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1
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 MotorA 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?!
2
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 oedipiennesThe 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
3
LOUDCHER, FLORENCE. "Le noeud dyslexique." Angers, 1991. http://www.theses.fr/1991ANGE1026.
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4
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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5
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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7
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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8
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.
10
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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Desmarais, Marie-Hélène. "Perceptions des étudiants et des intervenants du milieu collégial de l'offre de services liée à l'offre de services technologiques sur l'expérience scolaire des étudiants ayant une dyslexie ou une dysorthographie au collégial." Thèse, Université du Québec à Trois-Rivières, 2013. http://depot-e.uqtr.ca/6967/1/030589913.pdf.
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12
Šafratová, Kamila. "Pomůcky pro žáky s dyslexií a dysgrafií na 2. stupni základní školy." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-343787.
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The purpose of the master's thesis is to describe and critically evaluate the learning aids, nowadays used to assist primary school children with specific learning disabilities (dyslexia, dysgraphia and dysorthographia) and eventually propose its possible improvements. The results of the research part are based on theoretical methodology and literature. In addition, some of the selected learning aids were tested on a small sample of pupils. To fulfill such goals, it was crucial to get oriented on the field of current tool portfolio for the pupils with given specific learning disabilities through relevant institutions, questionnaires and analysis of the tool market situation. The review and evaluation of the learning aids was finally done based on the outcome of the thesis research part.
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Pinto, Cláudia Patrícia Marques. "Dislexia." Master's thesis, 2015. http://hdl.handle.net/10400.26/21505.
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Sabe-se hoje que as repercussões da dislexia vão muito além da leitura e da escrita.
Trata-se de uma problemática que afeta o desenvolvimento harmonioso do aluno e
mobiliza aqueles que o rodeiam a saberem mais, por forma a ajudá-lo a ultrapassar as
suas dificuldades. Felizmente, cada vez mais, surgem estudos e materiais que, de
alguma forma, servirão para minimizar os obstáculos inerentes à dislexia.
Neste sentido, o objetivo fulcral do presente trabalho foi reconhecer a
importância do trabalho conjunto dos vários intervenientes educativos na superação da
problemática da dislexia. Para tal, após uma revisão inicial da literatura alusiva ao tema,
foram aplicados questionários aos professores e aos pais de alunos com dislexia do
Agrupamento de Escolas de Gouveia, os quais foram devidamente analisados.
Os principais resultados revelaram que os professores têm conhecimentos
teóricos e técnicos satisfatórios sobre a dislexia, que, potencialmente, lhes permitem
realizar um bom trabalho de remediação das dificuldades inerentes à problemática.
Contudo, estes consideram ter fracos meios para fazê-lo, sobretudo no que diz respeito à
carga horária, demasiada para prestar apoio pedagógico personalizado aos alunos. A isto
acresce a agravante de o diagnóstico dos discentes ser, normalmente, tardio, o que
dificulta em muito uma intervenção com efeitos positivos. Ainda assim, os pais estão
satisfeitos com a intervenção da escola junto dos seus educandos.
Será, então, de extrema importância que estes intervenientes no processo de
ensino e aprendizagem se unam em benefício dos alunos disléxicos.It is now known that the effects of dyslexia go far beyond reading and writing. This is an issue that affects the harmonious development of students and mobilizes those around them to learn more in order to help them overcome their difficulties. Fortunately, there are more and more studies and materials available, which will somehow serve to minimize the obstacles inherent to dyslexia. In this sense, the key objective of this study was to recognize the importance of the joint work carried out by the various educational stakeholders in overcoming the problem of dyslexia. To do this, after an initial review of the literature alluding to the subject, questionnaires were given to teachers and parents of students with dyslexia in Gouveia Group of Schools and they were later subject to careful analysis. The main results revealed that teachers possess satisfactory theoretical and technical knowledge on dyslexia, which potentially allows them to undertake remedial work to tackle the difficulties inherent to the issue. However, these professionals consider they have weak means to do it, especially due to their workload, which is too heavy to provide students with personalized learning. Moreover, the diagnosis of this condition is usually late, making it difficult for an intervention with more positive results. Still, parents are satisfied with the school's intervention with their children. Thus, it becomes of utmost importance that all the parties involved in the process of teaching and learning work together for the benefit of dyslexic students.
