Relevant bibliographies by topics / Dysorthographia

Contents

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

Academic literature on the topic 'Dysorthographia'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 April 2022

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Journal articles on the topic "Dysorthographia"

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Simoës-Perlant, Aurélie, Marie-Pierre Thibault, Tonia Lanchantin, Céline Combes, Olga Volckaert-Legrier, and Pierre Largy. "How adolescents with dyslexia dysorthographia use texting." Written Language and Literacy 15, no. 1 (January 30, 2012): 65–79. http://dx.doi.org/10.1075/wll.15.1.04sim.

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Adolescents with dyslexia dysorthographia have some phonological skill deficiency and/or visual-attention deficit. Knowing that these same skills are required to use SMS codes, the main objective of this study is to understand how these subjects use texting language. To understand this, we compared the SMSs of adolescents with dyslexia dysorthographia with the SMSs of typical writers in a dictation task. We analyzed the number and the type of SMS codes used by the subjects. This study shows less use of SMS codes in quantitative terms in adolescents with dyslexia dysorthographia (DD), but globally equivalent use in terms of quality, in comparison with normal writers. Keywords: adolescent; SMS language; dyslexia; dysorthographia; writing; development
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Borges-Osório, Maria R. L., and Francisco M. Salzano. "Language Disabilities in Three Twin Pairs and Their Relatives." Acta geneticae medicae et gemellologiae: twin research 34, no. 1-2 (April 1985): 95–100. http://dx.doi.org/10.1017/s0001566000004979.

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AbstractThree pairs of monozygotic twins were ascertained during a general survey of language disabilities conducted among schoolchildren of Porto Alegre, Brazil. Two of them were concordant for dysgraphia, dysorthographia, dyslexia, and speech defects, while the other was concordant for dysorthographia and dyslexia, but discordant for dysgraphia. Two of the mothers and two sibs also presented language problems, but of a type that was not completely similar to those of the twins. Concomitant neurological and psychological studies, as well as the family histories, helped to understand the similarities and dissimilarities observed.
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Arsene, Seka Yapi. "La Dysorthographie A L’épreuve De L’environnement Social. Une Analyse Chez Des Élèves A L’école Primaire Ivoirienne." European Scientific Journal, ESJ 13, no. 23 (August 31, 2017): 302. http://dx.doi.org/10.19044/esj.2017.v13n23p302.

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The article analyzes the impact of environmental determinants on spelling in learners at the preparatory elementary school. It shows how spelling in learners can be influenced by environmental factors causing dysorthographia. The aim of the study is to analyze the effect of the social environment on students' written productions by showing more specifically that orthographic distortions depend to a large extent on the quality of the social environment. The survey is being carried out in preparation for primary school (CP1) in three departments of Côte d'Ivoire. Evaluations are proposed to process data from the chi-square. The quantitative method is preferred and the experimental approach makes it possible to conclude that disadvantaged environments favor dysorthographia more in learners.
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Kuure, Leena, Olli Kuure, Ann-Margret Sandbäck, and Anneli Yliherva. "Dysorthographia and bilingualism: Case studies of Swedish as a second language." Scandinavian Journal of Logopedics and Phoniatrics 17, no. 3-4 (January 1992): 191–201. http://dx.doi.org/10.3109/14015439209098737.

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Gorbunova, Nataliya Evgen'evna. "THE PROBLEM OF DEVELOPMENT of the MOTIVATION BASIS of DYSORTHOGRAPHIA PREVENTion OF pupils IN INCLUSIVE EDUCATION." Pedagogical Education in Russia, no. 3 (2016): 107–12. http://dx.doi.org/10.26170/po16-03-17.

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Lorusso, Maria Luisa, Francesca Borasio, and Massimo Molteni. "Remote Neuropsychological Intervention for Developmental Dyslexia with the Tachidino Platform: No Reduction in Effectiveness for Older Nor for More Severely Impaired Children." Children 9, no. 1 (January 5, 2022): 71. http://dx.doi.org/10.3390/children9010071.

