Relevant bibliographies by topics / Acquisition de la lecture

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Acquisition de la lecture'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 August 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Acquisition de la lecture.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Acquisition de la lecture"

1

Tanaka, Hirofumi. "Tutorial Lecture – Research Without Data Acquisition." Medicine & Science in Sports & Exercise 38, Supplement (May 2006): 49. http://dx.doi.org/10.1249/00005768-200605001-00206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tanaka, Hirofumi. "Tutorial Lecture – Research Without Data Acquisition." Medicine & Science in Sports & Exercise 38, Supplement (May 2006): 49. http://dx.doi.org/10.1249/00005768-200605001-00347.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Marone, Jane R., Shivam C. Thakkar, Neveen Suliman, Shannon I. O’Neill, and Alison F. Doubleday. "Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture." Advances in Physiology Education 42, no. 2 (June 1, 2018): 175–81. http://dx.doi.org/10.1152/advan.00097.2017.

Full text
Abstract:
Poor academic performance from extensive social media usage appears to be due to students’ inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.
APA, Harvard, Vancouver, ISO, and other styles
4

Schynoll, Gerald, Justin Perog, Paul J. Feustel, and Raymond Smith. "Curriculum Transition From Lecture-Based to Team-Based Learning is Associated With Improved Performance on Internal Medicine In-Training Examination." Journal of Graduate Medical Education 13, no. 5 (October 1, 2021): 691–98. http://dx.doi.org/10.4300/jgme-d-20-01164.1.

Full text
Abstract:
ABSTRACT Background Team-based learning (TBL) is an alternative to traditional lectures in graduate medical education, but evidence is scarce regarding its impact on knowledge acquisition and standardized testing performance. Objective We examined the association between resident performance on the Internal Medicine In-Training Examination (IM-ITE) and these 2 educational methods. Methods In 2013, the internal medicine residency program at Albany Medical College transitioned from a lecture-based curriculum to TBL. Residents enrolled in academic years 2011–2012 and 2012–2013 comprised the lecture cohort, and those enrolled in 2015–2016 and 2016–2017 the TBL cohort. Covariates included the type of medical school attended, gender, and United States Medical Licensing Examination Step 2 Clinical Knowledge scores. We performed univariate analysis and multivariable regression to determine the association between covariates and ITE scores. Results Of 120 residents, 60 were in the lecture cohort and 60 in the TBL cohort. The IM-ITE percent correct scores were higher with TBL than lecture (PGY-1 61.0% vs 55.0%, P &lt; .001; PGY-2 69.0% vs 59.7%, P &lt; .001; PGY-3 73.2% vs 61.7%, P &lt; .001). In a multivariable regression analysis of 3 PGYs combined, the transition from lecture to TBL resulted in an increase in IM-ITE Z-score of 0.415 (P &lt; .001), equivalent to 0.415 SD, when including the effects of all covariates. Conclusions Compared to a lecture-based curriculum, TBL was associated with improved resident medical knowledge acquisition as evidenced by higher IM-ITE scores.
APA, Harvard, Vancouver, ISO, and other styles
5

Sprenger-Charolles, Liliane, and Danielle Béchennec. "Sciences cognitives et acquisition de la lecture-écriture." Revue française de linguistique appliquée II-2, no. 2 (1997): 35. http://dx.doi.org/10.3917/rfla.022.0035.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kluwin, Thomas N. "The Acquisition of Content from a Signed Lecture." Sign Language Studies 1048, no. 1 (1985): 269–86. http://dx.doi.org/10.1353/sls.1985.0014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sooryah, N., and Dr K. R. Soundarya. "Live Captioning for Live Lectures – An Initiative to Enhance Language Acquisition in Second Language Learners, through Mobile Learning." Webology 17, no. 2 (December 21, 2020): 238–43. http://dx.doi.org/10.14704/web/v17i2/web17027.

Full text
Abstract:
World is networked through internet today. There are various mobile Applications, which help people in many different ways, based on the purpose of the application. Due to the pandemic lockdown, now-a-days, the classes are conducted online, through modes like, video lectures and video conferencing. Apart from the forced school environment, one can create their own environment to study through online classes. Apart from the established online courses that already have study material and subtitles, the live classes for under graduate students, who begin to explore online education, get the first blow in understanding and educating themselves. Many students find it difficult to listen to lectures through video conferencing because of a cluster of students with different proficiency levels. In a classroom scenario, with the use of blackboard method or power-point presentation, the students somehow get the idea of the subject. That way, if not by listening to the teacher, visual aids help the students to grasp in a better fashion. The purpose of this study is to propose the development of a mobile application, to reduce the difficulties in listening lectures online. The application might act as a caption provider in the video lecture that helps the students to comprehend the subject better. This study is based on a survey taken among 100 undergraduate students from a particular institution in India, to enquire the hardships and hurdles of learning through online lectures. The result of the analysis provided the preference of captioned videos in video lectures for enhancing the purpose of online lectures. This study tries to prove the hardships of non-native speakers of English, while attending video lectures and providing a solution to the aforementioned, based on the survey, by implementing the idea of a mobile application to provide captions, during the live lecture.
APA, Harvard, Vancouver, ISO, and other styles
8

Ariani, Dini, Hani Septiani, and Yanti Srinayanti. "The Effects of Using E-Leaflet and Lecture Methods on Maternal Knowledge Regarding Stunting Prevention in Toddlers." Genius Journal 5, no. 1 (June 30, 2024): 6–11. http://dx.doi.org/10.56359/gj.v5i1.329.

