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Статті в журналах з теми "Jeunes adultes – Livres et lecture"
Garon, Rosaire. "Lecture et lecteurs au Québec." Documentation et bibliothèques 30, no. 4 (November 2, 2018): 111–20. http://dx.doi.org/10.7202/1053531ar.
Повний текст джерелаShin, Jisun. "A Differentiated Approach towards Translation for Children." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 12, no. 2 (October 1, 2014): 135–57. http://dx.doi.org/10.1075/forum.12.2.07shi.
Повний текст джерелаSezzi, Annalisa. "“History is Horrible” but it is more Horrible in Some Places than Others: the Translation of History Books for Children." Équivalences 46, no. 1 (2019): 189–212. http://dx.doi.org/10.3406/equiv.2019.1558.
Повний текст джерелаHommel, Élodie, and Julie Lavielle. "Lire et devenir adulte." Agora débats/jeunesses N° 95, no. 3 (October 4, 2023): 53–68. http://dx.doi.org/10.3917/agora.095.0053.
Повний текст джерелаBélisle, Rachel. "Éducation non-formelle et contribution à l’alphabétisme." Ethnologies 26, no. 1 (August 11, 2006): 165–83. http://dx.doi.org/10.7202/013345ar.
Повний текст джерелаJulien-Gauthier, Francine, Colette Jourdan-Ionescu, and Jessy Héroux. "L’insertion sociale et professionnelle des jeunes adultes qui ont des incapacités intellectuelles." Développement Humain, Handicap et Changement Social 20, no. 1 (February 28, 2022): 91–99. http://dx.doi.org/10.7202/1086773ar.
Повний текст джерелаCabarat, Mo. "Transitions de genre durant la jeunesse : controverses nord-américaines." Mouvements 115, no. 3 (December 11, 2023): 110–17. http://dx.doi.org/10.3917/mouv.115.0110.
Повний текст джерелаPouliot, Suzanne. "La place des bibliothèques dans les revues de littérature de jeunesse." Documentation et bibliothèques 44, no. 4 (September 2, 2015): 177–82. http://dx.doi.org/10.7202/1032825ar.
Повний текст джерелаMercier, Jean-Pierre, and Rachel Bélisle. "Lecture et écriture chez les jeunes adultes non diplômés participant à la formation structurée." Canadian Journal for the Study of Adult Education 27, no. 3 (June 30, 2015): 17–26. http://dx.doi.org/10.56105/cjsae.v27i3.3504.
Повний текст джерелаThevenet, Charlotte. "L’IVG dans les romans-miroirs pour jeunes adultes : Hétérogénéité d’une position « pro-choix »." L'Esprit Créateur 64, no. 3 (September 2024): 99–112. http://dx.doi.org/10.1353/esp.2024.a941899.
Повний текст джерелаДисертації з теми "Jeunes adultes – Livres et lecture"
Lévy, Ofra. "Théorie littéraire et statistiques : les succès en littérature de l’imaginaire pour jeunes-adultes, de l’explicatif au prédictif." Electronic Thesis or Diss., Paris 3, 2025. http://www.theses.fr/2025PA030023.
Повний текст джерелаLiterary theory and statistics may seem far removed from one another, but their combination makes it possible to propose a singular point of view in the field of literature. This research has been conceived in the light of the possibilities offered by such an approach, which is likely to provide a response to a literary curiosity about the extreme contemporaneity observed in France. The object of study is the young adult imaginary literature, which, in France, shows clear-cut degrees of success depending on the origin of its published titles: on the one hand, translated Anglo-American books with exponential popularity; on the other, French books whose most popular representatives are nonetheless far less popular than their contemporaries. And if certain external influencing factors can logically be determined, what about those that may be in action within the text itself? The heart of this research will be to interrogate, detect and even predict these possible textual reasons from a statistical angle, without however ignoring external ones, which will also be examined in order to best measure the weight of the influences at book. In other words, to use the double modality of the title of this research, an objective that can be translated in the form of the following problematization: “Can the successes of young adult imaginary literature in France be, to some extent, explained and predicted on the basis of textual material?”.This approach, at the crossroads of the exact sciences and literary theory, made possible by an analytical approach based on typologies and models conceptualized through a combination of approaches in structuralism, narratology and textometry, aims to measure and verify the characteristics of success external to the text through the prism of statistics; but above all, proposes to examine textual phenomena in a quantifiable form, and detect those at by in action within the fiction itself and to mirror them according to the commercial success that the books have enjoyed
Bresson, Claude. "Les jeunes sourds et la lecture : essai d'évaluation." Nancy 2, 1996. http://www.theses.fr/1996NAN21024.
