Dissertations / Theses on the topic '"School for Moms"'

Schools have defined parental involvement as parent reported participation at least once during the school year. Participation can consist of attending a school meeting, parent/teacher conference, school event or volunteering in the school. Researchers have spent countless hours researching parental involvement and its impact on academic success for students. Researchers have conducted studies using two-parent households, single-parent households and studies comparing single-parent households to two-parent households. A majority of the studies had favorable outcomes for two-parent households and not so favorable outcomes for single-parent households. Especially, if those households were headed by a single African American female. During the second half of the 20th century, the number of children living in single-parent families. Census data, from 1960, reported 9 percent of children lived in single-parent homes compared to 28 percent in 2000. Single-parent homes headed by African American mothers, are often the scapegoat for a variety of the academic problems African American youth encounter.

L’objectif de cette recherche est d’étudier le comportement orthographique des élèves de l’école primaire face à l’hétérographie, réalité linguistique difficile à acquérir. Les différentes ressources du système graphique pour distinguer, à l’écrit, ce qui se confond à l’oral constituent un confort pour le lecteur mais une difficulté pour le scripteur, surtout pour les mots grammaticaux les plus fréquents. Pour produire les graphies normées de a/à, la/là, ou/où, et/est, son/sont, on/ont, mes/mais, ce/se, les élèves doivent apprendre la polyvalence des graphèmes et s’affranchir de la correspondance phono-graphologique. La difficulté n’est pas la même pour chaque paire d’homophones. Ces mots-outils sont enseignés par paires formées sur le critère de l’identité phonique. La méthode utilisée en classe repose sur deux grands principes, les procédés de substitution et leur application dans des exercices. Chaque paire a son propre procédé. Les productions écrites et les commentaires métagraphiques recueillis auprès d’un échantillon de 240 élèves scolarisés du CE2 à la 6ème ainsi qu’une enquête auprès des enseignants et l’examen de manuels scolaires ont permis de mettre en regard les méthodes d’enseignement et l’interprétation que les élèves en font. Les résultats de l’analyse témoignent de la difficulté des élèves à mettre en œuvre les procédés appris, en fonction des contextes. Si les élèves sont capables de citer les paires apprises, leurs emplois en production écrite révèlent une insécurité linguistique. Les conclusions de ce travail permettent de formuler des propositions didactiques<br>The aim of this research is to study the spelling practice of primary school pupils facing the heterography of homophonic words, a linguistic reality difficult to acquire. The different resources of the graphic system to distinguish, in writing, what is confused orally, constitute a comfort for the reader but a difficulty for the writer, especially for the most frequent grammatical words. To produce the graphics for a/à, la/là, ou/où, et/est, son/sont, on/ont, mes/mais, ce/se, pupils have to learn the polyvalency of the graphemes and get away from the phonographological connection. The difficulty is not the same for each pair of homophones. These tool words are taught in pairs based on identical phonics. The method used in class rests on 2 main principles, the process of substitution and their application in exercises. Each pair has its own process. Written work and metagraphic commentaries taken from a sample of 240 pupils aged 8-12 as well as a survey of teachers and a study of school textbooks allow us to focus on the teaching methods and pupils’ interpretations. The results of the analysis demonstrate the difficulty pupils have putting learned procedures into practice, in keeping with the context. While the pupils are able to quote the learned pairs, their use in written work demonstrates a linguistic insecurity. The conclusions of this work allow us to formulate some didactic proposals

Approved for public release, distribution is unlimited<br>The Basic School (TBS) is the first school assignment for all Marine Officers. While assigned to TBS unrestricted ground officers compete for and are assigned a Military Occupational Skill (MOS). The process of educating the Marine Officers about the different MOSs is primarily accomplished by word of mouth at MOS Mixers (social events) and one-on-one discussions. The assignment of the MOS to the Marine Officer is based on the officer's lineal standing within his/her company. Officers are ranked lineally based on a composite score of academic and leadership grades. To ensure a quality distribution of officers into MOSs, the company is divided into thirds (Top, Middle, Bottom) and the vacancies assigned to the company are divided into thirds (Top, Middle, Bottom). Officers compete for an MOS within their assigned third. The current assignment system has remained virtually unchanged over the last thirty years. It is a mostly manually process that provides little visibility of the data, and does not utilize automated information tools for report generation of statistical information. This joint thesis team has developed a Two-Tier Client/Server Information Management System for use by the lieutenants and staff officers of The Basic School and it is called MyMOS. This system was developed using current industry standards that are compliant with those of the Department of Defense. It is the first of its kind at TBS and is designed to be employed as an operational system. MyMOS was designed with an interface that would maximize acceptance and reduce total ownership cost.<br>Captain, United States Marine Corps<br>Lieutenant Colonel, United States Marine Corps

