References of "Frenkel, Stéphanie"
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See detailReading abilities in French speaking and Italian teenagers with Down's syndrome; A cross cultural study
Frenkel, Stéphanie ULg; Vicari, Stefano

Conference (2012, June)

Numerous studies have shown that phonological awareness plays an essential role in the acquisition of reading abilities in typically developing children. It has also been mentioned that the working memory ... [more ▼]

Numerous studies have shown that phonological awareness plays an essential role in the acquisition of reading abilities in typically developing children. It has also been mentioned that the working memory has a central role in the reading activity. Concerning Down’s syndrome individuals, they are impaired in two central factors in reading acquisition: phonological awareness and verbal STM storage. This was observed in comparison with typically developing participants of equivalent MA or with individuals with other developmental pathologies. However, Down syndrome individuals manage to learn to read. On the other hand, we note differences in age of mastering literacy according to the fundamental linguistic differences in orthographic depth. In fact, if children from a majority of European countries become accurate and fluent in foundation level reading before the end of the first school year, others do not. The effects appear not to be attributable to differences in age of starting or letter knowledge. The causes seem to be fundamental linguistic differences in syllabic complexity (which affect decoding) and fundamental linguistic differences in orthographic depth (which affect both word reading and non word reading). The time needed to establish foundation literacy is higher for French than for Italian language. It seems to be due to French language characteristics. The aim of the present study is to explore the effect of two different languages on the working memory and linguistic development in teenagers with Down’s syndrome. The comparison of two different linguistic samples of DS participants (French speakers and Italian speakers) may contribute to better understand the role played by different languages on the development of verbal working memory and phonological awareness. Aspects of reading, writing, working memory, STM memory and phonological awareness were assessed. This paper will present and discuss our results. [less ▲]

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See detailParticipative research in a school system: parents-professionals co-construction of knowledge
Detraux, Jean-Jacques ULg; Frenkel, Stéphanie ULg

Conference (2011, December 03)

Notre communication porte essentiellement sur la recherche-action menée pendant 2 ans au sein d’écoles à discrimination positive en Communauté française de Belgique : « Projet d’Accordage Parents ... [more ▼]

Notre communication porte essentiellement sur la recherche-action menée pendant 2 ans au sein d’écoles à discrimination positive en Communauté française de Belgique : « Projet d’Accordage Parents-Professionnels auprès d’Elèves à Risque » (PAPPER). Après avoir présenté l’origine de ce travail, nos objectifs et la méthodologie utilisée, nous traiterons notamment : - Des difficultés de l’implémentation d’une recherche participative. - De la richesse d’une co-construction des savoirs et savoir-faire au sein d’une communauté de pratique. - De l’empowerment des différents acteurs de terrain (enseignants, agents de Centre Psycho-Médico-Social, parents). - Du produit de cette recherche-action : le « Répertoire de ressources utiles ». [less ▲]

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See detailApport de la métacognition dans la remédiation des troubles d’apprentissage
Frenkel, Stéphanie ULg; Keppenne, Julien ULg

Poster (2011, November)

Thème De plus en plus d’élèves présentent des difficultés d’apprentissage ; qu’elles soient ou non accompagnées d’une déficience intellectuelle. Qu’ils présentent un trouble spécifique du langage et des ... [more ▼]