Повний текст джерелаDiscussions about educational achievement of deaf children are still up to date. We have given an historical point of view concerning the access of deaf pupils to written language. We made a short review of the research in English about this problems. The datas of our own enquiety snow a very low level of reading ability of the pupils educated in special schools for deaf children. Hearing impaired children in normal schools seem to have better results
Poissenot, Claude. "Les jeunes et la bibliothèque municipale : la fréquentation d'un lieu de lecture publique." Paris 5, 1995. http://www.theses.fr/1994PA05H096.
Повний текст джерелаThe development of public libraries answers a concern for the diffusion of reading. Such a mission of public reading adds further to the conservation of literary works. As cultural equipment, libraries promote some literary values. Their acquisition policies, the librarians advices, lead towards the valorization of some novelistic work and documentaries. Such characteristics induce to analyses the frequenting of libraries as the one of other cultural equipment (museums, theatres, classical music concerts, etc. ). The proximity of young people with the cultural universe of libraries i. E with the choices and values they defend, create the conditions of their entry to these cultural equipment. In the first part one thus shows that family and juvenile cultural resources rise the probability of joining a library. In the second part, the study of the reasons for the renewal of joining leads to qualifying the analysis in terms of cultural resources. Youngsters from the upper social classes leave libraries more than those from middle or lower social classes. There is a limit beyond which the accumulation of cultural resources works against the keeping of library membership. The limits of the cultural resources explicative process leads to studying the frequenting of libraries according to other hypothesis
Venet, Valérie. "Production, diffusion et usage des savoirs professionnels en formation d'adultes : les lectures professionnelles des formateurs d'adultes." Lille 1, 2003. https://pepite-depot.univ-lille.fr/RESTREINT/Th_Num/2003/50377-2003-37.pdf.
Повний текст джерелаKiono, Naomi. "Les processus inférentiels dans la comprehension de textes chez des adultes jeunes et âgés." Angers, 1998. http://www.theses.fr/1998ANGE0014.
Повний текст джерелаCausal inferences have been examined during the on-line comprehension process involved in reading expositifs texts in young and old adults, by taking account reading goal and working memory factors. Experimental results suggest that causal inferences are made on-line. Aging effect occurs in time processing during text reading and in verification and recognition tasks. There is no aging effect in inference production. Effect of reading goal occurs slightly in reading and verification times. Finally, results about working memory suggest that this factor is negatively correlated with reading times in general, overall in aging. Results are discussed in relation to mental representation and to reduced processing capacity hypothesis
Martins, Deyse Karla de Oliveira. "A Livre express?o na alfabetiza??o de jovens e adultos: viv?ncias em salas de aula." Universidade Federal do Rio Grande do Norte, 2005. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14232.
Повний текст джерелаCette ?tude a ?t? faite ? partir d une exp?rience d alphab?tisation chez des jeunes et des adultes dans deux groupes du "Projet R?duction de l analphab?tisme" realis? par l Universit? F?d?rale du Rio Grande do Norte, le bureau du Ministere de l ?ducation et la Pr?fecture Municipale de Natal-RN. Nous avons choisi la m?thode qualitative de recherche, en utilisant l observation de la dynamique en salle de classe, consid?rant les acteurs sociaux comme ?tant le sujet actif du processus historique, culturel et politique. Nous avons voulu colaborer dans ce theme en proposant un r?f?renciel th?orique et pratique, en visant le dynamisme de la salle de classe, ? travers la vision de I alphab?tisation centr?e sur les utilisations sociales de la lecture et de l ?crit; la conception dialogique de Paulo Freire, bas?e sur la propre culture de l ?l?ve et sur sa valorisation en tant que sujet actif de l apprentissage ; la proposition p?dagogique de C?lestin Freinet dans son aspect de la dynamisation de la salle de classe renfor?ant le principe de la libre expression, de la colaboration, de l activit? et le respect du rytme individuel, pour le succes scolaire. Nous avons rappel? que C?lestin Freinet e Paulo Freire ont contribu? dans la conscientisation individuelle, sociale, culturelle, politique, de l ?leve par le processus scolaire. Nous avons s?par? l int?r?t et la participation de celles qui alphab?tisent et des ?l?ves dans ce processus ?ducatif. Nous avons constat? tout au long du travail des changements dans la posture de celles qui alphab?tisent, surpassant les pratiques centr?es dans le formalisme, et le verbalisme fruits de l ?ducation traditionnelle. A van?ant dans le sens de l Abordage Constructiviste de la connaissance, garantissant un climat de s?curit?, de dynamisme et de respect en salle de classe