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Tachidino is a web-platform for remote treatment of reading and writing disorders. A total of 91 children with developmental dyslexia and/or dysorthographia participated in the present study and received Tachidino treatment. The purpose of the study was to compare results obtained after four weeks treatment and a six-month follow-up in older versus younger children and in more versus less severely impaired children (separately subdividing them according to reading speed, reading accuracy, and writing accuracy). The results showed no difference in improvement for reading accuracy and speed in the three age groups, but children below 9 years improved more than older children in writing accuracy. Regarding severity groups, children with more severe initial impairments improved more than children with less severe impairments. Additionally, the results were confirmed after controlling for spurious effects due to use of Z-scores and regression to the mean. The findings are discussed in terms of their theoretical and practical implications.
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Levrier, O., J. M. Stordeur, N. Bruder, L. Manera, P. Bouillot, and C. H. Raybaud. "Postoperative Intracranial Thrombolysis and Angioplasty." Interventional Neuroradiology 7, no. 4 (December 2001): 325–30. http://dx.doi.org/10.1177/159101990100700408.

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The case study involves a patient presenting middle cerebral artery thrombosis, related to a severe vasospasm following subarachnoid hemorrhage due to aneurysm rupture. The patient was treated initially by surgical clipping of the left middle cerebral artery aneurysm. After surgery, the neurological status of the patient was normal. Six days later, the patient presented right hemiplegia and aphasia that were related to the proximal left middle cerebral artery thrombosis. Despite recent open-skull surgery, in situ thrombolysis using urokinase and antiplatelet antibodies (abciximab) was performed. The thrombosed artery was reopened and a severe vasospasm was observed. The vasospasm was treated by transluminal angioplasty. No intracranial hemorrhage was noted after thrombolysis and angioplasty, whereas subcutaneous hemorrhage around the scalp incision was observed. The patient recovered from motor and language impairment. The only long-term symptom was a mild dysorthographia. Balance of risk/benefit is discussed for such aggressive thrombolytic therapy. In this particular case, effectiveness and uneventful use of abciximab was demonstrated despite very recent brain surgery that was considered a formal contra-indication for the use of such a powerful thrombolytic drug. Vessel thrombosis is an exceptional complication of cerebral vasospasm. In the early hours, intra-arterial thrombolysis may be considered, but recent intracranial surgery is usually an exclusion criterion to performing thrombolysis. We report the case of a patient who underwent thrombolysis and angioplasty in the postoperative period to treat this complication of vasospasm.
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Motaghedifard, Mahshad, Fereshteh Baezzat, Vahid Nejati, and Habibollah Naderi. "Designing COROOR Computer-Based Cognitive Rehabilitation Program and Investigating its Effect on Spelling Efficacy and Visual-Phonological Processing in Students with Dyslexia – Dysorthographia." Quarterly Journal of Child Mental Health 7, no. 4 (February 1, 2021): 264–83. http://dx.doi.org/10.52547/jcmh.7.4.17.

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Khandaker, G. M., J. Stochl, S. Zammit, G. Lewis, and P. B. Jones. "A population-based longitudinal study of childhood neurodevelopmental disorders, IQ and subsequent risk of psychotic experiences in adolescence." Psychological Medicine 44, no. 15 (April 25, 2014): 3229–38. http://dx.doi.org/10.1017/s0033291714000750.