Full text
Abstract:
Objective: The objective of this research is to assess the impact of utilizing e-leaflets and lecture methods on the knowledge of mothers with toddlers in stunting prevention. Method: A quasi-experimental approach with a pre-test/post-test two-group research design was employed. The participants in this study consisted of 40 mothers of toddlers, and data collection was done using a questionnaire. Result: The significance value (2-tailed) was found to be 0.0043, which is less than 0.05. This leads to the conclusion that there is a significant disparity in knowledge before and after providing the e-leaflet and lecture. Conclusion: The research highlights a significant disparity in knowledge acquisition following the distribution of e-leaflets and lectures among mothers of toddlers.
APA, Harvard, Vancouver, ISO, and other styles
9

Simmons, Meinou, and Paul Wilkinson. "Lectures versus case discussions: randomised trial of undergraduate psychiatry teaching." Psychiatrist 36, no. 4 (April 2012): 146–50. http://dx.doi.org/10.1192/pb.bp.111.035576.

Full text
Abstract:
Aims and methodTo test whether medical students find case-based discussion of child psychiatry more educationally stimulating and more enjoyable, and whether this leads to greater knowledge acquisition than traditional didactic lectures. Four cohorts of Cambridge medical students (n = 54) were randomised to case-based discussion or traditional didactic lectures for two topics in their psychiatry placements. Enjoyment and stimulation were determined by feedback forms; knowledge acquisition was tested by an end-of-placement exam.ResultsStudents in case-based discussion groups scored significantly higher than students in the lecture groups in the extent to which they enjoyed the teaching session (P = 0.006); the extent to which they understood the principles of management of real-life patient problems (P = 0.044); and their interest in looking up further information (P = 0.003). There was no significant difference in exam performance (P = 0.9).Clinical implicationsMedical students find case-based discussion more engaging and enjoyable than didactic lectures, with no reduction in exam performance.
APA, Harvard, Vancouver, ISO, and other styles
10

Herianto, Edy, Dahlan Dahlan, I. Nengah Agus Tripayana, Basariah Basariah, and Rr Nanik Setyowati. "Blended learning model based on portfolio and HOTS: How is it developed in LPTKs?" International Journal for Educational and Vocational Studies 4, no. 1 (February 28, 2022): 46. http://dx.doi.org/10.29103/ijevs.v4i1.6299.

Full text
Abstract:
During the covid-19 pandemic, learning can no longer be done directly. LPTKs are given the option to organize blended learning, a mixture of offline and online. The main problem is how to develop blended learning, which includes portfolio focus and HOTS? This is development research. The aim is to find, develop and validate a product produced during 2020/2021, even the semester lecture process. The resulting learning products can be in the form of lecture handouts, final assignments, and lecture textbooks resulting from the application of portfolio-based and HOTS-based blended learning models. The process to be carried out in the development of learning products includes 1) planning (preliminary studies, proposal making), 2) product development, 3) product trials and revisions, and 4) dissemination and utilization. The results of the discussion on the acquisition of existing data can be concluded that the blended, portfolio, and HOTS-based learning activities have been carried out smoothly and comprehensively. The implementation of blended learning can be seen in the discussion of online and offline lectures and offline lecture exams. The student activity portfolio is contained in lecture activities, individual and group assignments, and individual exams. HOTS content is contained in assignments individually and in groups.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Acquisition de la lecture"

1

Gagné, Andréanne. "Acquisition de la lecture en langue seconde : profil des stratégies utilisées par les apprentis lecteurs." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79940.

Full text
Abstract:
As a result of migratory movements in recent decades, an increasing number of children are educated in a language which is not their mother tongue. For these children, learning to read takes place in their second language. This learning context is made unique by two challenges. First, the learning of the written code occurs simultaneously with the learning of the oral language. Second, no reference to the written code of the maternal language is made available to these children.
This particular learning context can lead to inequity between the second language learner and his or her unilingual peers in terms of phonetic encoding and decoding. Furthermore, the limited vocabulary of a beginning language learner can impede the direct lexical access used when learning to read.
Fourteen students were evaluated for their metalinguistical abilities, lexical and phonic knowledge. Following these tests, an analysis was conducted of student reading errors made in a real reading context.
This descriptive study explores the interaction between reading strategies used by second language learners: bottom-up (word comprehension derived from the context of the text) and top-down (text comprehension derived from word recognition). In addition, this study seeks to describe the linguistic and metalinguistic abilities of these second language students in the process of learning to read.
APA, Harvard, Vancouver, ISO, and other styles
2

Aghababian, Valérie. "Acquisition de la lecture : aspects developpementaux et neuropsychologiques." Aix-Marseille 2, 1998. http://www.theses.fr/1998AIX22029.