The 1962 film by Chris Marker and Peter Lhomme Le Joli Mai explores the mindsets of Parisiens during a critical part in France’s colonial history. It identifies different demographics of the French capital and explores what it means to live in Paris in May 1962, and what it means to be free. This film influenced my decision to create a documentary on the University of Arizona campus that took a small sample of the 43,000 students who attended during this year and asked them similar questions as Marker and Lhomme. The film looks at generational differences, political affiliations, and the idea of freedom and life after college. It’s easy for an individual’s voice to get lost in the sea of students at a large university such as the University of Arizona and this film gives a voice to these students. The interviews presented in this documentary were gathered of the period of seven months between September 2016 and March 2017.The documentary looks at the stigmas behind being a millennial and works to combat these stigmas while addressing the mindsets of each individual student during this year of their life and of their higher education. Le Joli Mai is a French New Wave film and as such exemplifies the time period in which it was made. Pendant 7 mois is a piece that represents the time period by which it was made and will remain as a representation of the University of Arizona students during the 2016-2017 academic year.

S’inscrivant dans le champ des recherches concernant les représentations des élèves sur la langue, cette étude exploratoire utilise un dispositif didactique particulier, le tri de mots à visée grammaticale, afin de recueillir des données lors du suivi longitudinal d’une classe située en zone d’éducation prioritaire, sur une durée de deux années, en CE2 et CM1. Le corpus constitué par les traces écrites produites par les élèves a fait l’objet d’un traitement statistique afin d’en permettre la lisibilité. Les outils d’analyse linguistiques et didactiques utilisés ont permis de conforter des hypothèses déjà émises, mais aussi de dégager des tendances nouvelles concernant l’acquisition des classes grammaticales par les élèves de l’école élémentaire. Les résultats exposés portent sur les savoirs et savoir-faire des élèves, mais aussi sur l’éclairage que ces conceptions apportent sur les systèmes d’explication de la langue. Entre grammaire scolaire et linguistique, il s’agit de mieux comprendre le point de vue des élèves sur la langue afin d’ouvrir des pistes de réflexions didactiques<br>Fitting in the field of research relating to the representations of the pupils on the language, this exploratory study uses a particular didactic device, the sorting of words to grammatical aiming, in order to collect data at the time of the longitudinal follow-up of a class located in zone of priority education, over one two years duration, in CE2 and CM1. The corpus consisted the hard copies produced by the pupils was the object of a statistical processing in order to allow legibility of it. The linguistic and didactic tools for analysis used made it possible to consolidate already put forth hypotheses, but also to release from the new trends concerning the acquisition of the parts of speech by the pupils of the elementary school. The exposed results relate on the knowledge and know-how of the pupils, but also to the lighting which these designs bring on the systems of explanation of the language. Between school and linguistic grammar, it is a question of better understanding the point of view of the pupils on the language in order to open didactic lines of thinking

Large phased array antennas are widely used in many military and commercial applications. The analysis of large arrays containing many antenna or frequency-selective (FSS) surface elements is inefficient or intractable when brute force numerical methods are used. For the efficient analysis of such structures hybrid methods (analytic and numerical, numerical and numerical) can be used. In this thesis, a hybrid method combining the uniform geometrical theory of diffraction (UTD) and the moment method (MoM) used for the analysis of large, finite arrays is modified for the efficient yet accurate analysis of large printed dipole arrays. In the present hybrid UTD-MoM approach, the number of unknowns to be solved is drastically reduced as compared to the conventional MoM approach, which provides a great efficiency on the computational cost. This extreme reduction in the number of MoM unknowns is carried out by introducing a few UTD-ray type global basis functions for the unknown array element currents. In this study, this hybrid UTD-MoM method is applied to the analysis of a finite, planar periodic array of printed dipoles on a grounded dielectric substrate. The efficiency and accuracy of this hybrid method are demonstrated with some numerical results.

