부산대학교 도서관

This exploratory study investigated the outcomes of the program 'Des mots pour les maux', a program adapted to French and aimed at re-educating different components of written language on graphophonological correspondences and spelling representations with six students with dyslexia or at risk of presenting such disorder. The study is divided into 2 phases which 6 measures are taken: Phase 1 (at the beginning of the study, and 3 and 6 weeks after standard orthopedagogical interventions) and phase 2 (8 weeks, 16 weeks and 24 weeks after introducing the program tested) in order to assess the skills before and after the introduction of the program. The results suggest some improvement regarding phonological correspondences in reading and, more importantly, orthographic representations in reading and spelling 16 weeks after using the program. This study has thus indicated that dyslexic or at-risk students could benefit from this program 'Des mots pour les maux'. Keywords: Dyslexia, reading and spelling interventions, dual-route cascaded model, reading, spelling La presente etude exploratoire evalue les effets du programme Des mots pour les maux : un programme adapte au francais et visant la reeducation de differentes composantes du langage ecrit sur les correspondances graphophonologiques et les representations orthographiques, aupres de six eleves ayant une dyslexie ou a risque de presenter un tel trouble. L'etude se deroule en 2 phases durant lesquelles 6 mesures sont prises : phase 1 (au debut de l'etude, et apres 3 et 6 semaines d'orthopedagogie habituelle) et phase 2 (apres 8, 16 et 24 semaines du programme teste), afin d'evaluer les competences avant et apres l'introduction du programme. Les resultats semblent indiquer que le programme ameliore en partie les correspondances graphophonologiques en lecture, et plus particulierement les representations orthographiques en lecture et en orthographe apres 16 semaines d'intervention. Cette etude demontre ainsi que les eleves a risque de presenter une dyslexie ou ayant une dyslexie pourraient tirer profit du programme. Mots-cles : dyslexie, programmes reeducatifs, modele cognitif a double voie, decodage, orthographe
Introduction La dyslexie est un trouble neurodeveloppemental qui affecte la capacite a apprendre a lire et a ecrire, plus particulierement sur le plan du decodage de la lecture et de [...]