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STAŇKOVÁ, Marie. "Chybovost v písemném projevu u dětí s dysortografií." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-85637.
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The thesis is focused on studies of dysorthographia, one of the specific learning difficulties. The theoretical part deals with specific learning difficulties in general, characterizes the concrete term of dysorthographia in view of its types, causes and symptoms, mentions some diagnostic methods in use and some corrective techniques. This part also indicates the impact of the introduced difficulties on various schoolwork areas as well as on the everyday life. The research part follows some types of errors together with error rate in writing at children with dysorthographia and at children without this diagnosis.
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Náhlovská, Michaela. "Současná praxe v reedukaci specifických poruch učení u žáků na základních školách v okrese Kutná Hora." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-356162.
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This diploma thesis deals with the issue of reeducation of specific learning disorders of pupils at elementary schools in Kutná Hora district. The goal of this paper is to gain insight into contemporary practice in SLD reeducation, more specifically to find out whose job it is to provide reeducation, what their qualification is, and how they are further educated on this issue. Another goal is to find out how reeducation is carried out at selected schools, what study materials and aids are used, and this paper will also attempt to compare the quality of special pedagogical care at urban and village schools. The paper is divided into two parts, theoretical and research part. Theoretical part is dedicated to specific learning disorders, especially general characteristics of specific learning disorders, diagnostics, reeducation, and also education and care of children with SLD. Research part then deals with research survey at selected schools with the usage of qualitative method.
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Nemravová, Magdalena. "Čtení s porozuměním a žáci s SPU ve výuce francouzštiny." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-368857.
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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
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Cruz, Susana Durão da. "Dislexia, disortografia e disgrafia : dos contributos da literatura aos materiais de intervenção." Master's thesis, 2014. http://hdl.handle.net/10437/7508.
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Orientação: Luís de SousaEmbora bastante discutida atualmente, a problemática da dislexia, da disortografia e da disgrafia continua sem reunir consenso no que respeita à sua definição, às suas causas e às metodologias de intervenção mais adequadas. Existe ainda hoje um desconhecimento do que são a dislexia, a disortografia e a disgrafia, quer em termos conceptuais, quer em termos operacionais e este “vazio” gera na comunidade docente incertezas e dificuldades. A pensar nessas mesmas dificuldades, têm surgido recentemente no mercado algumas propostas de intervenção nestas três problemáticas. O que resta saber é como esses mesmos materiais foram construídos, com que finalidade e com que meios de implementação. É igualmente necessário averiguar se estes materiais se situam ou não ao nível das metodologias e das técnicas de intervenção propostas pela literatura, porque efetivamente há já alguma oferta em termos de recursos de intervenção, mas não há estudos sobre a sua eficácia, estudos estes que poderão ser decisivos no processo de escolha e implementação destes mesmos materiais. Neste estudo pretendemos construir e disponibilizar um referencial teórico, que possa ser um recurso útil e pertinente. O nosso objetivo é também despertar o leitor para a necessidade de analisar previamente um recurso de intervenção que pretenda implementar, estimulando uma atitude crítica. Este estudo disponibiliza uma proposta de análise de recursos de intervenção, mas oferece, intencional e simultaneamente, ferramentas para que o leitor possa construir o seu próprio instrumento de análise, adequado às suas necessidades, ao seu contexto profissional ou às características do próprio recurso.
Although currently quite discussed, the issue of dyslexia, dysorthographia and dysgraphia continues not gathering consensus on its definition, its causes and the most appropriate intervention methodologies. There is still a misunderstanding of what dyslexia, dysorthographia and dysgraphia are either conceptually or operationally and this "void" generates uncertainties and difficulties in the teaching community. Having in mind these same difficulties, some proposals for intervention on these three issues have recently appeared on the market. Left to know is how these same materials were constructed, for what purpose and with which means of implementation. It is also necessary to ascertain whether or not these materials are at the level of the methodologies and intervention techniques proposed by the literature, because actually there is already some offer in terms of intervention resources, but no studies on its effectiveness, which may be decisive in the process of selection and implementation of these same materials. In this study we intend to build and provide a theoretical framework that can be a useful and relevant resource. Simultaneously, our goal is to awake the reader to the need to pre-analyze an intervention resource one wants to implement, fostering a critical attitude. This study provides an analysis of proposed intervention resources, but intentionally and simultaneously offers tools to enable the reader to build one’s own analysis tool, suitable to one’s needs, one’s professional context or characteristics of the resource itself.