Cette thèse met l’accent sur les paroles des enfants-acteurs colligés alors qu’ils vivaient le processus de choix scolaire durant le moment de transition entre paliers élémentaire et secondaire en milieu minoritaire. Ce choix de problématique est motivé par le fait que le domaine du choix scolaire est dominé par des adultes qui décident, qui parlent pour les enfants concernés ou bien qui les catégorisent par ce processus sans pour autant inclure les enfants dans les recherches sur un processus qui les concerne directement. Par ailleurs, l’intérêt particulier pour le choix de la langue d’instruction du projet m’a incitée à mener une étude comparée internationale pour mieux comprendre les particularités et similarités des vécus des enfants de la Corse et de l’Ontario, deux territoires fortement marqués par les questions sociolinguistiques. La question de recherche principale de cette thèse est la suivante : quels processus conduisent les enfants de l’Ontario et de la Corse à poursuivre ou non leur scolarité dans une école ou une filière de langue minoritaire ou majoritaire? Ma position épistémologique de chercheure interprétative, critique et réflexive encadre mon intérêt scientifique aux paroles des enfants-participants. La méthodologie du projet constitue une étude de cas comparative de type ethnographique. En outre, les outils de collecte de données, soit l’observation participante, le questionnaire et l’entrevue semi-dirigée, ainsi qu’une analyse des contextes scolaire, familial et national permettent une analyse plus rigoureuse et holistique des cas étudiés. L’analyse dévoile que le processus de choix scolaire représente une convergence des métiers d’élève, d’enfant et d’enfant-citoyen dans la construction du projet personnel de chaque enfant quant à son avenir scolaire et social. Qui plus est, cette analyse fait poindre le besoin de mieux accompagner les enfants au cours des processus de choix et de transition scolaire qu’ils vivent, de mieux outiller, voire informer, les parents quant à ces processus et à repenser l’éducation civique en milieu minoritaire. La contribution au domaine éducationnel de cette thèse est importante à plusieurs égards, notamment par rapport 1) à la place centrale qu’occupent les paroles des enfants-participants; 2) au regard particulier sur le choix de la langue d’instruction en milieu minoritaire et 3) à la visée comparative et au rapprochement des cas de l’Ontario et de la Corse qui font progresser la compréhension des enjeux de l’éducation en milieu minoritaire<br>This thesis focuses on the voices of children, accessed as they were living the school choice process during the transition between elementary and secondary school in minority language contexts. The aforementioned research agenda is motivated by the fact that the field of school choice is dominated by adults who decide, who speak for children or who categorize children without including children in research regarding a process that concerns them directly. Moreover, my particular interest in the choice of language of instruction in minority language communities has prompted me to conduct an international, comparative educational research project to better understand the similarities and particularities of experiences lived by children in Corsica and in Ontario, two contexts strongly influenced by sociolinguistic issues. The following principal research question guides this thesis : what processes lead children of Ontario and Corsica to pursue, or abandon, their education in the minority or majority language?My interpretive, critical, and reflexive epistemological position frames my scientific interest in the voices of child participants. The project’s methodology is a comparative case study that is influenced by an ethnographic lens. The data collection tools, participant observation, questionnaire, and semi-structured interviews—as well analyses of school, family and national contexts—allow for a holistic and rigorous analysis of the cases studied. These analyses reveal that the process of school choice represents a convergence of student, child, and child-citizen occupations (or métiers) in the construction of the child’s personal project regarding his or her own academic and social future. Furthermore, this analysis illuminates the need to better support children during the school choice and transition processes, to better equip and to better inform parents concerning these processes, and to rethink civic education in minority language communities. The contribution of this thesis to the field of education is important in several respects, particularly in relation to 1) its placement of child voice at the forefront of the research; 2) its particular focus on the choice of language of instruction in minority language contexts; and, 3) its comparative element which connects the cases of Ontario and Corsica and, so doing, advances the understanding of minority language education

