pure ou relative. Dans ce groupe d’enfants, un déficit d’inhibition seulement à droite est aussi présent en audition, bien que son incidence soit indépendante du déficit équivalent en vision. Un même enfant ne présente donc pas forcément les deux déficits. Chez les enfants avec une dyslexie phonologique pure ou relative, il n’y a pas de déficit d’inhibition spatiale en vision, mais ce déficit existe en audition et de façon bilatérale. Les résultats montrent aussi que les difficultés d’engagement et de désengagement de l’attention chez les enfants dyslexiques sont associées différemment aux difficultés d’adressage et d’assemblage. Une difficulté d’engagement à proximité à gauche en vision est liée aux difficultés d’adressage ; une difficulté de désengagement pour réorienter l’attention à proximité à gauche est liée aux difficultés d’assemblage. Par ailleurs, selon sa latéralisation, la difficulté de désengagement en audition est différemment liée à l’altération de l’une ou l’autre procédure de lecture. Enfin, les enfants dyslexiques ont la particularité de ne pas réaliser une inhibition spatiale à gauche proportionnelle à l’intensité de leur engagement à droite en audition. Dans l’ensemble, les difficultés d’assemblage et d’adressage sont liées au déficit de plusieurs mécanismes du processus d’orientation spatiale
Orientation de l'attention dans l'espace en cas de dyslexie développementale de type phonologique ou de surface
Author: Camille Gattegno
Publisher:
ISBN:
Category :
Languages : fr
Pages : 178
Book Description
L’objectif de notre recherche est de mettre à jour les caractéristiques de l’orientation de l’attention spatiale chez les enfants dyslexiques présentant ou non des troubles phonologiques, à partir d’épreuves d’orientation avec indiçage endogène en modalités visuelle (Expérience 1) et auditive (Expérience 2). Un ralentissement général des temps de réponse pour l’orientation est observé chez les dyslexiques mais seulement en vision. Par ailleurs, les données montrent un déficit d’inhibition visuo-spatiale à droite en périphérie chez les enfants présentant une dyslexie de surface pure ou relative. Dans ce groupe d’enfants, un déficit d’inhibition seulement à droite est aussi présent en audition, bien que son incidence soit indépendante du déficit équivalent en vision. Un même enfant ne présente donc pas forcément les deux déficits. Chez les enfants avec une dyslexie phonologique pure ou relative, il n’y a pas de déficit d’inhibition spatiale en vision, mais ce déficit existe en audition et de façon bilatérale. Les résultats montrent aussi que les difficultés d’engagement et de désengagement de l’attention chez les enfants dyslexiques sont associées différemment aux difficultés d’adressage et d’assemblage. Une difficulté d’engagement à proximité à gauche en vision est liée aux difficultés d’adressage ; une difficulté de désengagement pour réorienter l’attention à proximité à gauche est liée aux difficultés d’assemblage. Par ailleurs, selon sa latéralisation, la difficulté de désengagement en audition est différemment liée à l’altération de l’une ou l’autre procédure de lecture. Enfin, les enfants dyslexiques ont la particularité de ne pas réaliser une inhibition spatiale à gauche proportionnelle à l’intensité de leur engagement à droite en audition. Dans l’ensemble, les difficultés d’assemblage et d’adressage sont liées au déficit de plusieurs mécanismes du processus d’orientation spatiale
Publisher:
ISBN:
Category :
Languages : fr
Pages : 178
Book Description
L’objectif de notre recherche est de mettre à jour les caractéristiques de l’orientation de l’attention spatiale chez les enfants dyslexiques présentant ou non des troubles phonologiques, à partir d’épreuves d’orientation avec indiçage endogène en modalités visuelle (Expérience 1) et auditive (Expérience 2). Un ralentissement général des temps de réponse pour l’orientation est observé chez les dyslexiques mais seulement en vision. Par ailleurs, les données montrent un déficit d’inhibition visuo-spatiale à droite en périphérie chez les enfants présentant une dyslexie de surface pure ou relative. Dans ce groupe d’enfants, un déficit d’inhibition seulement à droite est aussi présent en audition, bien que son incidence soit indépendante du déficit équivalent en vision. Un même enfant ne présente donc pas forcément les deux déficits. Chez les enfants avec une dyslexie phonologique pure ou relative, il n’y a pas de déficit d’inhibition spatiale en vision, mais ce déficit existe en audition et de façon bilatérale. Les résultats montrent aussi que les difficultés d’engagement et de désengagement de l’attention chez les enfants dyslexiques sont associées différemment aux difficultés d’adressage et d’assemblage. Une difficulté d’engagement à proximité à gauche en vision est liée aux difficultés d’adressage ; une difficulté de désengagement pour réorienter l’attention à proximité à gauche est liée aux difficultés d’assemblage. Par ailleurs, selon sa latéralisation, la difficulté de désengagement en audition est différemment liée à l’altération de l’une ou l’autre procédure de lecture. Enfin, les enfants dyslexiques ont la particularité de ne pas réaliser une inhibition spatiale à gauche proportionnelle à l’intensité de leur engagement à droite en audition. Dans l’ensemble, les difficultés d’assemblage et d’adressage sont liées au déficit de plusieurs mécanismes du processus d’orientation spatiale