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Serra, Aníbal José Ribeiro. "Intervenção em disortografia : aplicação de inventários cacográficos." Master's thesis, 2014. http://hdl.handle.net/10437/7490.
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Orientação : Nora CavacoOs transtornos de escrita são uma realidade crescente nas escolas. Na maior parte das vezes, estas dificuldades estão associadas a um historial de outros transtornos de linguagem. Pertencem a um vasto e complexo grupo de dificuldades chamadas de Dificuldades de Aprendizagem Específicas e são uma das maiores preocupações da escola. A presente investigação pretende estudar a influência de Inventários Cacográficos no desempenho de um aluno com disortografia, especificamente na sua evolução ortográfica. Os inventários cacográficos são listas de vocabulário nas quais o aluno regista as palavras em que cometeu erros durante o processo de escrita. Através da análise e categorização dos erros efectuados, pretende-se verificar se o aluno desenvolveu estratégias com vista a melhorar o seu desempenho de escrita e, dessa forma, ultrapassar dificuldades. Os resultados demonstraram que este instrumento se prova adequado ao ensino e supervisão da ortografia uma vez que permite ao aluno a sua utilização em conformidade com o seu próprio perfil ortográfico. Para além disso, assumiu-se como um instrumento útil e dinâmico capaz de contextualizar erros, melhorar a autonomia dos alunos e servir de plataforma flexível para outro tipo de exercícios que promovam o desenvolvimento lexical.
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Dolníková, Věra. "Písemné projevy u žáků 3. a 5. ročníků v diagnostických diktátech." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365218.
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This diploma thesis deals with the issue of written expression of pupils in relation to their region and the type of schools in which they are educated. It also deals with spelling skills of pupils with specific developmental disorders of scholastic skills. The theoretical part summarizes the findings relating to the development of writing skills. It describes two basic developmental models, as well as the diagnostics of spelling. The research part consists of two assessment methods such as the quantitative methodology and the qualitative research methods which summarize the level of spelling skills contained in the research sample. The diagnosis revealed that both of the assessment methods are reliable and comparable for the diagnosis of the specific developmental disorders of scholastic skills and their outputs. The research revealed lower scores amongst pupils in the region who were included in the conducted tests used for the research. This research helped to define similarities and differences in spelling skills between socially disadvantaged pupils and pupils with specific developmental disorders of scholastic skills. Keywords: specific developmental disorders of scholastic skills, dysorthographia, development of writing skills, spelling diagnostics, writing tests, social disadvantages
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Hrychová, Helena. "SPU a cizí jazyky na nižším sekundárním stupni škol." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-368858.
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This diploma thesis focuses on foreign language teaching to children with specific learning difficulties (LD) at Czech lower secondary schools. It aims to define learning difficulties and describe their causes and manifestations in developing individual foreign language skills and sub-skills. Moreover, the work with these children in the school environment is mentioned and the Czech system of educating them is compared to the French one. The practical part surveys the opinions of foreign language teachers on this subject and analyses the techniques they use with these pupils. Special attention is paid to the differences in the approach of teachers at schools with classes specialized in the tuition of children with LD, schools with extensive language teaching and schools with no specialization. The results indicate that the majority of teachers agree with the integration of pupils with LD into mainstream schools and they favour their exemption from second foreign language study. The individual types of schools differ mainly in the approach towards the presentation of new grammar, in the types of exercises used for the development of communication skills and in the forms of testing and evaluation. Only negligible variations were discovered in other areas of research. KEYWORDS specific learning...
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Rodrigue, Anne. "Étude des représentations orthographiques chez deux types de scripteurs en trouble spécifique d'acquisition du langage écrit." Mémoire, 2006. http://www.archipel.uqam.ca/2731/1/M9383.pdf.