Thème De plus en plus d’élèves présentent des difficultés d’apprentissage ; qu’elles soient ou non accompagnées d’une déficience intellectuelle. Qu’ils présentent un trouble spécifique du langage et des apprentissages ou ce que l’on appelle un échec scolaire généralisé, ces élèves ont un point commun ; celui de présenter un déficit métacognitif (cf. Doudin, Martin & Albanese, 2001 ; Hessels & Hessels-Schlatter, 2010). Problématique et principales référence théoriques À l’interface de différents champs disciplinaires (psychologie du développement, psychologie cognitive, éducation cognitive, systémique appliquée au domaine scolaire et neuropsychologie), nous avons créé un Atelier d’Apprentissage dans le cadre de la Clinique Psychologique Logopédique Universitaire de l’ULg. Type de méthodologie Ce service d’éducation cognitive centré sur le diagnostic et la remédiation de difficultés d’apprentissage et de problèmes scolaires est une des solutions que nous proposons à cette recrudescence des élèves en difficulté d’apprentissage. L’atout majeur de ces actions au niveau métacognitif est qu’elles donnent la possibilité d’améliorer ou de développer les compétences sous-tendant l’apprentissage et qu’elles ont un double impact : impact au niveau de la sphère cognitive (e.g., stratégies de résolution de problèmes, capacités métacognitives) et impact au niveau de la sphère conative (e.g., amélioration de la confiance en soin et de l’estime de soi, augmentation de la motivation intrinsèque et des objectifs d’apprentissage). Principaux éléments développés et résultats Dans ce cadre, nous travaillons sur la formalisation et la validation de programmes de remédiation ; cela en fonction de différentes variables que sont notamment l’âge de l’élève, son potentiel d’apprentissage, la nature de ses difficultés et la présence de troubles associés. Conclusion Dans cette communication orale, nous proposons de présenter et discuter cette approche et la possibilité de la développer au sein des établissements scolaires ; que ce soit aux niveaux préventif ou palliatif. Références théoriques : Büchel, F.P. (Ed.). (1995). L’Education cognitive. Le développement de la capacité d’apprentissage et son évaluation. Neuchâtel : Delachaux et Niestlé. Doudin, P.A., Mardin, D., & Albanese, O. (2001). Métacognition et éducation. Berlin : Peter Lang. Hessels, M.G.P., & Hessels-Schlatter, C. (2010). Evaluation et intervention auprès d’élèves en difficulté. Bern : Perter Lang. Vianin, P. (2009). L’aide stratégique aux élèves en difficulté scolaire. Bruxelles, Belgique : De Boeck. [less ▲]

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See detailImpact of phonological awareness on reading and writing in Down’s syndrome
Frenkel, Stéphanie ULg; Vicari, Stefano

Conference (2010, June)

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See detailL’adolescent porteur d'une trisomie 21 : processus d’apprentissage et compétences cognitives
Frenkel, Stéphanie ULg; Detraux, Jean-Jacques ULg

in Haelewyck, Marie-Claire; Gascon, Hubert (Eds.) Adolescence et retard mental (2010)

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See detailQuelle psychologie scolaire en Belgique ?
Frenkel, Stéphanie ULg

Conference (2010)

Detailed reference viewed: 63 (17 ULg)
See detailProgramme d’Accordage Parents-Professionnels auprès d’Elèves à Risque : PAPPER.
Detraux, Jean-Jacques ULg; Haelewyck, Marie-Claire; Frenkel, Stéphanie ULg et al

Report (2009)

Detailed reference viewed: 80 (14 ULg)
See detailProgramme d'Accordage Parents-Professionnels auprès d'Elèves à Risque : PAPPER.
Detraux, Jean-Jacques ULg; Haelewyck, Marie-Claire; Frenkel, Stéphanie ULg et al

Report (2009)

Detailed reference viewed: 9 (1 ULg)
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See detailEvaluations of cognitive, linguistic and mnemonic competencies of people with Down’s syndrome; An integrative conception of mental retardation
Frenkel, Stéphanie ULg

in Journal of Cognitive Education and Psychology [=JCEP] (2009), 8(2), 214-215

Thesis summary

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See detailVerbal, Visual and Spatio-Sequential Short-Term Memory: Assessment of the Storage Capacities of Children and Teenagers with Down Syndrome
Frenkel, Stéphanie ULg; Bourdin, Béatrice

in Journal of Intellectual Disability Research [=JIDR] (2009), 53(2), 152-160

Background It is recognized that individuals with Down’s syndrome have a specific deficit in verbal short-term memory. On the other hand, non-verbal short-term memory seems to be preserved or even be a ... [more ▼]

Background It is recognized that individuals with Down’s syndrome have a specific deficit in verbal short-term memory. On the other hand, non-verbal short-term memory seems to be preserved or even be a strong point for these persons. Nevertheless, the extent and specificity of the deficit must be determined.To do so, we carried out a research programme that allowed us to simultaneously assess various short-term memory systems in a developmental perspective, and to compare our participants’ performance to that obtained by typically developing individuals of the same mental age. Method Three span tasks are used (auditory word span/visual patterns test/Corsi blocks task) with 54 children and teenagers with Down’s syndrome and 54 typically developing children as control group. Participants were matched according to their cognitive level. Results For the auditory word span task, participants with Down’s syndrome obtained performances significantly lower than those of the typically developing participants. On the other hand, compared with typically developing children, children and teenagers with Down’s syndrome have a spatio-sequential span significantly higher for the lowest developmental ages. No significant differences were found for visual span. Conclusions Individuals with Down’s syndrome exhibited a distinctive pattern of memory performance, in addition to their developmental specificities. [less ▲]

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See detailCompte-rendu du colloque Européen « Trisomie en mouvement »
Frenkel, Stéphanie ULg

in Nouvelles du chromosome 21 (2007), 16

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See detailMemory span and Down’s syndrome: A study of the developmental specificities
Frenkel, Stéphanie ULg; Bourdin, Béatrice; Vandromme, Luc

Conference (2006)

Detailed reference viewed: 11 (1 ULg)
See detailLe K-ABC utilisé avec des enfants trisomiques 21 : Un essai d’adaptation
Frenkel, Stéphanie ULg; Bourdin, Béatrice; Vandromme, luc

in Vivicorsi, Bruno; Collet, R. (Eds.) Handicap, cognition et prise en charge individuelle : des aspects de la recherche au respect de la personne (2005)

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See detailEssai d’adaptation du K-ABC à une population d’enfants avec trisomie 21
Frenkel, Stéphanie ULg; Lagneau, Frédéric; Vandromme, Luc

in Enfance : Psychologie, Pédagogie, Neuropsychiatrie, Sociologie (2005), 4

Facing the lack of psychometric tools, adapted to atypical populations, the present article constitutes the first section of a study that aims at evaluating the use, in a suitable manner, of the K-ABC ... [more ▼]

Facing the lack of psychometric tools, adapted to atypical populations, the present article constitutes the first section of a study that aims at evaluating the use, in a suitable manner, of the K-ABC test with child and adolescent populations carrying a Down’s syndrome. Following a question review on a set of works that put forward the heterogenic evaluating tools used with deficient subjects, this article proposed a solution to the problem raised by the analysis of results obtained with the K-ABC test of students with Down’s syndrome (i.e., standard notes, degrees of age development of subjects, total intake vs. percentages of good responses). Statistical data screening allows the examiner to determine how individuals how continue in further testing. In a sense, these « subtests » clarify the level of performance and the cognitive efficiency of the target subjects. [less ▲]

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See detailEvaluation des compétences cognitives, langagières et mnésiques des personnes trisomiques 21 ; pour une conception intégrative du retard mental
Frenkel, Stéphanie ULg

Doctoral thesis (2004)

Lying within the scope of the integrative theories of mental retardation, this research studies the processes of memorizing used by people with Down’s syndrome and more particularly, the strategy of ... [more ▼]

Lying within the scope of the integrative theories of mental retardation, this research studies the processes of memorizing used by people with Down’s syndrome and more particularly, the strategy of active rehearsal. The latter is defined as being the cumulative repetition of the verbal items to memorize. From this point of view, we undertook three research studies aiming at evaluating the impact of the modifications of the environment on the use of this strategy (in particular by means of a training program). The first two studies relate to adults and the last one, on children and teenagers. Moreover, the effect of linguistic competences in the use of this mnemonic strategy is examined. Furthermore, the study of this population raises many questions relating to the constitution of homogeneous groups and the evaluation of their developmental level (cognitive and linguistic), as well as the development of the various short-term memories. This work also presents our proposals for a solution to these three points. [less ▲]

Detailed reference viewed: 179 (10 ULg)