Current Research in Bilingualism and Bilingual Education
Author: Piotr Romanowski
Publisher: Springer
ISBN: 331992396X
Category : Education
Languages : en
Pages : 247
Book Description
This book covers research topics in bilingual education, language policies, language contact, identity of bilingual speakers, early bilingualism, heritage languages, and more, and provides an overview of current theory, research and practice in the field of bilingualism. Each chapter is written by a specialist in the field. Part I focuses on the numerous and heterogeneous relations between languages as well as the implications arising from bilingual speech processing. In Part II, a series of contextualized studies on bilingual classrooms are presented, with diverse research designs applied in different educational settings being a key feature of these studies. Part III bridges theory and practice by offering an insight into mono- and multilingual school settings showcasing examples of educational institutions where bilingualism successfully soared and depicts the needs related to language education.
Publisher: Springer
ISBN: 331992396X
Category : Education
Languages : en
Pages : 247
Book Description
This book covers research topics in bilingual education, language policies, language contact, identity of bilingual speakers, early bilingualism, heritage languages, and more, and provides an overview of current theory, research and practice in the field of bilingualism. Each chapter is written by a specialist in the field. Part I focuses on the numerous and heterogeneous relations between languages as well as the implications arising from bilingual speech processing. In Part II, a series of contextualized studies on bilingual classrooms are presented, with diverse research designs applied in different educational settings being a key feature of these studies. Part III bridges theory and practice by offering an insight into mono- and multilingual school settings showcasing examples of educational institutions where bilingualism successfully soared and depicts the needs related to language education.
Report of the National Reading Panel
Author: National Reading Panel (U.S.)
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 44
Book Description
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 44
Book Description
Negotiating Bilingual and Bicultural Identities
Author: Yasuko Kanno
Publisher: Routledge
ISBN: 1135637229
Category : Education
Languages : en
Pages : 190
Book Description
This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will be useful as text for courses in ESL/bilingual education, TESOL, applied linguistics, and multicultural education.
Publisher: Routledge
ISBN: 1135637229
Category : Education
Languages : en
Pages : 190
Book Description
This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will be useful as text for courses in ESL/bilingual education, TESOL, applied linguistics, and multicultural education.
Language Strategies for Bilingual Families
Author: Suzanne Barron-Hauwaert
Publisher: Multilingual Matters
ISBN: 9781853597145
Category : Language Arts & Disciplines
Languages : en
Pages : 246
Book Description
This book looks at how families can support and increase bilingualism through planned strategies. One such strategy is the one person-one language approach, where each parent speaks his or her language. Over a hundred families from around the world were questioned and thirty families were interviewed in-depth about how they pass on their language in bilingual or trilingual families.
Publisher: Multilingual Matters
ISBN: 9781853597145
Category : Language Arts & Disciplines
Languages : en
Pages : 246
Book Description
This book looks at how families can support and increase bilingualism through planned strategies. One such strategy is the one person-one language approach, where each parent speaks his or her language. Over a hundred families from around the world were questioned and thirty families were interviewed in-depth about how they pass on their language in bilingual or trilingual families.