碩士<br>國立暨南國際大學<br>成人與繼續教育研究所<br>97<br>The subject of this study is Storytelling Moms in Cao-Tun Elementary School. This study is to understand their motivation, the methods and process of service learning, and try to find out the difficulties they meet and the solutions. Also, the study analyzes how service learning influence Storytelling Moms and help them find out the meaning and values of their lives which can be considered as female's self reflection. The methologies used are semistructured interviews, document analysis method and participant observation, including the documents of volunteers training and participanting observation of six Storytelling Moms and their leader in Cao-Tun Elementary School. According to this study, these conclusions are summarized as follows: 1.These Storytelling Moms’Motivation is to enrich their lives and let students realize that life is precious. Through the process, they share their experiences in group cooperation and bring the strengh of the group into full play. 2.The procedures of storytelling for these Storytelling Moms in elementary school can be seperated into training period, what's before-the-performance,putting on the performance, and what's after the performance. In the training period, every one builds good companionship and encourages each other. Before the performance, they make the whole plan for the story’s compiling, when putting on the performance, they usually have good unspoken consensus, skills and interaction with students. After the performance, they review and reflect on the feedbacks from students and themselves. 3.These Storytelling Moms in elementary school may meet many difficulties or be frustrated from the lack of professional background knowledge and the unbalance of orgnization's structure. 4.As for these Storytelling Moms in elementary school,storytelling is a good way to understand the children's school life,to realize the meaning and values of life,to strengthen family's feelings and so as to be willing to join school affairs together. Through the service learning,the Storytelling Moms may grow and improve their interpersonal relationship. With continuing reading, they may have more different viewpoints about life. Last, there are still some suggestions for schools, Storytelling Moms in Cao-Tun Elementary School, related authorities and researchers who care about this topic. Key words：female volunteers, Storytelling Moms, service learning, service learning process.

碩士<br>高雄醫學大學<br>性別研究所<br>98<br>Abstract This is a study based on female school volunteers’ live experiences. By studying the service experiences from those female school volunteers at the school the researcher is serving, and investigating how the school volunteer group functions, the study helps us understand the dilemma those housewives are facing when they want to bring about their mothering and selfhood in their lives, and the empowerment they may get by participating the school volunteer group, and doing the related voluntarily services. “Mom volunteers” have been existing at the elementary schools in Taiwan for years. They are great helpers to school administrators, and the most valuable human resources for many homeroom teachers in helping their morning class and dealing with student chores. Most “mom volunteers” are housewives, so is “going out to do voluntarily services to the school” just “extending their mothering”? After doing qualitative research through deep interviews, the researcher found those “mom volunteers” have different motives. They are not just “extending their mothering”, but also sharing the feelings of “playing the same gender roles”, and building their sense of belongings for their interpersonal connections. There are even senior housewives who just came for their self-actualization, “just want to do something I always wanted to”. The “mom volunteers” receive outside impacts and obtain knowledge when serving, and do deep reflections to their original concepts and their own family bounds. The main reasons to keep those “mom volunteers” continue their services are the sense of belonging in the group, and positive feedbacks among group members and other significant others’ groups. Most interviewees describe they’ve got multi-dimensional self-empowerments, richer life experiences, and larger interpersonal connections after they served.

碩士<br>臺東師範學院<br>兒童文學研究所<br>88<br>A case study on Storyteller and Storytelling Based on the personal experience of the Storytelling Mom Group Leader at the Thai Tung Elementary School Perng Quei-Shang Abstract Based on the personal experience of the Storytelling Mom Group leader at Thai Tung Elementary School,this case study is designed to find out how contemporary storytellers are trained and and what kind of roles they play by examining the results of interviews and observations.It is also designed to reveal all kinds of skills used in storytelling by cases analysis.The spirit of”Caterpillar Children’s Philosophy Foundation”will facilitate our understanding of how Storytelling Mom Group carry out their”Story,Thinking and Discussion”plan in class. Keywords：storyteller/storytelling

碩士<br>國立花蓮師範學院<br>鄉土文化研究所<br>92<br>As the international community increases its emphasis on reading activity in recent years, the promotion of reading also becomes a priority on Taiwan government''s agenda. The government showed its concern for reading through the cultural rooting campaign of "Fostering Reading Habits" by Council for Cultural Affairs in 1996 and "Year of Reading for Children" by the Ministry of Education in 2000, after which a series of promotional activities for children''s reading were held throughout Taiwan. With encouragement from the government, the cultivation of "storytelling mom" and storytelling volunteers also reached its climax. It was under such a background that the storytelling Mom Group of Hualien established its own volunteer team for storytelling after receiving training from the Caterpillar Children’s Philosophy Foundation. This research aims to probe into Hualien Storytelling Mom Group''s development, operation, promotion of storytelling activities, and the cultivation of its personnel. Its group members'' participation in storytelling in schools and reaction from the school is also dealt with. Suggestions about the group''s future development for those who are concerned about or interested in its training and establishment are made as the conclusion of this research.