Full text
Abstract:
La lecture est un processus visuel complexe qui implique l'identification et l'integration de symboles visuels, les lettres, dans la sequence plus complexe qu'est le mot. Dans le cadre de cette these, nous etudions le developpement de ce processus au cours de l'apprentissage de la lecture. La description de ce developpement peut contribuer a identifier les elements de ce mode de traitement integre et a explorer la structure du systeme responsable de la lecture. Ce travail repose sur les methodes issues de la psychologie experimentale. Il etudie d'une part, l'effet de la position du regard dans le mot qui est un indicateur du mode de traitement des mots qui opere au cours de la lecture et d'autre part, l'effet de pseudo-homophonie qui reflete l'utilisation du codage phonologique intervenant lors de ce traitement visuel. Notre etude porte sur 95 enfants normo-lecteurs et lecteurs faibles, repartis dans les 5 classes d'ecole primaire. Les resultats obtenus suggerent que chez les enfants les informations orthographique et phonologique interviennent conjointement dans la reconnaissance visuelle des mots ecrits, mais que l'importance respective de ces deux types d'informations varie en fonction du niveau de lecture de l'enfant et de la familiarite des mots a traiter qui depend de l'age d'acquisition de ces mots. L'existence d'un effet de la position du regard chez les normo-lecteurs debutants indique, qu'apres quelques mois seulement d'apprentissage de la lecture, ces enfants utilisent des strategies visuelles similaires a celles des lecteurs adultes leur permettant de traiter simultanement l'ensemble des lettres d'un mot, vraisemblablement grace a un traitement en parallele. L'augmentation de l'expertise en lecture qui se traduit a la fois par une capacite a traiter plus rapidement l'information et par une automatisation des processus de traitement permet un traitement visuel global des mots plus efficace. En revanche, chez les lecteurs faibles, le traitement visuel est qualitativement different et le recours a la phonologie plus important que chez les normo-lecteurs du meme age. L'empan de lecture est plus limite et ne s'adapte pas a la longueur du mot a traiter. De plus, chez ces enfants, cet empan ne se modifie pas avec l'augmentation de l'expertise en lecture.
APA, Harvard, Vancouver, ISO, and other styles
3

Camus, Magalie. "Traitements prosodiques, sensibilité morphosyntaxique et acquisition de la lecture : aspects normaux et pathologiques du développement." Nantes, 2004. http://www.theses.fr/2004NANT3015.

Full text
Abstract:
Cette recherche se focalise sur la sensibilité morphosyntaxique grâce à trois études menées auprès d'enfants pré-lecteurs, apprentis lecteurs et jeunes lecteurs. Alors que la plupart des modèles développementaux de la lecture accorde aux compétences métamorphosyntaxiques un impact tardif, nos résultats mettent en évidence un rôle direct et significatif de la sensibilité morphosyntaxique sur les premières acquisitions lexiques. De plus, cette sensibilité constitue un prédicteur de réussite de cet apprentissage. Par ailleurs, il apparaît qu'une des sources possibles d'une sensibilité morphosyntaxique défectueuse réside dans le traitement des informations prosodiques de l'input linguistique. Ces informations seraient, pour partie des enfants, mal intégrées dans le système de traitement de la parole. Nos résultats suggèrent également que le traitement suprasegmental reste un mode de traitement du flux sonore largement usité avant l'apprentissage de la lecture
This research deals with morphosyntactic sensitivity. Three experiences with kindergarten children, learning readers and young readers were run. Developmental models of reading acquisition typically describe a contribution of morphosyntactic awareness as a late one. However, our own results suggest that morphosyntactic sensitivity plays a direct and significant role right from the first stages of reading acquisition. Moreover, it appears to be a good predictor of reading acquisition. Further, it turns out that one cause of poor morphosyntactic sensitivity lies in prosodic informations processing. For some children, these informations appear not to be satisfactorily integrated within the language processing system. Moreover, our results suggest that prosodic processing lives on as a preferential language processing mode before reading acquisition takes place
APA, Harvard, Vancouver, ISO, and other styles
4

Bourcier, Danielle. "Acquisition des fonctions des déterminants à l'oral et apprentissage précoce de la lecture." Master's thesis, Université Laval, 1985. http://hdl.handle.net/20.500.11794/29067.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Coehlo, Gwennaele. "Représentation du mot oral et acquisition de la lecture : développement normal et pathologique." Nantes, 2003. http://www.theses.fr/2003NANT3028.