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Background.Schizophrenia has a neurodevelopmental component to its origin, and may share overlapping pathogenic mechanisms with childhood neurodevelopmental disorders (NDs). Nevertheless, longitudinal studies of psychotic outcomes among individuals with NDs are limited. We report a population-based prospective study of six common childhood NDs, subsequent neurocognitive performance and the risk of psychotic experiences (PEs) in early adolescence.Method.PEs were assessed by semi-structured interviews at age 13 years. IQ and working memory were measured between ages 9 and 11 years. The presence of six NDs (autism spectrum, dyslexia, dyspraxia, dysgraphia, dysorthographia, dyscalculia) was determined from parent-completed questionnaires at age 9 years. Linear regression calculated the mean difference in cognitive scores between children with and without NDs. Associations between NDs and PEs were expressed as odds ratios (ORs) with 95% confidence intervals (CIs); effects of cognitive deficits were examined. Potential confounders included age, gender, father's social class, ethnicity and maternal education.Results.Out of 8220 children, 487 (5.9%) were reported to have NDs at age 9 years. Children with, compared with those without, NDs performed worse on all cognitive measures; the adjusted mean difference in total IQ was 6.84 (95% CI 5.00–8.69). The association between total IQ and NDs was linear (p < 0.0001). The risk of PEs was higher in those with, compared with those without, NDs; the adjusted OR for definite PEs was 1.76 (95% CI 1.11–2.79). IQ (but not working memory) deficit partly explained this association.Conclusions.Higher risk of PEs in early adolescence among individuals with childhood ND is consistent with the neurodevelopmental hypothesis of schizophrenia.
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Morgon, A., and P. Aimard. "Dyslexie-dysorthographie de l'enfant." Journal de Pédiatrie et de Puériculture 2, no. 7 (October 1989): 417–23. http://dx.doi.org/10.1016/s0987-7983(89)80005-2.

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Dissertations / Theses on the topic "Dysorthographia"

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Guerreiro, Adriana Maria Alves. "O que a Escola escreve dentro de Mim: a disortografia e o seu impacte no autoconceito e na motivação escolar." Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4708.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio Cognitivo e Motor
A aprendizagem é um exercício de singularidade, uma vez que mobiliza um complexo sistema de variáveis de ordem sociocultural, psicoafetiva e neurobiológica, em cada uma das crianças. Por essa razão, é fácil compreender que deva ser adaptado às diferentes capacidades e motivações, ritmos e interesses dos alunos, quer eles possuam, ou não, necessidades educativas especiais (NEE). Ser professor é então uma missão de extrema exigência, muito para além da mera transmissão de conhecimentos. Na verdade, tão exigente quanto “poderosa”, já que a matéria-prima são crianças em desenvolvimento. O professor deve compreender as necessidades de cada um e incentivar o percurso individual, espicaçar a descoberta do mundo. Segundo Alves (2004), “Escolas que são asas não amam pássaros engaiolados. O que elas amam são pássaros em vôo. Existem para dar aos pássaros coragem para voar. Ensinar o vôo, isso elas não podem fazer, porque o vôo já nasce dentro dos pássaros. O vôo não pode ser ensinado. Só pode ser encorajado.” O presente trabalho pretendeu perceber se as dificuldades de aprendizagem específicas (DAE), em especial a disortografia, poderão afetar o autoconceito e a motivação escolar dos aluno. Será a disortografia uma “gaiola” por si só? Ou poderá um professor “dar asas” a um aluno com esta problemática? Relacionaram-se diferentes variáveis (disortografia / autoconceito / motivação / desempenho escolar) usando uma metodologia mista, triangulando abordagens quantitativa e qualitativa e verificaram-se resultados claros. Nos casos em estudo foi evidente que, à medida que avança a idade diminui o autoconceito e autoestima, sendo que há igualmente um claro decréscimo no investimento perante a escola. Estar-se-á a construir gaiolas ou a dar asas?!
Learning is a unique exercise, since it mobilizes a complex system of sociocultural, psych affective and neurobiological variables in each children. Therefore, it is easy to understand that learning should be adapted to the different capacities and motivations, rhythms and interests of each student, regardless they have or not special educational needs. Being a teacher is then an extremely demanding mission, far beyond the simple transmission of knowledge. Actually, it is a task as demanding as powerful, as the raw material are developing children. The teacher should understand each children’s needs, and incentivize their individual path, by spurring the discovery of the world. According to Alves (2004), "Schools that are wings don't love caged birds. What they love are flying birds. They exist to give the birds courage to fly. They cannot teach the bird how to fly, because the flight borns within the birds. The flight cannot be taught. It can only be encouraged."1 The present work intended to deepen the specific learning disabilities (SLD), especially dysorthographia, and realize if this might affect performance, self-concept and scholar motivation of students. May dysorthographia be a “cage” on its own? Or may a teacher be able to “give wings” to a student with this problem? Different variables were related (dysorthographia / self-concept / motivation / performance) using a mixed methodology, triangulating quantitative and qualitative approaches, and there have been clear results. In the studied cases was clear that as age advances the self-concept and self-esteem diminish, and there is also a clear decrease in the investment towards school. Are we building cages, or giving wings?!
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Jumel, Bernard. "Dysorthographie et anaclitisme." Paris 5, 1991. http://www.theses.fr/1991PA05H043.