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La dysorthographie est généralement décrite comme un trouble spécifique de l'orthographe qui affecte le développement des processus cognitifs impliqués dans la production orthographique. Le but de cette étude était d'examiner les manifestations d'un trouble d'acquisition de l'orthographe accompagné ou non d'un trouble apparent de la lecture. La présente étude avait donc pour objectif d'analyser et de comparer les difficultés en orthographe et en lecture de deux élèves dysorthographiques francophones scolarisés en 5e année, l'un présentant un trouble apparent de la lecture (Type C), l'autre sans difficulté apparente en lecture (Type B). De façon plus spécifique, cette étude visait à évaluer le développement des représentations orthographiques en orthographe en lien avec les stratégies de lecture adoptées par chacun des sujets. Les stratégies de production orthographique ont été observées par le biais d'une analyse quantitative des taux d'erreurs et d'une analyse qualitative des types d'erreurs lors d'une tâche d'écriture de mots sous dictée. Les stratégies d'identification des mots écrits ont été observées lors de tâches de lecture orale de mots présentés sur un écran d'ordinateur. Les taux d'erreurs et les temps de réponse étaient les mesures utilisées pour l'analyse quantitative de la performance en lecture. En ce qui concerne la tâche de production orthographique, les taux d'erreurs des deux sujets dysorthographiques étaient similaires et augmentaient en fonction de la complexité des graphies. Plus les sujets devaient prendre en considération des facteurs tels le contexte orthographique, plus leur performance s'appauvrissait. Toutefois, le sujet de type C a obtenu un taux d'erreurs plus élevé sur les graphies contextuelles consistantes que le sujet de type B. Ce résultat corrobore le fait que les représentations orthographiques du sujet de type B sont plus développées que celles du sujet de type C. En ce qui concerne les mécanismes d'identification des mots, des différences étaient clairement observées dans la performance de chacun des sujets dysorthographiques. Le sujet de type B a démontré une vitesse de lecture lente associée à de faibles taux d'erreurs. À l'inverse, le sujet de type C faisait preuve d'une lecture rapide des stimuli associée à un nombre plus élevé d'erreurs. Ces résultats ont été interprétés comme étant la manifestation d'une stratégie de «trade-off» adoptée par le sujet de type B, qui consiste à décoder entièrement les stimuli pour favoriser la précision de la lecture au détriment de la vitesse de lecture. De plus, si la précision et l'efficacité de la lecture du sujet de type B étaient influencées par la lexicalité, l'effet de la longueur était seulement observé sur la vitesse de lecture. Ces résultats suggèrent que le traitement alphabétique utilisé par le sujet de type B est précis, mais peu efficace, en comparaison avec le sujet de type C, qui démontre une dysfonction alphabétique tant au plan de la précision qu'au plan de l'efficacité. Finalement, l'effet de la régularité observé sur la performance des deux sujets indique que le traitement orthographique en lecture n'est pas fonctionnel. À l'instar d'autres recherches, la présente étude corrobore la présence de déficits en ce qui concerne les mécanismes d'identification des mots écrits dans le cas de la dysorthographie développementale. Ainsi, malgré une bonne compréhension écrite, le sujet de type B démontre une dysfonction des traitements alphabétique et orthographique en lecture. Cependant, les résultats suggèrent que le traitement alphabétique utilisé par le sujet de type B, même s'il n'est pas efficace, est plus précis que celui utilisé par le sujet de type C. Ce profil de lecteur est associé à une meilleure performance orthographique du sujet de type B sur les graphies consistantes contextuelles, ce qui avait été interprété comme étant l'indication d'un développement orthographique plus avancé. En conclusion, les résultats de cette étude suggèrent que les stratégies de lecture peuvent influencer le développement du cadre orthographique dans le cas d'un trouble d'acquisition spécifique du langage écrit. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Dysorthographie, Difficultés d'orthographe, Langue française, Trouble de la lecture, Précision de la lecture, Vitesse de lecture.
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Brancuská, Hana. ""Pozitivní aspekty" dyslexie." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306558.
Full textAbstract:
This thesis deals with the so called "positive aspects" of dyslexia, specifically enhanced creativity in dyslexics. It has recently become common to associate dyslexia not only with its symptoms and deficits, but also to emphasize its possible gains. Anecdotal evidence refers to enhanced creativity and more specific abilities of individuals with dyslexia. Based on the results of foreign studies that suggest a relationship between dyslexia and increased creativity, this research study was carried out in the environment of Czech secondary schools. The research group consisted of 67 adolescents with dyslexia and 67 intact counterparts at the age range from 17 to 20 years (including 108 boys and 26 girls). The data were obtained via figural Torrance Test of Creative Thinking. We then compared levels obtained within experimental and comparison groups in three specific fields - originality, elaboration and provision of non-standard and unusual responses. This was to lead to confirmation (or refusal) of a presumption that dyslexics show significantly higher scores in all three areas. Although the overall results of the research did not demonstrate a significant difference between the groups, we observed a trend indicating a higher score in dyslexics in all the defined areas. Results of our research study...