Este estudo foi desenvolvido a partir de uma experi?ncia de alfabetiza??o de jovens e adultos em duas turmas do Projeto Redu??o do Analfabetismo, uma parceria entre a Universidade Federal do Rio Grande do Norte, a Secretaria Municipal de Educa??o e a Prefeitura Municipal de Natal-RN. Para o alcance dos objetivos propostos, optamos pelo m?todo qualitativo de pesquisa, utilizando a observa??o da din?mica da sala de aula, considerando os atores sociais como sujeitos ativos dos processos hist?rico, cultural e pol?tico. No sentido de colaborar nesse campo de estudo propusemos um referencial te?rico-pr?tico que objetiva a dinamiza??o da sala de aula por meio da vis?o de alfabetiza??o voltada para os usos sociais da leitura e da escrita; da concep??o dial?gica de Paulo Freire, baseada na pr?pria cultura do aluno e na valoriza??o deste como sujeito ativo da aprendizagem; da proposta pedag?gica de C?lestin Freinet, da dinamiza??o da sala de aula (enfatizando os princ?pios da livre express?o), da colabora??o, da atividade e do respeito ao ritmo individual, em fun??o do sucesso escolar. Lembramos que C?lestin Freinet e Paulo Freire contribu?ram para a conscientiza??o individual, social, cultural e pol?tica do educando, mediada pelo processo escolar. Destacamos o interesse e a participa??o das alfabetizadoras e dos alunos nesse processo educativo. Constatamos ao longo do trabalho mudan?as na postura das alfabetizadoras, superando pr?ticas centradas no formalismo e no verbalismo, frutos da educa??o tradicional e avan?ando no sentido da abordagem construtivista do conhecimento que assegura um clima de seguran?a, dinamismo e respeito em sala de aula
Guibert, Rozenn. "Jeux énonciatifs - enjeux évaluatifs : le rapport au texte d'étudiants-adultes préparant des diplômes de fin d'études." Paris, EHESS, 1989. http://www.theses.fr/1989EHES0329.
Повний текст джерелаHillairet, de Boisféron Anne. "Apprentissage multisensoriel de lettres et de formes abstraites chez les jeunes enfants et les adultes." Grenoble, 2010. http://www.theses.fr/2010GRENS038.
Повний текст джерелаLearning to read in an alphabetic system requires children to understand that letters (graphemes) in written language correspond to sounds (phonemes) in oral language. To learn these novel associations requires several years of specific instruction. Using some methods early on to prepare children for this seems efficient, where the methods are designed to reinforce the link observed between perceptive and motor abilities during reading and handwriting acquisition. The main goal of this work was to understand the way manual haptic exploration of cursive letters can enhance pseudo-words decoding and handwriting fluidity in letters production in senior kindergarten children. To do so, we compared multisensory trainings involving haptic and visual modalities, in the proposed motor activities around the letters, to visual or haptic unisensory tranings. This work was realised according to two axes: for the first, in senior kindergarten children shown graphemes and phonemes, and for the second, in adults shown a new learning of unseen abstract forms and auditory stimuli. Results reveal that motor activity around letters and abstract forms does not enhance participant's memorisation despite exploratory motions intimately related to their shapes. Nevertheless, we showed in a robust way a more important associative learning of letters and sounds after a visuo-haptic exploration of letters. In addition, this enhancement is not only due to a more sequential exploration induced by the haptic modality but more to the motor activity per se. Haptic modality could be at the origin of a "binding" effect between visual and auditory stimuli. Finally, getting children into the habit of handwriting motion of cursive letters via a haptic exploration (arm robot device), enhances their handwriting fluidity. Demonstration of a static and dynamic model of letters could help children in the acquisition of some motor rules production (as strokes order and kinematics) and in the construction of more complete motor representations of letters. Taken together, results suggest a significant impact of the haptic exploration of letters in acquiring the skills of reading and handwriting and add weight to the suggestion that haptic exploration should be used in training programs designed to prepare children for acquiring these skills
Hillairet, De Boisferon Anne. "Apprentissage multisensoriel de lettres et de formes abstraites chez les jeunes enfants et les adultes." Phd thesis, Université de Grenoble, 2010. http://tel.archives-ouvertes.fr/tel-00649864.
Повний текст джерелаDaniel, François. "Dysfonctionnements de la synergie vergence et accommodation chez les jeunes adultes : impact sur les saccades, la lecture et la cognition." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB095/document.
