Le thème général qui m'intéresse et qui unifie les différentes branches de mes recherches passées et présentes est celui du développement cérébral et cognitif. Au sein de ce thème je m'intéresse plus particulièrement à l'acquisition du langage, avec une approche résolument pluridisciplinaire. Les questions qui se situent au cœur de ma recherche sont: Quels sont les mécanismes<br />cognitifs qui permettent l'acquisition du langage par l'enfant? Comment ces mécanismes se développent-ils dans le cerveau du nourrisson? Comment le génome humain peut-il construire un cerveau qui a le potentiel de développer de tels mécanismes? J'utilise plusieurs approches convergentes pour tenter de répondre<br />à ces questions. L'une consiste à étudier les capacités<br />perceptives précoces qui constituent le socle des premières acquisitions linguistiques du nourrisson, leurs bases cérébrales, et leurs origines évolutives. Une autre approche est celle de la pathologie. Ma recherche d'un modèle neuropsychologique de l'acquisition du langage m'a naturellement con\-duit à l'étude de la dyslexie développementale, qui est aujourd'hui mon principal<br />sujet de recherche. Après avoir mené des études expérimentales systématiques des différentes théories de la dyslexie, mes travaux se poursuivent dans deux directions. L'une consiste à explorer en grand détail le déficit phonologique à la base de la plupart des cas de dyslexie, en utilisant les méthodes de la psycholinguistique, dans le but de comprendre dans quelle mesure les mécanismes d'acquisition du langage se développent de manière déviante chez l'enfant dyslexique. L'autre se tourne résolument vers la biologie dans le but de comprendre les origines cérébrales<br />et génétiques du déficit phonologique. En me basant sur les données neurobiologiques disponibles, j'ai proposé un modèle permettant de comprendre l'étiologie et la diversité des symptômes cognitifs associés à la dyslexie et plus généralement à d'autres troubles neuro-développementaux. L'un de mes objectifs est de<br />tester ce modèle par des études d'imagerie cérébrale et de génétique des troubles de l'acquisition du langage (dyslexie et dysphasie). Au-delà de cette approche par la pathologie, la perspective à long terme est d'éclairer les processus biologiques impliqués dans le développement des systèmes neuronaux qui contribuent à certains mécanismes d'acquisition du langage.

L’expertise en orthographe requiert le développement de plusieurs types de connaissances et la possibilité d’y recourir volontairement, que l’on nomme compétence métaorthographique. Comme les élèves dyslexiques (ÉD) éprouvent d’importantes difficultés en orthographe, les objectifs de ce travail sont 1) de dresser un portrait de la compétence métaorthographique de 30 ÉD québécois, 2) de la comparer à celle d’élèves de même âge (n=25) ainsi qu’à celle d’élèves plus jeunes de même compétence écrite (n=24) et 3) d’établir des liens entre cette compétence métaorthographique et la compétence orthographique. Pour ce faire, trois tâches étaient demandées aux participants : 1) repérer et 2) corriger des erreurs orthographiques, puis 3) expliciter les motifs des corrections apportées. Les résultats indiquent que les ÉD obtiennent des résultats inférieurs aux deux groupes contrôles et que la compétence orthographique est liée à la compétence métaorthographique. / The ability to correctly spell words (orthographic competence) requires the development of orthographic knowledge and the ability to use that knowledge voluntarily (metaorthographic competence, Varin, 2012). Because dyslexic students have difficulties to spell words correctly, the goals of this work are 1) to describe the metaorthographic competence of 30 dyslexic francophone children (m= 11,34), 2) to compare their performance to those of 25 normally achieving children matched in age and to those of 24 younger normally achieving children matched in writing-level and 3) to establish links between orthographic and metaorthographic competences. To do so, four tasks were asked of the participants: 1) to identify spelling errors inserted in sentences, 2) to locate them in each word, 3) to correct them and 4) to explain their corrections. The results indicate differences in performance in function of the orthographic skill level and the nature of spelling errors.

This diploma thesis named: The research of reading skills level of students of 2nd and 3rd degree of primary schools, deals with making reading skills in the initial education. The thesis is divided into theoretical part and practical part. The theoretical part focuses to reading skills accordingly to RVP ZV, also to a student of younger pre-school age and current methods of reading which are used to teach reading in the 1st year of elementary school. The work also deals with basic types and qualities of reading, development of reading literacy, reading diagnostics and reading errors. The practical part is focused on evaluation, diagnostics and detection of reading skills. The main target is to find out the actual state of Czech students´ reading skills in 2nd and 3rd degrees and provide possible remedy of reading skills. The thesis is supported with charts and graphic material.

The aim of the thesis is to highlight the link between learning disabilities and school success. The theoretical part describes the specifics of the development of a child under school age, the learning process and its laws, specific learning disabilities, their various types and describes the conditions for success in education. The practical part is focused on research, processing, analysis and interpretation of results and subsequent recommendations for the general public and teaching, where there is contact with a child with dysorthography.

No description available.

The thesis is divided into two parts. Theoretic part deals with problems specific disorders of learning, especially dyslexia. The smaller place is devoted to questions of dysgrafia and dysortografia. In this part the authoress incloses individual notions, characterizes manifestations specific disorders of learning, outlines theirs etiology, diagnostics and resulting reeducation. Practical part of thesis is specialized on special aids for young learners afflicted with specific disorders of learning. Authoress maked working leaves, which process subject matter of Czech language in 8ht year elementary school, especially formative phenomena, which young learners have biggest difficulties with. Near every aid are introduced methodical directions for its exercise in lessons of Czech language.

