부산대학교 도서관

School readiness, which encompasses a range of knowledge and skills, plays a critical role in children's academic success, particularly for those with language difficulties before school entry. This study aimed to examine what influences academic skills of kindergarten children with language difficulties. The first objective was to determine which language skills are related to kindergarten children's low academic skills. The second objective was to determine how speech-language pathology services received prior to school entry are related to kindergarten children's academic skills. Diverse tools were used to measure academic and language skills and services received by 49 Quebec children in kindergarten. Factor analyses and non-parametric Mann-Whitney tests were used to meet the study's objectives. The results show that children with low academic skills also have more difficulties in receptive vocabulary, syntactic comprehension, phonological awareness, and communicative participation. In comparison, early speech-language pathology services, the support of an assistant, and the diversity of service modalities are associated with better academic skills. This study highlights the importance of providing a continuum of services based on the needs of the child and family in order to promote successful school entry of children with language difficulties. La preparation a l'ecole, qui englobe un ensemble de connaissances et d'habiletes, joue un role crucial dans la reussite scolaire des enfants, particulierement chez ceux presentant des difficultes de langage avant l'entree a l'ecole. La presente etude vise a examiner ce qui influence les connaissances a la maternelle des enfants avec des difficultes de langage. Le premier objectif est de determiner quelles habiletes langagieres sont liees a de faibles connaissances a la maternelle. Le deuxieme objectif est de determiner comment les services recus en orthophonie avant l'entree a l'ecole sont lies aux connaissances chez l'enfant de maternelle. Differents outils ont servi a mesurer les connaissances, les habiletes de langage et les services recus aupres de 49 enfants quebecois a la maternelle. Des analyses factorielles et des tests non parametriques de Mann-Whitney ont ete utilises afin de repondre aux objectifs de l'etude. Les resultats montrent que les enfants ayant de faibles connaissances ont egalement davantage de difficultes sur le plan du vocabulaire receptif, de la comprehension syntaxique, de la conscience phonologique et de la participation communicative. La precocite des services, le soutien d'un assistant et la diversite des modalites de services sont toutefois lies a de meilleures connaissances. Cette etude souligne l'importance d'offrir un continuum de services bases sur les besoins de l'enfant et de sa famille, et ce, dans le but de favoriser le succes de l'entree a l'ecole des enfants avec des difficultes langagieres. MOTS-CLES PREPARATION A L'ECOLE CONNAISSANCES LANGAGE INTERVENTION
La promotion de la preparation a l'ecole, tel qu'elle est conceptualisee aujourd'hui, a debute dans les annees 90. Le National Education Goals Panel (1997) visait alors que d'ici l'annee 2000, [...]