Full text
Abstract:
Cette recherche s'intéresse au rôle des représentations phonologiques dans l'acquisition de la lecture et d'habiletés de traitement phonologique. Elle suggère que les relations entre les déficits de traitement phonologique et les difficultés dans l'acquisition du code alphabétique chez les dyslexiques devraient être considérées sous l'angle de l'organisation segmentale et prosodique des représentations phonologiques. Les résultas de quatre expériences montrent que les représentations phonologiques subissent un processus de restructuration lexicale dans le milieu de l'enfance et que les enfants manifestant des difficultés dans le traitement phonologique et la lecture disposeraient de représentations phonologiques sous spécifiées. Une étude longitudinale prédictive met en évidence le rôle prédictif de la qualité des représentations phonologiques avant l'entrée dans l'écrit dans l'acquisition d'habiletés phonologique et lexique ultérieures
This study investigates the contribution of phonological representations to phonological processing skills and reading abilities. Its suggests that the relationship between dyslexic's phonological deficits and their reading disabilities should be considered from the perspective of the segmental and suprasegmental organisation of the underlying representations. Four experiments show that phonological representations undergo a lexical restructuration process from kindergarten through elementary grades. Moreover, children with reading and phonological processing difficulties seem to have underspecified phonological representations. A longitudinal predictive study show that complete and specified phonological representations participle to predict phonological processing and reading abilities
APA, Harvard, Vancouver, ISO, and other styles
6

Pezzino, Anne-Sophie. "Acquisition de la lecture chez les personnes porteuses du syndrome de Williams." Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20033/document.

Full text
Abstract:
Le syndrome de Williams (SW) est une maladie génétique rare admettant un trouble du développement intellectuel (DI). Sur le plan neuropsychologique, la littérature fait état d’un consensus autour d’un profil dissociatif entre des capacités de langage oral relativement préservées et d’autres habiletés cognitives altérées. Malgré ces spécificités, peu d’études ont investigué le domaine des apprentissages dans cette population, dont celui de la lecture. Les rares résultats rapportés font part de trois hypothèses explicatives quant aux difficultés d’acquisition de la lecture : l’efficience intellectuelle, les capacités méta-phonologiques et, plus récemment, le traitement visuo-spatial.Dans la continuité de ces travaux, cette thèse propose, pour la première fois en France, de mieux comprendre les difficultés d’acquisition de la lecture chez des personnes porteuses du SW. Nos deux objectifs proposaient de caractériser les procédures de lecture et d’identifier les habiletés impliquées dans la mise en place de l’identification des mots écrits.Nos deux premières études présentent un état des lieux de la recherche actuelle auprès des personnes porteuses de DI et du SW. Au-delà du niveau d’efficience intellectuelle, nos observations indiquent que les compétences de lecture existent malgré des déficits de certaines habiletés cognitives. Nos trois derniers articles explicitent les résultats exploratoires de nos deux études, transversale et longitudinale, à l’aide de tests standardisés et d’appariement en âge chronologique, mental, de niveau de vocabulaire et de lecture. Les résultats démontrent une implication des compétences méta-phonologiques et visuo-spatiales, respectivement, lors de la mise en place de la voie sublexicale et de la récupération orthographique des mots écrits.Enfin, nous discutons des prises en charges thérapeutiques et de remédiations pouvant être adaptées à la population que nous étudions, mais plus largement, à d’autres populations atypiques
Williams syndrome (WS) is a rare genetic disease involving an intellectual developmental disorder (ID). Regarding the neuropsychological level, a consensus around a dissociation profile between relatively preserved oral language and other impaired cognitive abilities is reported in the literature. Despite these specificities, few studies have investigated the learning aspects in this population, and more specifically the reading area. Three explanatory hypotheses are shared by the few reported results regarding the reading acquisition difficulties: intellectual efficiency, metaphonological abilities and, more recently, visuospatial processing. In line with this work, our research attempts, for the first time in France, to better understand the reading difficulties acquisition by people with the WS. Our two objectives were to characterize the reading procedures and to identify the skills involved in the installation of written words identification. Our first two studies present an inventory of the curent research about people with ID and WS. Beyond the level of intellectual efficiency, our observations indicate that these people have reading skills despite the deficits in certain cognitive skills. Our last three articles explain the exploratory results of our two studies, transversal and longitudinal, using standardized tests and matching chronological age, mental age, vocabulary level and reading level. The results demonstrate an involvement of metaphonological and visuospatial skills, respectively, in setting up the sublexical procedure and the orthographic recovery of written words. Finally, we are discussed about therapeutic and remediation treatment that can be appropriate to our study population, but more broadly, to other atypical populations
APA, Harvard, Vancouver, ISO, and other styles
7

Ragano, Serge. "L'apprentissage de la lecture : étude de quelques stratégies." Toulouse 2, 1999. http://www.theses.fr/1999TOU20021.