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LEMBERGEROVÁ, Petra. "Specifické vývojové poruchy učení a využití speciálních pomůcek." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-85697.
Full textAbstract:
The thesis is divided into two parts - the theoretical and practical. The theoretical part describes the basic characteristics, symptoms and causes of specific learning disabilities {--} dyslexia, dysgraphia, dyscalculia and dysorthography. Deal with their diagnosis, remedy and methods how to work with children with SLD, what special tools to use what are the possibilities of integration. I have the current state of the three children with SLD and I consider the options for remedy in the practical part. The aim is to determine by questionnaire survey the tools used with working with children who have developmental learning difficulties.
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Jolicoeur, Édith. "Rééducation de patrons orthographiques chez trois élèves ayant un trouble de l'orthographe." Mémoire, 2007. http://www.archipel.uqam.ca/4765/1/M9780.pdf.
Full textAbstract:
Le but de ce travail de recherche était d'élaborer, de mettre à l'essai et d'évaluer de façon quantitative et qualitative, et ce, à l'aide d'une méthode exploratoire, les effets d'un programme d'intervention auprès de trois élèves francophones de la première année du troisième cycle primaire présentant un trouble de l'orthographe sans trouble de compréhension de lecture. Les modèles de Frith (1985, 1986) et de Seymour (1996, 1997, 1999) ont entre autres été retenus. Deux tests de sélections ont été administrés pour s'assurer que les sujets correspondaient au profil recherché : une dictée trouée et un test de compréhension de lecture. L'administration de ces tests aux groupes classes des élèves sélectionnés a permis d'assurer leur correspondance aux critères de sélection. Par la suite, une tâche de décision orthographique présentée sur ordinateur (Zigzag) et une dictée trouée ont été administrées à trois reprises comme prétest et à trois reprises comme post-test afin de vérifier si le programme d'intervention utilisé donnait des résultats. Les résultats obtenus en prétest ont également permis la sélection des patrons orthographiques ciblés en intervention. Enfin, un programme d'intervention individualisé visant la rééducation de la procédure alphabétique et plus précisément l'apprentissage systématique de certaines graphies consistantes contextuelles a été élaboré à partir de certaines méthodes ou approches d'intervention donnant déjà des résultats chez des sujets de langue anglaise. En tout, l'expérimentateur rencontrait huit fois chaque sujet, à raison de 40 minutes chaque fois. L'objectif de ce travail était de vérifier si les sujets ayant bénéficié de l'intervention obtiennent des résultats supérieurs lors de l'orthographe de mots. Les résultats démontrent que le programme d'intervention a eu peu d'impact sur l'orthographe des graphies ciblées en intervention. Toutefois, il semble que lorsqu'il y a une différence syllabique ou phonémique entre deux graphies, l'apprentissage est plus grand. Certains aspects expliquent quant à eux le peu d'impact du programme d'intervention, soit le nombre restreint d'heures accordées à l'intervention, les activités détachées de la réalité du sujet, le manque de motivation et la résistance à l'apprentissage.
______________________________________________________________________________
MOTS-CLÉS DE L’AUTEUR : trouble de l'orthographe, difficulté d'orthographe, langue française, intervention
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LAYEROVÁ, Michaela. "Specifické poruchy učení u žáků na 1. stupni ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-263184.
Full textAbstract:
My diploma thesis is about the issue of Specific Learning Disorders with focus on reading and writing of the pupils in the first degree of basic school. The thesis consists of two parts. In theoretical part there is a general explanation of specific learning disorders and their diagnostics and reeducation. Practical part is focused on the various suggestions, exercises and aims for the pupils suffering from dyslectic, dysgraphic and dysorthographic disorders. The aim is to help the teachers and parents to improve their work with these pupils to minimize the pupils´ handicap.