Maintaining a Minority Language
Author: John Gibbons
Publisher: Multilingual Matters
ISBN: 9781853597404
Category : Language Arts & Disciplines
Languages : en
Pages : 254
Book Description
This book explores two main areas. First, what a high level of proficiency in two languages consists of, and second, what factors can produce this high level of bilingual proficiency. Higher level language is usually acquired at school, but many minority language students are educated in only one language. The book therefore examines other factors in the development of the minority language, such as home literacy practices and positive attitudes, that might contribute to the development of high bilingual proficiency.
Publisher: Multilingual Matters
ISBN: 9781853597404
Category : Language Arts & Disciplines
Languages : en
Pages : 254
Book Description
This book explores two main areas. First, what a high level of proficiency in two languages consists of, and second, what factors can produce this high level of bilingual proficiency. Higher level language is usually acquired at school, but many minority language students are educated in only one language. The book therefore examines other factors in the development of the minority language, such as home literacy practices and positive attitudes, that might contribute to the development of high bilingual proficiency.
Learning to Read
Author: George Brian Thompson
Publisher: Teachers College Press
ISBN: 9780807737910
Category : Education
Languages : en
Pages : 269
Book Description
This practical text draws on a wide but integrated range of research and theory on how children learn to read and appreciate literature. The authors provide a much-needed, balanced analysis of both traditional and progressive approaches that goes beyond phonics and whole language. Learning to Read features leading-edge research and a global perspective on such controversial topics as: literacy and social background, phonemic awareness, self-discovery of letter-sound relations, the use of text structure for comprehension, and the effects of contrasting teaching approaches. The student-friendly text includes preview questions, chapter reviews, and study questions to help the reader reflect on the chapter contents and discuss the implications for teaching and learning.
Publisher: Teachers College Press
ISBN: 9780807737910
Category : Education
Languages : en
Pages : 269
Book Description
This practical text draws on a wide but integrated range of research and theory on how children learn to read and appreciate literature. The authors provide a much-needed, balanced analysis of both traditional and progressive approaches that goes beyond phonics and whole language. Learning to Read features leading-edge research and a global perspective on such controversial topics as: literacy and social background, phonemic awareness, self-discovery of letter-sound relations, the use of text structure for comprehension, and the effects of contrasting teaching approaches. The student-friendly text includes preview questions, chapter reviews, and study questions to help the reader reflect on the chapter contents and discuss the implications for teaching and learning.
The Reading Crisis
Author: Jeanne S. Chall
Publisher: Harvard University Press
ISBN: 9780674748859
Category : Education
Languages : en
Pages : 212
Book Description
How severe is the literacy gap in our schools? In The Reading Crisis, the renowned reading specialist Jeanne Chall and her colleagues examine the causes of this disparity and suggest some remedies.
Publisher: Harvard University Press
ISBN: 9780674748859
Category : Education
Languages : en
Pages : 212
Book Description
How severe is the literacy gap in our schools? In The Reading Crisis, the renowned reading specialist Jeanne Chall and her colleagues examine the causes of this disparity and suggest some remedies.
Phonemic Awareness in Young Children
Author: Marilyn Jager Adams
Publisher: Brookes Publishing Company
ISBN: 9781557663214
Category : Education
Languages : en
Pages : 0
Book Description
This invaluable supplementary curriculum meets Reading First criteria and contains numerous classroom-ready activities designed to increase the phonemic awareness and preliteracy skills of preschool, kindergarten, and first-grade students.
Publisher: Brookes Publishing Company
ISBN: 9781557663214
Category : Education
Languages : en
Pages : 0
Book Description
This invaluable supplementary curriculum meets Reading First criteria and contains numerous classroom-ready activities designed to increase the phonemic awareness and preliteracy skills of preschool, kindergarten, and first-grade students.
Cognitive Neuropsychology
Author: Rosaleen A. McCarthy
Publisher: Gulf Professional Publishing
ISBN: 9780124818460
Category : Psychology
Languages : en
Pages : 446
Book Description
This book gives equal weight to the psychological and neurological approaches to the study of cognitive deficits in patients with brain lesions. The result is an analysis of cognitive skills and abilities that departs from the more usual syndrome approach.
Publisher: Gulf Professional Publishing
ISBN: 9780124818460
Category : Psychology
Languages : en
Pages : 446
Book Description
This book gives equal weight to the psychological and neurological approaches to the study of cognitive deficits in patients with brain lesions. The result is an analysis of cognitive skills and abilities that departs from the more usual syndrome approach.