Full text
Abstract:
L'objet de cette recherche est d'étudier comment les enfants de cours préparatoire apprennent à lire. Les deux premières études se proposent à travers un protocole d'observation des erreurs en lecture orale, de tester la validité des hypothèses développementales de l'apprentissage de la lecture dans des situations de lecture de phrases. Les résultats montrent des stratégies d'identification reposant d'abord sur des voies grapho-sémantique puis grapho-phonétique, mais la relative concomitance des deux phénomènes invalide une conception en stade. De plus, l'importance des réponses impliquant le contexte suggèrent une conceptualisation de l'acquisition à la fois plus souple et plus large. La troisième recherche, longitudinale étudie la co-évolution et l'interaction des sources d'indices formels, phonétiques et syntaxico-sémantiques dans des tâches de signalement, d'identification de mots et de pseudo-mots dans des contextes linguistiques contrastés (absent, neutre, prédictif). Les résultats tendent à tracer une reconstruction de l'acte lexique plurielle dans le sens où elle intègre des phases de co-évolution, d'exclusion, de dominance et d'interaction des sources d'indices, en fonction du niveau de maîtrise de la langue des enfants et de la nature du matériau linguistique. Mais en l'absence de schéma développemental directeur, la quatrième expérience explore dans une vision socio-constructiviste l'influence de facteurs didactiques contrastés (emphase sur le code, le sens ou les deux) sur l'évolution des stratégies en lecture orale des enfants. Les résultats, modestes mais évocateurs, suggèrent la nécessité d'un modèle de l'acquisition de la langue qui puisse prendre en compte la variabilité du matériau linguistique, de l'enfant dans sa manière de découvrir la langue, et des pratiques didactiques qui structurent (positivement ou négativement) cette découverte
This study examines how first grade children learn to read. The two first chapters test the developmental model of acquisition of literacy in oral sentence reading. The results indicate logographic then alphabetic reading, but more or less in the same time which invalidates the developmental stages model. Besides, the huge number of contextual responses observed evokes a larger and a more flexible model. The third research, longitudinal, studies the interaction between formal, phonetic and semantic cues in three different situations with words in various contexts (isolated word, neutral context, congruous context). Analysis of data reveal a complex acquisition with exclusion, domination or interaction of reading cues, depending on children's abilities and the nature of linguistic material. The last experiment explores the influence of various instructional settings (phonics and/or semantics) on the evolution of children's strategies in oral reading. The results tend to suggest the necessity of a complex model of reading acquisition that integrates linguistic, psychological and instructional factors
APA, Harvard, Vancouver, ISO, and other styles
8

Devaux, Jean-Michel. "Acquisition de la lecture : du maître à l'élève : représentation des maitres du cycle 2 sur la lecture et pratiques rémédiatives." Nantes, 2001. http://www.theses.fr/2001NANT3011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Colin-Carrere, Anne-Muriel. "Lexique et dysfonctionnements développementaux." Nantes, 2005. http://www.theses.fr/2005NANT3033.

Full text
Abstract:
Ce travail s'articule autour des notions de fonctionnement dynamique et de traitements interactifs dans le développement langagier. Plus précisément, il cherche à montrer le rôle joué par le lexique et ses caractéristiques fonctionnelles dans l'émergence de ce fonctionnement. Ainsi, un enfant " à risque " dans l'apprentissage de la lecture pourrait être un enfant dont le fonctionnement en langage oral n'est pas dynamique. Une étude comparative et une approche longitudinale menées auprès d'enfants " à risque " tentent de clarifier le rôle du lexique. Les résultats montrent un réel impact de l'organisation entre les différentes composantes de la capacité langagière sur l'apprentissage du langage écrit ; intervenir au niveau du lexique peut alors modifier cette organisation. Cependant, les résultats mettent en lumière d'autres systèmes explicatifs (motricité, apprentissage implicite) et montrent qu'une prédiction précoce de l'habileté à identifier des mots est possible
This work is articulated around the concepts of dynamical functioning and interactive processing in language development. More precisely, it seeks to show the part played by the lexicon and its functional characteristics in the emergence of this functioning. Thus, the “at risk” child might be one whose oral language functioning is insufficiently dynamical. A comparative study and a longitudinal approach carried out with "at risk" children try to clarify the role of the lexicon. The results show a real impact of the organization between several language components on the learning of the written language; to intervene on the level of the lexicon can then modify this organization. However, the results clarify other explanatory systems (motricity, implicit learning) and show that an early prediction of the skill to identify words is possible
APA, Harvard, Vancouver, ISO, and other styles
10

Ruvoletto, Samantha. "Etude longitudinale des phénomènes de resyllabation chez les enfants français entre compétence phonologique, lecture et orthographe." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080031/document.