En France et au Royaume-Uni le terme dyslexie désigne une situation dans laquelle la maîtrise des compétences lectorales est considérée comme problématique: des critères d’inspiration médicale et psychologique sont appliqués à des performances scolaires dans des contextes où la scolarisation est la norme. L’objet de la thèse est de rendre compte de la construction sociale de la dyslexie, de comprendre comment des pratiques et des dispositifs rendent possible l’émergence d’un genre de personne dyslexique. La première partie traite de la construction de la dyslexie comme problème public des premiers cas au XIXe siècle à la reconnaissance de la catégorie au XXIe. Tandis que l’histoire du problème au Royaume-Uni est celle d’une réussite (les revendications sont structurées autour d’une définition précise et des solutions sont proposées) sa définition est longtemps incertaine et peu autonome en France. On montre dans la deuxième partie que la dyslexie est un problème scolaire, touchant aux savoirs enseignés et évalués par l’école, d’autant plus consistant qu’il est institué dans les normes et les pratiques de l’école. Au Royaume-Uni, sa reconnaissance peut être intégrée aux pratiques pédagogiques des enseignants du fait d’une logique psychologique. En France elle demeure un problème largement extrascolaire, les pratiques d’identification sont surtout paramédicales et sa reconnaissance s’inscrit dans les dispositifs relatifs au handicap. La troisième partie est consacrée à l’étude des outils d’objectivation donnant consistance à la dyslexie. Les difficultés en lecture de certains élèves ne sont appréhendées en ces termes que si elles peuvent être montrées et quantifiées. / In France and the United-Kingdom, the word dyslexia refers to a situation in which the mastery of reading skills is considered to be problematic: criteria inspired by medicine and psychology are applied to school performances, in contexts where schooling is the norm. The purpose of the thesis is to account for the social construction of dyslexia, to understand how practices and dispositives make possible the emergence of a kind of dyslexic people. The first part deals with the construction of dyslexia as a social problem, from the first cases at the end of the 19th century to the recognition of the category at the beginning of the 21st century. While the problem’s history in the United-Kingdom in that of success (claims are structured around a specific definition and solutions are offered), its definition remains uncertain and lacks autonomy for a long time in France. In the second part, I show that dyslexia is a school-related problem – concerning skills taught and assessed at school –all the more consistent that it is integrated into school norms and practices. In the United-Kingdom, its recognition can be part of teachers’ educational practices, due to a psychological logic. In France, it remains largely outside the educational institution (identification practices are mainly paramedical and its recognition is part dispositives related to disability). The third part is devoted to the study of objectification tools which give consistency to dyslexia. Some pupils’ reading difficulties can be comprehended as such only if they are demonstrated and quantified.

The diploma thesis deals with the topic of teaching French to children affected by learning disorders. It aims to describe various principles and their application into practice at beginners classes. The theoretical part investigates learning disorders as a whole with their causes, manifestations, diagnose and reeducational techniques and activities that are applied in practice. The last part of the thesis is dedicated to foreign language teaching in the context of learning disorders, fundamental principles and methods of partial linguistic spheres. Further on, the practical part presents a case study of two children with learning disorders during a French class. Individual activities are introduced that are appropriate for their teaching. Finally, two applications suitable for both class at school and home preparation are designed, with their main contribution being the immediate feedback that allows children to work alone. Regarding the rather practical character of the diploma thesis, a great number of examples illustrating various learning disorders are introduced in order for the reader to understand the difficulties that affected children encounter. KEYWORDS specific learning difficulties, dyslexia, dysgraphia, dysorthographia, foreign languages, French, reading skills, activities, reeducation

This thesis deals with the difficulties of adults with dyslexia. Not enough attention is being paid to this issue in the Czech Republic. The theoretical part of this thesis characterizes dyslexia and summarizes possible difficulties of adults with dyslexia on the basis of both Czech and foreign information sources. The empirical part of this thesis describes the research, whose main goal is to chart (especially cognitive) difficulties, which are related to common everyday activities. Another area monitored in this thesis is self-efficacy of adults with dyslexia in their everyday life. Data are compared with intact counterparts. The research group consists of 120 respondents, including 60 adults with dyslexia and 60 adults without dyslexia (66 women and 54 men). The intact counterparts were matched with adults with dyslexia based on the same gender, year of birth and highest education received. The whole set of used methods concluded the anamnestic part and three self-evaluation questionnaires - the Cognitive Failures Questionnaire, the Dyslexic difficulties questionnaire (created for the purpose of this thesis) and the General Self-Efficacy scale. The results confirmed higher difficulties of adults with dyslexia. The self-efficacy does not differ, however, it correlates more with difficulties in...

The aim of the thesis "Role of preparatory classes in prevention of specific learning disabilities" is to compare intervention of kindergarten and elementary school preparratory classes during suspension of school attendance. It describes all the kinds of specific learning disabilities. It works out in detail diagnostics of specific learning disabilities risk factors from the special education perspective. It offers integral methodology for time undemanding orientational testing of specific learning disabilities risk factors for preschool children. This methodology was used for testing children with suspended school attendance at the start of a school year and in A March of the same school year. Evaluation of test results for each participant is presented in graphs, case study and documentation of the drawing and graphomotoric creations are also incuded. Powered by TCPDF (www.tcpdf.org)