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PILEČKOVÁ, Irena. "Dítě se specifickou poruchou učení na 1.stupni ZŠ. Úkoly učitele při komplexním řešení problémů SPU." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-118140.
Full textAbstract:
This thesis deals with specific learning disorders (SPU). It declares basic terms and definitions connected to this field. The aim is to learn what children with SPU have to go through and what methods we select during the care of them to help them to join standard life at an early age. Parental and institutional help together with the help of teachers are parts of this thesis as well. In a questionnaire survey is traced the fact whether both teachers at elementary schools and parents are sufficiently informed about SPU and whether they are able to identify pupils with SPU and with help of various methods, procedures and skills to work with them.
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JELÍNKOVÁ, Petra. "Reedukace dyslexie, dysgrafie a dysortografie na 1. stupni základních škol." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-317476.
Full textAbstract:
This master thesis deals with the problems of Specific Learning Difficulties such as dyslexia, dysgraphia and dysorthography that show especially in the Czech language. The theoretical part concentrates on the personality of the student with Specific Learning Difficulties. It explains the term "Specific Learning Difficulties". The difficulties (mentioned above) and their symptoms are defined there too. It focuses on the aetiology of Specific Learning Difficulties, their diagnostics and re-educational principles. It also contains a short chapter about sense perception which is closely related to the re-education of Specific Learning Difficulties. The practical part offers the list of re-educational tools, methods and activities for the re-education of dyslexia, dysgraphia and dysorthography. This list is supplemented by the set of worksheets that can be used for example during the correction of Specific Learning Difficulties.
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Ponçadilha, Jaila do Carmo Neves. "Disortografia: das concepções de professores e gestores às práticas pedagógicas e medidas educativas." Master's thesis, 2016. http://hdl.handle.net/10284/5529.
Full textAbstract:
É significativo o número de alunos brasileiros que apresentam, em maior ou menor grau, problemas relacionados com a escrita, independentemente do seu ano de escolaridade ou formação. Dentro das salas de aulas essa é uma realidade que todos nós conhecemos. E por conhecer essa realidade é que reconhecemos que isto influencia de uma forma negativa a formação de nossos estudantes. Na verdade, se estas dificuldades não forem detetadas atempadamente, os custos serão enormes, quer em termos pessoais quer em termos sociais, já que essas dificuldades tendem a se manter na vida adulta. O papel do professor assume-se, deste modo, fundamental na identificação precoce destes casos e na adequação do processo de ensino-aprendizagem na senda do sucesso escolar. No entanto, não raras vezes o seu trabalho é dificultado ou pelo desconhecimento da problemática em questão ou pela falta de uma política educativa que, a nível dos gestores escolares, permita potenciar a sua atividade de docente. É neste contexto que surge o presente trabalho que tem por objetivo analisar as conceções e as práticas pedagógicas na área da disortografia. Para tanto, abordaremos o conceito de disortografia e suas implicações na leitura e escrita, com ênfase no último aspecto, já que a dificuldade se dá justamente na grafia. No sentido de melhor compreender a realidade de algumas escolas do ensino fundamental e médio do Brasil, foi conduzido um estudo exploratório, com recurso à técnica do questionário, tendo sido inquiridos 31 professores e 11 gestores de escolas públicas e privadas. Os resultados evidenciaram, entre outros aspetos, algum desconhecimento sobre disortografia bem como algumas divergências entre estes dois agentes educativos quanto às características desta perturbação e quanto às melhores estratégias e medidas educativas para crianças com este diagnóstico. Com base nestes resultados é proposto um esboço de um programa de intervenção junto da comunidade educativa.A significant number of Brazilian students who have a greater or lesser extent, problems related to writing, regardless of their years of schooling or training. Inside the classrooms this is a reality that we all know. And know this reality is that we recognize that this influence in a negative way, the formation of our students. In fact, if these problems are not detected in advance, the costs will be enormous, both in personal terms and in social terms, since these difficulties tend to remain in adulthood. The teacher's role is assumed, therefore, important in the early identification of these cases and the appropriateness of the teaching-learning process on the path to school success. However, often, their work is hindered or the ignorance of the problem in question or the lack of an educational policy at the level of school managers, allow enhance their teaching activity. It is in this context that comes the present work aims to analyse the conceptions and pedagogical practices in the area of dysorthography. Therefore, we discuss the concept of dysorthography and its implications for reading and writing, with emphasis on the latter, since the difficulty is precisely in spelling. In order to better understand the reality of some schools of elementary and secondary education in Brazil, an exploratory study was conducted with questionnaire technique to use, having been interviewed 31 teachers and 11 managers from public and private schools. The results showed, among other things, a lack of knowledge about dysorthography as well as some differences between these two educational agents about the characteristics of this disorder and on the best strategies and educational measures for children with this diagnosis. Based on these results we propose an outline of an intervention program within the educational community.