Full text
Abstract:
Pendant l'acquisition, l’enfant francophone reçoit comme input une langue orale où les frontières entre les mots sont masquées à cause de trois phénomènes de resyllabation très communs : la liaison (ex. les ours [lezuʁs]), l’élision (ex. l'avion [la.vjɔ̃]) et l’enchaînement (ex. une araignée [y.na.ʁɛ.ɲe]). Ces phénomènes sont à l'origine de l'apparition de mauvaises segmentations dans les productions des enfants à partir de l'âge de 2 ans, classifiées sous les noms de « remplacements » ou « consonnes erronées » (ex. de(s)[n]éléphants [de.ne.le.fɑ̃] pour des[z]éléphants [de.ze.le.fɑ̃]) et de « omissions » ou « non-réalisations » (u(n)[Ø]avion [ɛ̃.a.vjɔ̃] pour un[n]avion [ɛ.na.vjɔ̃]). Les études développementales (longitudinales ou transversales) observent une diminution de ces erreurs entre 4 et 5 ans. Si dans la langue orale, les phénomènes de resyllabation causent un non-alignement entre les frontières syllabiques et les frontières lexicales, dans la langue écrite, les frontières lexicales des mots sont délimitées par des marques graphiques (, , ). Au moyen d'une étude longitudinale conduite sur 43 enfants francophones à partir du CP (6;3) jusqu'au CE1 (7;6), nous montrons que l’apprentissage de l'écriture et de la lecture, dénommés literacy, aide les enfants à fixer les formes lexicales et à mieux produire à l'oral et que cette variable influence aussi le traitement cognitif des séquences resyllabifiées. À partir de ces résultats, nous proposons également un modèle phonologique pour l'acquisition de la liaison après 5 ans qui tient compte des résultats phonétiques enregistrés et de l'apprentissage de la langue écrite
Early word segmentation in French is complicated by three phenomena of re-syllabification: liaison (word1 les [le], ʽthe’ + word2 ours [uʁs], ʽbears’ → les[z]ours [le.zuʁs], ʽthe bears’), elision (word1 le [le], ʽthe’ + ours [uʁs], word2 ʽbear’→ l'ours [luʁs], ʽthe bear’) and enchainement (word1 une [yn], ʽa’ + word2 autruche [ot.ʁyʃ], ʽostrich’ → une autruche [y.not.ʁyʃ], ʽan otrich’). Theses processes of re-syllabification entail children's errors in oral productions such as replacements (le(s)[n]éléphants [le.ne.le.fɑ̃] for les[z]éléphants [le.ze.le.fɑ̃], ʽthe elephants’) and non-realizations (u(n)[Ø]ours [ɛ̃.a.vjɔ̃] for un[n]ours [ɛ̃.nuʁs], ʽa bear’). Even though the re-syllabified sequences of word1+word2 are perceived blended, in writing forms they appear separated by graphic markers, as blanks (les ours, une autruche) or apostrophes (l'ours). In our longitudinal study we evaluate the role of literacy in French word segmentation of re-syllabified sequences comparing the results of oral tasks and writing-reading tasks in the same group of children in three points according to literacy skills. Data analysis shows that oral productions of re-syllabfied sequences are influenced by literacy: the complete acquisition of written lexical forms and the strengthen reading skills help to correctly perform oral productions and phenomena of re-syllabification. We also notice that re-syllabified sequences entail a processing cost in word recognition. The thesis ends with the proposal of a phonological model that explains word boundaries acquisition after 5 years of age considering literacy as an important factor
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Acquisition de la lecture"

1

Sprenger-Charolles, Liliane. Lire: Lecture et écriture, acquisition et troubles du développement. Paris: Presses universitaires de France, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chevalier, Brigitte. Lecture et prise de notes: [gestion mentale et acquisition de méthodes de travail]. Paris: Nathan, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chaudron, Craig. Qualiity [i.e. Quality] of lecture notes and second language listening comprehension. [Honolulu, Hawaii: University of Hawaii at Manoa, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Constance, Weaver, ed. Reconsidering a balanced approach to reading. Urbana, Ill: National Council of Teachers of English, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Taussig, Anthony. Collecting English legal manuscripts: Selden Society lecture delivered in the Old Hall of Lincoln's Inn July 7th, 2009. London: Selden Society, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Edmondson, Willis. Twelve lectures on second language acquisition: Foreign language teaching and learning perspectives. Tübingen: Narr, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Massonnet, Jacqueline. Oser parler, pouvoir écrire. Paris: CLE international, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Esther, Geva, and Verhoeven Ludo, eds. Basic Processes in Early Second Language Reading. Mahwah, NJ: Lawrence Erlbaum, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Barnes, Perla Nohemi. Teoría y práctica de la lectura en lengua materna y en lenguas extranjeras: Una propuesta para su articulación. Buenos Aires: Ediciones Dunken, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Museum), AACOBS Seminar on Library Acquisitions Rationalization (1987 Queensland. Acquisitions rationalization: Papers presented at the AACOBS Seminar on Library Acquisitions Rationalization held at the Queensland Museum Lecture Theatre, August 14 1987. [Nathan, Qld.]: Published by Griffith University Library for the Queensland State Committee, Australian Advisory Council on Bibliographic Services, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Acquisition de la lecture"