The VLSI circuit normally has to meet the design requirements concerning the performance of the circuit, namely speed, power dissipation and size of the chip. The optimum design of the integrated circuit is the one that meets the speed requirements while dissipating the minimum possible power, without exceeding the power dissipation requirements and occupies the minimum possible area.

La lecture est au cœur des apprentissages scolaires et, par le fait même, de la réussite dans bon nombre de disciplines scolaires. Toutefois, ce ne sont pas tous les apprenants qui ont de la facilité à développer cette habileté. En effet, certains élèves éprouvent des difficultés en lecture, et ce, tout au long de leur parcours scolaire. C’est le cas, notamment, des élèves présentant une dyslexie, soit un trouble d’apprentissage de la lecture. La dyslexie serait associée à un déficit phonologique qui entraverait, notamment, la réalisation des correspondances entre les graphèmes et les phonèmes, lors de la reconnaissance des mots. Comme cette dernière est spécifique à la lecture et fortement liée à la compréhension de textes, les dyslexiques éprouvent donc des difficultés importantes à lire. La reconnaissance des mots implique l’activation et l’utilisation de différentes connaissances se rapportant aux propriétés phonologiques, morphologiques et visuo-orthographiques des mots écrits. Ces connaissances et les procédures qui leur sont associées se mettent en place dans les premières années de scolarisation chez les élèves ayant un développement typique de la lecture. Elles leur permettent de créer des représentations orthographiques correspondant de plus en plus à la norme. La qualité de ces représentations emmagasinées en mémoire contribue à la réussite en reconnaissance des mots. Pour les élèves dyslexiques, les représentations des mots manquent toutefois de précision, ce qui engendre des erreurs lors de la lecture. Comme les connaissances et les procédures phonologiques sont généralement réputées déficitaires chez les élèves dyslexiques, des chercheurs tentent depuis plusieurs années d’identifier d’autres procédures qui pourraient pallier ces lacunes, et ainsi aider ces élèves. Une piste de recherche privilégiée est d’étudier les connaissances morphologiques des élèves dyslexiques lors de la lecture. En effet, étant donné que les mots comportent des propriétés non phonologiques, notamment des propriétés morphologiques, il est possible d’envisager que ces élèves utilisent ces autres propriétés pour mieux reconnaitre les mots. Le bilan de la littérature scientifique portant sur cette question ne permet pas actuellement de dresser un portrait clair de la situation. Une raison pouvant rendre compte de ce constat concerne la grande variabilité des tâches retenues dans les différentes études et le fait que certaines tâches ont été réalisées oralement et d’autres, à l’écrit. Ces tâches varient aussi en termes de contraintes cognitives. Il n’est donc pas surprenant qu’elles soient associées à des taux de réussite variables. De plus, puisque les connaissances orales sont les premières à se développer et qu’elles servent généralement de base sur laquelle se construisent celles à l’écrit, il est possible de penser que les tâches administrées oralement soient mieux réussies que celles à l’écrit. Or, les études n’ont pas tenté de hiérarchiser les tâches pour mieux comprendre les résultats des travaux menés dans le domaine et ainsi rendre compte du rôle potentiel des connaissances morphologiques en lecture. Également, elles n’ont pas pris en considération les modalités dans lesquelles les tâches sont administrées (à l’oral ou à l’écrit). Dans notre étude, l’objectif est donc d’évaluer et de comparer les connaissances morphologiques, en modalités orale et écrite, d’élèves dyslexiques du primaire à partir de différentes tâches hiérarchisées. Les performances de ces élèves ont été comparées à celles de deux groupes de normo-lecteurs, soit des élèves plus jeunes, mais ayant un même niveau de lecture (CL) et des élèves du même âge chronologique (CA), pour mieux comprendre les comportements en lecture des élèves dyslexiques. Pour évaluer les habiletés en lecture, nous avons utilisé une épreuve de reconnaissance des mots de la batterie de tests WIAT-II, une épreuve de compréhension en lecture de la batterie de tests K- ABC et une épreuve de vocabulaire (EVIP). Pour l’évaluation des connaissances morphologiques, trois tâches ayant des contraintes cognitives différentes (jugement de relation, décomposition et jugement de plausibilité) ont été retenues à la suite d’une revue de la littérature. Ces tâches ont été administrées à tous les participants d’abord à l’oral, puis à l’écrit quelques jours plus tard. Les résultats des analyses de variance menées révèlent que les élèves dyslexiques obtiennent des taux de réussite généralement comparables aux CL dans les tâches morphologiques. Cela corrobore les résultats d’autres études et correspond à nos attentes. Toutefois, pour certaines tâches, ils ne se distinguent pas significativement des CA, ce qui pourrait indiquer que les connaissances morphologiques des élèves dyslexiques sont plus élaborées que ce que nous avions anticipé par rapport à leurs habiletés en lecture. Nous avons aussi observé un effet des contraintes cognitives rattachées à chacune des tâches morphologiques. Un effet de la modalité d’administration des tâches a également été observé, mais seulement pour la tâche de jugement de plausibilité, et ce, uniquement pour les élèves dyslexiques. Ainsi, de façon générale, et contrairement à nos attentes, la modalité ne semble pas avoir eu d’impact sur les performances pour les groupes CA et CL. Ces résultats ont des retombées théoriques et pratiques qui sont abordées à la fin de cette thèse.<br>Reading is at the heart of school learning and likewise, at the heart of success in many school subjects. However, not all learners develop this skill with ease. In fact, some students will experience reading difficulties throughout their school years. It is particularly the case of students with dyslexia, a reading disability. Dyslexia would be associated to a phonological deficit which would hinder, in the learners that are affected, the achievement of graphemes-phonemes correspondences during word recognition. Since this is said to be specific to reading and strongly linked to text comprehension, dyslexic students experience significant difficulties to read. Word recognition involves the activation and use of various types of knowledge linked to phonological, morphological and visuo-orthographic properties of written words. This knowledge and the procedures which are associated to them are established during the first years of schooling for students whose reading development is typical. They enable them to create orthographic representations corresponding more and more to the standard. The quality of these representations stored in memory contribute to success in word recognition. However, for dyslexic students, word representations often lack precision, which leads to errors during reading. Since phonological knowledge and procedures are generally said to be deficient in dyslexic students, researchers have been trying for several years to identify other procedures that could be useful to them. For this reason, these researchers are interested in the morphological knowledge of dyslexic students during reading. Consequently, since words have some properties that are non-phonological, in particular morphological properties, it is possible to consider that these students use these other properties to recognize words. The current review of the scientific literature on this question does not provide a clear picture of the situation. A reason that could account for this observation concerns the great variability of the tasks selected in the different studies and the fact that some tasks were performed in oral modality and others, in written modality. These tasks also vary in terms of cognitive constraints. It is thus not surprising that they are associated with varying success rates. Furthermore, since oral knowledge is the first to develop and that it generally serves as the basis on which written knowledge is built, it is possible to think that those administered orally will have a better success rate than written tasks. However, studies have not attempted to hierarchize tasks to better understand the results of work carried out in the field and thus account for the potential role of morphological knowledge in reading. They also have not considered the modality in which the tasks are administered (oral or written). In this study, our objective is thus to assess et compare morphological knowledge, in oral and written modalities, of elementary school dyslexic students by using different tasks that are hierarchized from the start. The performances of these students were compared with those of two groups of normal readers: younger students, but with the same reading level as the dyslexic students (RC) and same age students (AC), in order to better understand reading behaviors of dyslexic students. To assess reading abilities, a word recognition test from the WIAT-II test battery, a reading comprehension test from the K-ABC test battery and a vocabulary test (EVIP) were used. For the evaluation of morphological knowledge, three tasks (morphological relation judgment, decomposition and plausibility judgment) with different cognitive constraints were selected following a literature review. These tasks were administered to all participants first orally then, several days later, in writing. The results from the analysis of variance conducted reveal that dyslexic students obtain success rates generally comparable to RC in morphological tasks. This corroborates the results of other studies and meets our expectations. However, for certain tasks, they are not significantly different from AC, which could indicate that the morphological knowledge of dyslexic students is more elaborate than what we have anticipated in relation to their reading abilities. We also observed an effect of the cognitive constraints attached to each of the morphological tasks. Furthermore, an effect of the task administration modality was observed, but only for the plausibility judgment task and only for dyslexic students. Hence, in general, contrary to our expectations, the modality does not seem to have had an impact on the performances of AC and RC groups. These results have theoretical and practical consequences which are discussed at the end of this thesis.