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Reslerová, Monika. "Výuka angličtiny u žáka s dysortografií." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343253.
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TITLE: Teaching English to Pupils With Dysorthography AUTHOR: Bc. Monika Reslerová DEPARTMENT: Department of English Language and Literature SUPERVISOR: Mgr. Klára Uličná, Ph.D. ABSTRACT: The thesis relates the issue of dysorthography in connection to EFL instruction with a special attention paid to lower secondary schools. The theoretical part of the text contains basic information on special educational needs, followed by a chapter on Specific Learning Difficulties, their causes and symptoms. The concept of dysorthography is explained and its possible consequences on acquisition of English spelling and grammar described, followed by a list of recommended approaches, methods, techniques and aids which can be useful for teaching English to dysorthographic pupils. The practical part of the text gives an account of a multiple-case study which was carried out among experienced English teachers at schools that pay special attention to children with SEN. The research is focused on the teachers' experience and know-how and compares the obtained data to the recommendations given in the theoretical part. KEYWORDS Specific Learning Difficulties, Dyslexia, Dysorthography, Teaching English as a Foreign Language, grammar, spelling
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PILÍKOVÁ, Petra. "Školní úspěšnost a specifická porucha učení dysortografie." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-136531.
Full textAbstract:
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.
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Muráriková, Lucie. "Pohybová aktivita a její vliv na žáky se specifickými poruchami učení a poruchami chování ve výuce na 1. stupni ZŠ." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437740.
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TITLE Physical activity and its impact on pupils with specific learning disabilities and behavior disabilities in normal education at primary school AUTHOR Lucie Muráriková SUPERVISOR PhDr. Martin Dlouhý, Ph.D. ABSTRACT This work is focusing on the specific learning and behavioral disabilities. The aim is to create several activity plans and exercise plans which could be used to determine the effect of physical activity on the work of students with learning disabilities and ADHD/ADD. My idea is that the physical activity should not only positively affect the overall quality of teaching, but should also serve very well in the reeducation of specific learning disabilities in children with ADHD and ADD. Pupils with specific learning disabilities should, after a certain period of this experiment, be showing significant changes in their results and knowledge. Pupils with the ADHD and ADD should be showing better results and knowledge due to the improving attention and at the same time the physical activity should influence their length of concentration, disturbance during lessons, or tendencies to aggression. I consulted a child psychologist and a special pedagogue during the creation of the plans and activities for reeducation. And during the observations of two groups - experimental and control - I collected...
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Ruberto, Noémia. "Les stratégies de production orthographique d’élèves dyslexiques francophones du primaire." Thèse, 2012. http://hdl.handle.net/1866/9944.
Full textAbstract:
Le développement de la compétence orthographique est particulièrement difficile pour les dyslexiques. Orthographier en français implique la prise en compte de connaissances et de stratégies variées. Cette étude a pour objectifs de décrire l’utilisation des stratégies de
production orthographiques de 32 élèves dyslexiques (ED) âgés de 9 à 12 ans ainsi que
d’établir les liens entre les stratégies orthographiques et la compétence orthographique. Les élèves devaient orthographier 24 mots sous dictée et commenter, pour chaque mot, les stratégies employées. Les performances des ED ont été comparées à celles de 25 normo scripteurs de même âge chronologique (CA) et à celles de 24 normo scripteurs de même compétence écrite (CE). Les résultats indiquent que les stratégies phonologiques sont les plus
utilisées par tous les groupes de participants. Si aucun type de stratégies n’est lié à la compétence orthographique des ED, la stratégie visuo-orthographique nous éclaire sur les résultats des CA et des CE.The development of spelling skill is a very difficult task for students with dyslexia. Spelling in French involves the consideration of various knowledge and strategies. This study aims to describe the use of spelling strategies of 32 dyslexic students (ED) aged from 9 to 12 years and to establish the links between spelling strategies and spelling skill. Students had to spell 24 words under dictation and for each word, provide comments on the strategy employed. The performances of dyslexics were compared to 25 children of the same chronological age (CA) and to 24 children of the same writing skill (CE). The results show that phonological strategies are the most commonly used by all groups of participants. If no such strategy is related to the spelling skill of ED, visuo-orthographic strategy generally accounts the results of CA and CE.
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Fialová, Klementina. "Vliv domácí přípravy na školní úspěšnost žáků se specifickými poruchami učení a chování." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-397220.
Full textAbstract:
My thesis occupies with the influence of home preparation for successfulness of pupils with specific learning disturbances and behaviour in basic school. The theoretical part there are explained terms of specific evolutional disturbances of school skills. This part deals with etiology and diagnosis. There are legislative alterations of education and it includes complete reeducational school care which points on importance of teacher's personality and on forming of positive climate in the class. It describes family and its role in connection with all risk factors which influence it. The point of preparation determines learning and behaviour by way of concrete forms and methods of work with pupils with specific disturbances. The empirical part of thesis is compiled by method of qualitative research and it's a result of research investigation which is connected to detailed analysis of acquired data. The main methods of investigation were long-lasting structured pupils' observation, analysis of file documentation and analysis of professional advice. These all together and interviews made complete picture of individual case studies.
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Plisson, Anne. "La compétence orthographique d'élèves dyslexiques du primaire." Thèse, 2010. http://hdl.handle.net/1866/4695.
Full textAbstract:
Les élèves dyslexiques éprouvent de grandes difficultés à lire et à écrire. Leurs difficultés en production orthographique sont reconnues pour être persistantes. Elles peuvent être expliquées par un déficit des procédures phonologiques. Or, pour orthographier une langue alphabétique comme le français, il est indispensable de développer des connaissances phonologiques puisque l’entrée dans l’écrit repose en grande partie sur la mise en correspondance de la langue orale et de sa réalisation à l’écrit. En plus des connaissances phonologiques, le système orthographique du français exige du scripteur d’acquérir des connaissances visuo-orthographiques et morphologiques. Les recherches menées sur la compétence orthographique des élèves dyslexiques se rapportent majoritairement à l’anglais et sur la compétence en lecture.
La présente étude a pour objectif général de décrire, dans une visée explicative, la compétence orthographique de 26 élèves dyslexiques québécois âgés de 9 à 13 ans. Les objectifs spécifiques sont de décrire les performances de ces élèves en contexte de productions libres et de les comparer à celles de 26 élèves normo-lecteurs de même âge chronologique (CA) et à celles de 29 normo-lecteurs plus jeunes mais de même niveau en lecture (CL). Pour ce faire, nous avons analysé les erreurs en prenant en compte les propriétés phonologiques, visuo-orthographiques et morphologiques des mots écrits. Les résultats indiquent que les élèves dyslexiques ont des performances inférieures à celles des CA, mais aussi, dans certains cas, à celles des CL. Les résultats sont discutés en fonction des connaissances que doivent développer les scripteurs dyslexiques et des pistes orthodidactiques à envisager.Learning to spell is very difficult for dyslexic children. Their difficulties to spell are known to be persistent. It can be explained by a deficit in processing phonological information. However, in order to spell correctly in an alphabetic language as French, phonological knowledge is required, as spelling is based on the connections between oral and written language. In addition to phonological knowledge, the orthographical system of French demands from the speller to acquire visual-orthographic and morphological knowledge. The majority of studies aimed at describing dyslexic children’s spelling abilities refers to English and to reading. The general goal of this study is to describe the spelling performance, in an explanatory viewpoint, of 26 dyslexic children, French-Canadian and aged 9 to 12 years old. The specific goals are to describe the spelling performances of these pupils in context of free productions and to compare them to those of 26 normally achieving children matched on age (AC) and to those of 29 younger normally achieving children matched on reading-level (RC). To do so, errors were classified according to phonological, visuo-orthographic and morphological properties of French written words. The results indicate that the dyslexic pupils made performances lower than those of the CA, but sometimes also than those of the CL. The results are discussed according to the types of knowledge required to spell correctly in French and to special-education intervention avenues.