1

Freuder, Eugene C. "Constraint Acquisition." In Lecture Notes in Computer Science, 1. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45470-5_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mittapally, Nikhitha, Ashok Baggaraju, and M. Kumara Swamy. "Biomimicry for Talent Acquisition." In Lecture Notes in Electrical Engineering, 97–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7961-5_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tsouros, Dimosthenis C., Kostas Stergiou, and Christian Bessiere. "Omissions in Constraint Acquisition." In Lecture Notes in Computer Science, 935–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58475-7_54.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tomaszewska, Anna, and Mateusz Markowski. "Dynamic Scenes HDRI Acquisition." In Lecture Notes in Computer Science, 345–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13775-4_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Voß, Angi. "Model-based knowledge acquisition." In Lecture Notes in Computer Science, 256–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/3-540-53557-8_30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dieng, Rose, Olivier Corby, and Sofiane Labidi. "Agent-based knowledge acquisition." In Lecture Notes in Computer Science, 63–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58487-0_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Larichev, O. I., A. I. Mechitov, E. M. Moshkovich, and E. M. Furems. "Expert Knowledge Acquisition System." In Lecture Notes in Economics and Mathematical Systems, 517–21. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-49298-3_48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Du, Juan, Biying Tan, Feida Zhu, and Ee-Peng Lim. "Social Listening for Customer Acquisition." In Lecture Notes in Computer Science, 75–80. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03260-3_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tsouros, Dimosthenis C., Kostas Stergiou, and Christian Bessiere. "Structure-Driven Multiple Constraint Acquisition." In Lecture Notes in Computer Science, 709–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30048-7_41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ram, Sharwan, Suraj Sawant, and Ajay Kumar Patel. "Acquisition of Inaccessible Geospatial Data." In Lecture Notes in Civil Engineering, 649–59. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7067-0_53.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Acquisition de la lecture"

1

Seeling, Patrick, and Jesse Eickholt. "Levels of active learning in programming skill acquisition: From lecture to active learning rooms." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190525.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Viswanathan, Ganthi, and Marnie O'Neill. "The role of the lecture in post pandemic IHLs: Possibilities and implications from a Singapore case study." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0139.

Full text
Abstract:
As one of the earliest instructional methods in formal education, lectures are primarily designed for students to learn through acquisition (Laurillard, 2012). Bligh’s seminal work (2000) concluded with evidence that lectures are as effective, but not more effective, than other methods in transmitting simple information. Although large, didactic, ‘sage on the stage’ (King, 1993) lectures have been much criticised over the past few decades, evolution to ‘guide by the side’, facilitated approaches has been slow.
APA, Harvard, Vancouver, ISO, and other styles
3

Comina, C. "PLENARY LECTURE - Combined resistivity and seismic measurements along linearly extended earth structures - acquisition and interpretation approaches." In 7th International Conference on Geotechnical and Geophysical Site Characterization. CIMNE, 2024. http://dx.doi.org/10.23967/isc.2024.319.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

"Study on the Application of Mini Lecture in College English Teaching Mode Based on Second Language Acquisition." In 2018 3rd International Social Sciences and Education Conference. Francis Academic Press, 2018. http://dx.doi.org/10.25236/issec.2018.091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bulgakova, Oksana, Lesya Zbaravska, Sergii Slobodian, Nataliia Shynkaruk, and Ilmars Dukulis. "Modernization of content of lecture course in physics to train future agricultural engineers." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf139.

Full text
Abstract:
The main goal of the higher education system of the agrarian and technical educational institutions is training qualified specialists in accordance with the public demand. The article contains analysis of the theoretical provisions that form the basis of the concept of teaching physics to the students of agrarian and technical educational institutions during the lectures. There are established integrative connections between the fundamental essence and professional orientation of teaching physics to the students of an agrarian-technical educational institution during the lectures, and a proven methodology described for their implementation. There are disclosed the main techniques for realization of professional orientation of teaching physics in the form of lectures to the students of agrarian and technical educational institutions. There are defined the main ways of increasing the professional knowledge of the students while studying the course of physics. Since the educational process in physics in an agrarian and technical educational institution is a complex system that includes many components, in order to investigate it, as a whole, and to study each of its components separately, it is necessary to determine the basic principles of the fundamental and professional orientation of education. It is proved that the use of a professionally directed material contributes to the formation of a system of physical knowledge by the students, as well as the acquisition of various practical skills and abilities. Introduction of professional competence into the educational process stimulates cognitive interest in the study of physics as a science, allows to better assimilate the material of other disciplines of the natural science cycle, develops cognitive and creative abilities, and influences the formation of sustainable motives for obtaining knowledge in special disciplines.
APA, Harvard, Vancouver, ISO, and other styles
6

"An Insight into Special Purpose Acquisition Companies Within the United States’ Healthcare Sector in 2021." In Socratic lectures 6. University of Ljubljana Press, 2022. http://dx.doi.org/10.55295/psl.2021.d.012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"STUDY ON ACQUISITION OF LECTURER AND STUDENTS ACTIONS IN THE CLASSROOM." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001982304480451.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Samanta, Biswanath. "Development of a Mechatronics Course Integrated With Lab." In ASME 2017 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dscc2017-5265.