Повний текст джерелаQuality of sensory vision, eye movements and cognition have been broached one by one so far. However, recent studies suggest possible interactions between these fields without clarifying the link. On the one hand, vergence/accommodative (V/A) dysfunctions leads to visual symptoms like sore eyes, blurry or double vision but also problems of attention, concentration, and appear to have a negative impact on academic performances. On the other hand, people diagnosed with vergence disorders also show poor coordination of their saccades, which are essential in reading and cognitive demanding activities. The goal of this thesis is to go into this analysis in depth and to propose experimental ways to evidence the links between V/A disorders, control of the saccades and their influence on cognition. In a first part, we studied the impact of typical V/A disorders and the impact of an induced A/V conflict on the performances during the Stroop test, which is a neurological test known for evaluating cognitive executive functions like inhibition, demanding a high attentional deployment and stimulating basic reading skills. Results show that vergence dysfunctions and V/A inducted conflict have a negative influence on the Stroop performances in students, leading to a diminished control of cognitive functions. These results suggest a more parallel interaction between visual and attentional processes instead of a serial model where vision would be a prerequisite to cognition, slowing down the cognitive processes when disturbed. Secondly, we pursue this theory: vergence rehabilitation in subjects diagnosed with vergence disorders permitted an increase of the vergence capacities, showed an improvement on the coordination of the reading saccades and had a positive influence on the cognitive aspect during reading. This work gives new research possibilities at different level: (1) at a theoretical level, it permits to cross fields like neurology, cognitive psychology, eye movements and optometry; (2) at a clinical level, it suggests typical tests for a more efficient screening and opens new perspectives on solutions to rehabilitate people with V/A disorders; (3) at an educational level, it gives clues on how visual functions could affect academic performances
Книги з теми "Jeunes adultes – Livres et lecture"
M, Broderick Dorothy, ed. The VOYA reader. Metuchen, N.J: Scarecrow Press, 1990.
Знайти повний текст джерелаCarter, Betty. Best books for young adults: The selections, the history, the romance. Chicago: American Library Association, 1994.
Знайти повний текст джерелаA, Brueggeman Martha, and Rycik James A, eds. Literature for young adults: Books (and more) for contemporary readers. Scottsdale, Ariz: Holcomb Hathaway, 2012.
Знайти повний текст джерелаKnowles, Elizabeth. Boys and literacy: Practical strategies for librarians, teachers, and parents. Westport, Conn: Libraries Unlimited, 2005.
Знайти повний текст джерелаAbrahamson, Richard F. Books for you: A booklist for senior high students. Urbana, Ill: The Council, 1988.
Знайти повний текст джерела1970-, Hintz Carrie, and Ostry Elaine 1967-, eds. Utopian and dystopian writing for children and young adults. New York: Routledge, 2003.
Знайти повний текст джерела1960-, Miller Naomi J., ed. Reimagining Shakespeare for children and young adults. New York: Routledge, 2003.
Знайти повний текст джерелаLenz, Millicent. Nuclear age literature for youth: The quest for a life-affirming ethic. Chicago: American Library Association, 1990.
Знайти повний текст джерелаBurress, Lee. Battle of the books: Literary censorship in the public schools, 1950-1985. Metuchen, N.J: Scarecrow Press, 1989.
Знайти повний текст джерелаcommunications, Ontario Ministère de la culture et des. Des aînés en mouvement: Planification, organisation et mise en valeur de programmes de bibliothèque destinés aux aînés. Toronto, Ont: Ministère de la culture et des communications, 1991.
Знайти повний текст джерелаЧастини книг з теми "Jeunes adultes – Livres et lecture"
BERTHU-COURTIVRON, Marie-Françoise. "La médiation des livres." In Echantillons représentatifs et discours didactiques, 13–24. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6535.
Повний текст джерелаPrêteur, Yves, and Myriam de Léonardis. "8. La lecture interactive d'albums de jeunesse entre parents et jeunes enfants : activité ludique et/ou initiation informelle au langage écrit ?" In Les enfants dans les livres, 133. ERES, 2013. http://dx.doi.org/10.3917/eres.mietk.2013.01.0133.
Повний текст джерела"Front Matter." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, [i]—[ix]. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.1.
Повний текст джерела"SÉANCE 1." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, 1–12. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.10.
Повний текст джерела"SÉANCE 2." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, 13–36. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.11.
Повний текст джерела"[Middle Matter]." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, i—ii. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.12.
Повний текст джерела"TABLE DES MATIÈRES." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, iii—4. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.13.
Повний текст джерела"SÉANCE 1." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, 5–44. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.14.
Повний текст джерела"SÉANCE 2." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, 45–88. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.15.
Повний текст джерела"[Middle Matter]." In Évaluation orthopédagogique de la lecture et de l'écriture de jeunes étudiants adultes, i—ii. Presses de l'Université du Québec, 2010. http://dx.doi.org/10.2307/j.ctv10qqxxp.16.
Повний текст джерела