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L'etude pretend etablir et analyser les rapports entre la dysortho graphie et l'anaclitisme, chez l'enfant en fin de scolarite primaire, les deux termes etant d'abord pris dans un sens descriptif. La reference a une organisation anaclitique, constituee autour de l'angoisse de separation, permet d'envisager des difficultes de separation dans les deux sens du terme, correspondant, le premier a une definition du mot "separer" sous sa forme transitive (decomposer un objet en ses parties), l'autre sous sa forme reflechie (se separer). La dysortographie eclaire ces deux aspects : dans les diffucultes d'analyse et de synthese, dans ce qu'elle montre d'une tendance a l'aplanissement des "petites differences" renvoyant a un acces compromis a de veritables positions oedipiennes
The study pretends to establish and analyse the relations between dysorthography and anaclitism, about children about to leave primary school. Both terms are first taken in a descriptive sense. To refer to an anaclitic, constitued against separation, leads to face separation diffucultes in two different ways, according to the two senses of the verb "to separate" : first in its transitive sense : to part, to divide, then in its reflexive sense : to differentiate. Dysorthography may throw a light on the two aspects : on analysis and synthesis troubles, on a general tendancy to deny "little differences" that shows a major difficulty to stand on real oedipian positions. Organization
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LOUDCHER, FLORENCE. "Le noeud dyslexique." Angers, 1991. http://www.theses.fr/1991ANGE1026.

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Serres, Joyce. "Fonctionnement des processus d'identification et de production des mots écrits chez deux élèves francophones présentant une dysorthographie sans trouble apparent de la lecture." Sherbrooke : Université de Sherbrooke, 2003.

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Ligaon, Arzhelenn Quentel Jean-Claude. "Etude de cas d'adolescents dysorthographiques." [S.l.] : [s.n.], 2007. http://castore.univ-nantes.fr/castore/GetOAIRef?idDoc=18311.

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Macoir, Joël. "L'interface entre les codes phonologique, morphologique et orthographique dans l'aphasie." Sherbrooke : Université de Sherbrooke, 1997.

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El, Fassihi Laure Jusnel Victoria. "Évaluations de rentrée de CE2 quels signes d'alerte pour dépister les enfants "DYS" ? /." Nancy : Université Henri-Poincaré, 2009. http://www.scd.uhp-nancy.fr/docnum/SCDMED_MORT_2009_EL_FASSIHI_LAURE_JUSNEL_VICTORIA.pdf.

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Castel, Caroline. "La dyslexie développementale : origines et remédiation." Aix-Marseille 1, 2008. http://www.theses.fr/2008AIX10099.

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Le but de ce travail de recherche était double. Dans un premier temps, nous voulions, à travers deux études auprès d'enfants dyslexiques et normo-lecteurs, mieux comprendre les origines de la dyslexie développementale. Plus précisément, dans la première étude, nous avons voulu déterminer la nature du lien existant entre la dénomination rapide et la lecture en comparant deux versions de la tâche de RAN (Denckla et Rudel, 1976). Nous avons ainsi pu déterminer que le lien entre dénomination rapide et lecture est de nature phonologique. Dans la deuxième étude, nous avons testé les différents niveaux de traitement tels qu'ils sont implémentés dans le modèle DRC (Coltheart et al. , 2001). Pour la majorité des enfants dyslexiques testés, nous avons observé de forts déficits dans les processus phonologiques, et pour certains d'entre eux, les processus de détection de lettres, ou d'accès au lexique orthographique étaient également déficients. Des simulatons du modèle DRC réalisées sur la base de ces déficits individuels ont permis la reproduction des profils classiques de la dyslexie développementale (surface, phonologique et mixte). Le deuxième objectif était de tester l'efficacité d'un logicel de remédiation développé au sein de notre laboratoire auprès d'enfants dyslexiques. Les résultats de cette étude ne nous ont pas permis de valider complètement l'efficacité du logiciel mais offrent des pistes de recherche intéressantes pour la suite.
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Serres, Joyce. "Fonctionnement des processus d'identification et de production des mots écrits chez deux élèves francophones présentant une dysorthographie sans trouble apparent de la lecture." Mémoire, Université de Sherbrooke, 2003. http://savoirs.usherbrooke.ca/handle/11143/548.

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La dysorthographie se définit généralement de trouble spécifique d'acquisition de l'orthographe d'usage qui affecte le développement des procédures cognitives de traitement impliquées dans la production orthographique. La présente recherche s'intéresse à la problématique particulière d'un trouble d'acquisition de l'orthographe sans trouble apparent de la lecture. Ce faisant, elle a comme double objectif l'étude du développement de la progression orthographique de deux élève québécois francophones de troisième cycle de l'école primaire présentant un trouble d'acquisition de l'orthographe sans trouble apparent de la lecture et l'étude du mode de fonctionnement des procédures de traitement en lecture de ces mêmes sujets. Deux questions émergent de ces objectifs de recherche: (1) Quelles sont les difficultés rencontrées par un élève francophone du troisième cycle du primaire, présentant un trouble de l'orthographe sans trouble apparent de la lecture, dans des tâches de production orthographique de mots de niveau croissant de complexité? (2) Ce trouble orthographique est-il associé à des difficultés au plan des mécanismes d'identification des mots écrits?"--Résumé abrégé par UMI.
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Bernabé, Jean-Luc. "Silence des affects chez des enfants présentant des troubles dysorthographiques." Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00818767.

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La dysorthographie est considérée en psychiatrie comme un trouble spécifique des apprentissages. Les découvertes neuropsychologiques de la place des émotions dans les apprentissages confirment une idée soutenue par l'approche psychopathologique psychanalytique selon laquelle le développement cognitif ne peut être dissocié du développement affectif. Notre recherche a porté sur le silence des affects repéré chez certains enfants présentant ce trouble dans notre pratique clinique, émettant l'hypothèse d'une logique psychosomatique sous-tendant ce symptôme. L'analyse du CAT d'un groupe de vingt enfants et l'analyse de la thérapie d'une enfant de neuf ans ont permis de mettre en évidence une répression majeure des affects, une restriction de l'expression fantasmatique, une prévalence des agirs et des sensations en lien avec un attachement fort au perçu. La présence de ces éléments laisse envisager que dans ces cas, le symptôme dysorthographique peut témoigner de l'action de défenses de type opératoire et ne constitue pas un symptôme psychonévrotique exprimant un conflit symbolique. Au-delà de l'hétérogénéité du fonctionnement psychique de ces enfants, l'existence de telles constantes cliniques nous conduit à établir un parallèle entre le symptôme dysorthographique et un symptôme psychosomatique. Ceci ne le laisse cependant pas dépourvu de sens, que nous avons tenté de rechercher à travers l'analyse des mouvements transféro-contre-transférentiels de la thérapie de Jeanne. Nous avons ainsi été amené à proposer l'hypothèse d'un défaut de subversion libidinale à l'origine d'un maintien dans une écriture purement fonctionnelle et mécanique chez certains patients dysorthographiques.
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Books on the topic "Dysorthographia"

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Carine, Sabater, ed. Écriture, orthographe, dysorthographie. Aix-en-Provence: Publications de l'Université de Provence, 2008.

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Estienne-Dejong, Françoise. Dysorthographie et dysgraphie: 285 exercices : comprendre, évaluer, remédier, s'entraîner. Paris: Masson, 2006.

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Pezet, Germaine. Je lis en depit de ma dyslexie et de ma dysorthographie: Volume 1. Ottawa, Ont: Centre franco-ontarien de ressources pédagogiques, 1989.

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Estienne, Françoise. Exercices de manipulation du langage oral et écrit: Pour les dyslexiques et les dysorthographiques. Paris: Masson, 2001.

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Azova, Ol'ga. Speech therapy. Dysorthographia. Infra-M Academic Publishing House, 2016. http://dx.doi.org/10.12737/17506.

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Poirier, Priska, and Annie Tessier. Dyslexie et dysorthographie - La boîte à outils. DE MORTAGNE, 2019.

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Prévention de la dyslexie et de la dysorthographie dans le cadre normal des activités scolaires. Delachaux & Niestle, 1992.

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Exercices de manipulation du langage oral et ecritpour les dyslexiques-dysorthographiques. Editions Masson, 2001.

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J, Snowling Margaret, ed. Children's written language difficulties: Assessment and management. London: Routledge, 1993.

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Snowling, Margaret J. Children's Written Language Difficulties. Routledge, 1993.

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Book chapters on the topic "Dysorthographia"

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Chapleau, Nathalie. "Rehabilitation of Lexical Orthography in Writers with Dysorthographia." In Research on Writing: Multiple Perspectives, 73–86. The WAC Clearinghouse; CREM, 2017. http://dx.doi.org/10.37514/int-b.2017.0919.2.04.

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Uduigwome, George. "Specific Learning Disabilities." In Accessibility and Diversity in Education, 320–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch017.

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This chapter discusses best practices in providing supports for students diagnosed with reading (dyslexia), writing (dysgraphia), and spelling (dysorthographia) deficits. It examines some impacts of these and associated conditions on learning. The recommended strategies for leveraging learning for the identified population are all evidence-based. Per the author, early intervention is key to providing students with learning disabilities a meaningful learning experience. An early intervention involves the use of multiple measures to diagnose a student's present level of performance primarily with a view to finding strengths (Strengths can be used to mitigate deficits) and learning gaps, utilizing evidence-based systematic instruction delivered with treatment fidelity, and an ongoing progress monitoring.
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Stanké, Brigitte, and Pascal Lefebvre. "La dyslexie dysorthographie phonologique." In Les dyslexies-dysorthographies, 69–102. Presses de l'Université du Québec, 2016. http://dx.doi.org/10.2307/j.ctv1rr6d74.9.

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Stanké, Brigitte. "La dyslexie dysorthographie mnésique." In Les dyslexies-dysorthographies, 145–74. Presses de l'Université du Québec, 2016. http://dx.doi.org/10.2307/j.ctv1rr6d74.11.

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Lefebvre, Pascal, and Brigitte Stanké. "Les dyslexies dysorthographies développementales." In Les dyslexies-dysorthographies, 47–68. Presses de l'Université du Québec, 2016. http://dx.doi.org/10.2307/j.ctv1rr6d74.8.

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Charalambous, Theodora, Salomi Papadima-Sophocleous, and Christina Nicole Giannikas. "The integration of assistive technologies in the SEN EAP classroom: raising awareness." In Tertiary education language learning: a collection of research, 65–88. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.51.1255.

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Students with Special Educational Needs (SEN) in universities are a challenging issue of much concern. University students often need to attend English for Academic Purposes (EAP) classes to complete their studies, as it is necessary for their academic progress. According to Gathercole, Alloway, Willis, and Adams (2006), SEN students show low levels of working memory performance. Also, they are often diagnosed with poor concentration (Westwood, 2007), spelling difficulties (dysorthographia), and often have trouble understanding and applying phonic decoding principles (Westwood, 2007). When these struggling skills are not catered for properly they are often the cause for SEN EAP students falling behind in their studies as their lessons increase in their level of difficulty. Subsequently, it is important for these students, instead of being part of regular EAP classes where they may not receive the required attention, to be taught in a specialised learning environment with tools that will attend to their needs and facilitate the language learning process. Moreover, with the continuous growth of technology and the systematic training of educators in the use of technology, it has been widely acknowledged that technology can assist and benefit EAP practice in various ways. Based on students’ needs analysis conducted by the instructor at the beginning of the course, the present study investigates the different Assistive Technologies (ATs) used by an SEN EAP instructor in order to support students’ memorisation, concentration, and spelling. Furthermore, it investigates the SEN EAP students’ attitudes towards the specialised EAP process. The aim of the present chapter is to raise awareness in the type of support given to university SEN EAP students with the use of ATs in SEN EAP contexts.
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Rousseau, Nadia, Michelle Dumont, and Carl Beaudoin. "The Use of Assistive Technologies in Writing Situations with Dyslexic and Dysorthographic Students." In Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.99803.

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In the context where dyslexic and dysorthographic students have great difficulties in writing, this study aims to describe and analyze the perceived relationship between the use of assistive technologies (AT) in writing situations as well as academic self-perception, feeling of self-efficacy and exam anxiety in dyslexic and dysorthographic students. Using standardized questionnaires and semi-structured interviews, data were collected at the beginning and end of the school year from 28 dyslexic and dysorthographic students aged 12 to 13. In terms of quantitative analyses, the average score for each of the scales on the questionnaires was calculated. As for the qualitative data, they were analyzed using a network analysis approach. The main results show that students who can use ATs in a writing situation have a significantly higher self-perception and feeling of self-efficacy than those who do not. Moreover, their use is promising since it is associated with less anxiety at the time of exams at both measurement times. The results obtained are discussed in relation to actions to be encouraged in schools.
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Collette, Émilie, and Marie-Anne Schelstraete. "Les étudiants dyslexiques à l’université." In Les dyslexies-dysorthographies, 175–96. Presses de l'Université du Québec, 2016. http://dx.doi.org/10.2307/j.ctv1rr6d74.12.

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9

"Liste des figures." In Les dyslexies-dysorthographies, XV—XVI. Presses de l'Université du Québec, 2016. http://dx.doi.org/10.2307/j.ctv1rr6d74.4.

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10

"Liste des tableaux." In Les dyslexies-dysorthographies, XVII—XVIII. Presses de l'Université du Québec, 2016. http://dx.doi.org/10.2307/j.ctv1rr6d74.5.

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Conference papers on the topic "Dysorthographia"

1

Baigildina, Vladlena V., and Olga V. Yeletskaya. "The originality of cognitive processes and the influence on forming of spelling competencies in schoolchildren with dysorphography." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-71-82.

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The present study deals with an investigation of dysorthography at junior high school students who have a lack of form of non-speech processes. The characteristic features of the dysorthography source as a persistent and specific violation of the writing is highlightedand described.
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Bizyuk, Aleksandr, Ekaterina Kats, Tatiana Kolosova, Viktor Sorokin, Roman Demianchuk, and Anton Shchukin. "Gender Differences in Dysorthography Manifestations in Younger Schoolchildren when Learning the Russian (Native) Language: a Neuropsychological Analysis." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.74.

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You might also be interested in the extended bibliographies on the topic 'Dysorthographia' for particular source types:
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