Full text
Abstract:
This paper reports the development of an introductory mechatronics course in Mechanical Engineering (ME) undergraduate program at Georgia Southern University. This an updated version of an existing required course in the ABET accredited BSME program. The course covers three broad areas: mechatronic instrumentation, computer based data acquisition and analysis, and microcontroller programming and interfacing. This is a required 3-credit course in the ME program with updated computing application specific content reinforcing theoretical foundation with hands-on learning activities of the existing course. The course has four contact hours per week with two hours of lecture and two hours of interactive session of problem solving and laboratory experiment. For each topic covered, students get the theoretical background and the hands-on experience in the laboratory setting. Both formative and summative assessment of the students’ performance in the course are planned. Both direct and indirect forms of assessment are considered. The paper reports the details of the course materials.
APA, Harvard, Vancouver, ISO, and other styles
9

Novales Ordax, Margarita. "Reflexión sobre el uso de las wikis como herramientas de aprendizaje cooperativo." In Contextos universitarios transformadores: a innovación como eixo vertebrador da docencia. VI Xornadas de Innovación Docente. Universidade da Coruña. Servizo de Publicacións, 2023. http://dx.doi.org/10.17979/spudc.000016.191.

Full text
Abstract:
This paper presents the utilization of two different wikis, used as learning and grading tools in two school years (2019-2020 and 2021-2022) in the course Metropolitan Mobility and Transport Terminals, from the Civil Engineering Degree, specialization in Transport and Urban Services. Through the development of wikis, students share the responsibility of building knowledge, which is motivating for them and results in a more active learning. In addition, improved results are attained through the interaction among students, in relation to those which would be achieved individually. Via the design of these activities, the lecturer of the course and author of this work ensures the acquisition of both specific competencies for the course and some of the more relevant transversal competencies for the professional practice. In addition, students are approached to their future professional activity making them face existing real-world problems related to the subject taught during lectures.
APA, Harvard, Vancouver, ISO, and other styles
10

Ossevoort, Miriam, Daan Tavenier, and Jan Riezebos. "Students' experiences with learning mergers and acquisition skills in a multi-disciplinary learning community." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11053.

Full text
Abstract:
The aim of this paper is to evaluate the implementation of an extra-curricular multi-disciplinary, multi-level Learning Community (LC) on Mergers and Acquisition (M&amp;A) of Small-Medium-sized Enterprises (SMEs). This LC was developed according to established guiding principles, namely the theme extends beyond the theme of the regular courses, and it should attract both BSc and MSc students of different disciplines, and enhances students’ professional preparation and employability. The LC consisted of 8 meetings of 2 hours and one meeting for a whole day during a full semester. During the whole day, students played a game in which they had to purchase a company using all acquired knowledge and skills. In the guest lectures offered, students discussed different aspects of M&amp;A with professionals within the field. The LC is evaluated by students on e.g. the content of the LC, what they have learned, the social aspect and guidance, and what could be improved. Overall, the students appreciated the content and structure of the LCs, especially the game, the guest lectures, and the fact that they worked together with students of different disciplines.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Acquisition de la lecture"

1

Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

Full text
Abstract:
The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
APA, Harvard, Vancouver, ISO, and other styles
2

Anderson, William Wyatt. Lecture 3 Problem Review. Office of Scientific and Technical Information (OSTI), June 2020. http://dx.doi.org/10.2172/1634922.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chao, A. Lecture on beam instabilities. Office of Scientific and Technical Information (OSTI), December 1999. http://dx.doi.org/10.2172/753244.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vassilevski, P. Lecture Notes on Multigrid Methods. Office of Scientific and Technical Information (OSTI), June 2010. http://dx.doi.org/10.2172/983392.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fullwood, R. Lecture notes for criticality safety. Office of Scientific and Technical Information (OSTI), March 1992. http://dx.doi.org/10.2172/10154535.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fullwood, R. Lecture notes for criticality safety. Office of Scientific and Technical Information (OSTI), March 1992. http://dx.doi.org/10.2172/5040422.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Raghavan, Sridhar, Gregory Zelesnik, and Gary Ford. Lecture Notes on Requirements Elicitation. Fort Belvoir, VA: Defense Technical Information Center, March 1994. http://dx.doi.org/10.21236/ada278536.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Liu, C. (Lecture on ordered intermetallic alloys). Office of Scientific and Technical Information (OSTI), March 1990. http://dx.doi.org/10.2172/6990160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Grove, John W. Lecture 2: Basic Code Usage. Office of Scientific and Technical Information (OSTI), July 2019. http://dx.doi.org/10.2172/1532693.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tempelman, Joshua. LADSS Signal Processing Lecture 3. Office of Scientific and Technical Information (OSTI), June 2023. http://dx.doi.org/10.2172/1988542.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Acquisition de la lecture' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography