Les dysphasies : de l'évaluation à la rééducation

Book published by Elsevier-Masson (2012)

L'étude des troubles du langage oral chez l’enfant a connu un développement considérable à partir des années 1970 avec l’essor des recherches en psychologie du langage, en linguistique, et plus ... [more ▼]

L'étude des troubles du langage oral chez l’enfant a connu un développement considérable à partir des années 1970 avec l’essor des recherches en psychologie du langage, en linguistique, et plus récemment dans le domaine des neurosciences et de la génétique. La prise en charge des troubles langagiers fait également l’objet actuellement d’une attention particulière dans la recherche scientifique. L’objectif principal de ce livre est de rendre accessibles les résultats des recherches récentes sur les troubles dits « dysphasique » aux professionnels concernés par le suivi des enfants présentant cette pathologie. La dysphasie est définie comme un trouble développemental, qui concerne l’élaboration du langage oral, entraînant des difficultés importantes en compréhension et/ou en expression du langage parlé. C’est un trouble spécifique, sévère et persistant qui interfère d’emblée avec la dynamique développementale de l’enfant. La première partie de l’ouvrage expose les approches théo- riques de la dysphasie, actuellement débattues dans la littéra- ture scientifique, et dont la synthèse constitue une aide à l’établissement d’un diagnostic précis ou à la construction de programmes de prévention. La seconde partie présente différents types de rééducation, avec des exemples cliniques, et notamment le courant méthodologique EBP (Evidence-Based Practice), littéralement «pratiques basées sur les preuves», qui vise à aider le clinicien à vérifier la pertinence de ses choix. Illustré par des exemples concrets d’interprétation et d’évaluation des troubles, des stratégies d’élaboration du diagnostic, et comportant les recommandations issues de la littérature internationale, cet ouvrage s’adresse à tous les professionnels concernés par les troubles du langage oral et leur prise en charge : orthophonistes, neuropsychologues, médecins rééducateurs. [less ▲]

The links between dyslexia and inhibition deficits: do dyslexic children with an inhibition deficit have a specific reading profile?

Poster (2010, May 28)

The present study focused on the nature of the reading disability of children with both dyslexia and inhibition deficit. Van der Schoot et al. (2000; 2004); Nossent et al. (2005); Nossent and Deroux (2006 ... [more ▼]

The present study focused on the nature of the reading disability of children with both dyslexia and inhibition deficit. Van der Schoot et al. (2000; 2004); Nossent et al. (2005); Nossent and Deroux (2006) showed that these children tended more to guess the words they read because these “guessers” found difficulties in suppressing false candidate words that are activated in the lexicon. To test this account, dyslexic children with and without inhibition deficit were presented a sentence reading task. To evoke guessing, each sentence contained a word or a pseudoword which closely resembled either a valid congruent or incongruent word. Our hypothesis was that dyslexic children with inhibition deficit guessed more the word they read from the sentence context and the global word form than dyslexic children without inhibition deficit. The results showed that both dyslexics with and without inhibition deficit tended more to guess the words than control children without dyslexia and inhibition difficulties. We discussed these results with the fact that most of children with reading difficulties use the sentence context to compensate for poor reading skills. [less ▲]

Le coût cognitif des processus orthographiques

in Glossa (2004), 89

Phonological representations of children with SLI : a study of French.

in Journal of Speech, Language, and Hearing research (2004), 47

The present research examined the quality of the phonological representations of French children with specific language impairment (SLI) and those with normal language development (NLD). Twenty-five ... [more ▼]

The present research examined the quality of the phonological representations of French children with specific language impairment (SLI) and those with normal language development (NLD). Twenty-five children with SLI and fifty normally developing children matched on lexical age level participated in an auditory lexical decision task. The observations gathered in our study can be summarized as follows. First, children with a higher receptive lexical level performed better, and this was true both for children with NLD and children with SLI. Second, both children with NLD and SLI were more likely to reject pseudo-words resulting from a modification affecting the number of syllables of a word than pseudo-words resulting from a slight modification with the number of syllables unchanged. This difference, however, was greater for the children with SLI who appeared to have much difficulty rejecting pseudo-words resulting from slight modifications. Finally, the performance of children with SLI was particularly poor when presented with pseudowords resulting from a slight modification at the beginning or the end of a word. These findings are interpreted as supporting the hypothesis of an underspecification of phonological representations in children with SLI. [less ▲]

Les troubles morpho-syntaxiques développementaux en langage oral : quel cadre théorique adopter?

in Langage et l'Homme (Le) : Recherches Pluridisciplinaires sur le Langage (2002), 37(2), 85-102

This article contrasts two theoretical frames actually used to account for morphosyntactic disorders in children with specific language impairment. The first one stems from a traditional formal linguistic ... [more ▼]

This article contrasts two theoretical frames actually used to account for morphosyntactic disorders in children with specific language impairment. The first one stems from a traditional formal linguistic account developped in the context of Chomsky’s works while the second approach, the emergent account, is more functional. Following the linguistic account, it has been assumed that children are born with an innate set of representational constraints, the Universal Grammar, on which grammars are possible for a given language. In contrast, for the emergentist view, it is not necessary to postulate an autonomous device that evolved for grammar rather language in general, and grammar in particular, would emerge from cognitive and communicative abilities and linguistic environment. Both theoretical frames are briefly presented and discussed as well as their implications for the pathology study in children. [less ▲]