Publications of Christelle Maillart
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See detailComment peut-on mesurer l’efficacité d’une rééducation de manière écologique? Etudes de cas multiples chez des enfants présentant un trouble du spectre autistique (TSA)
Maillart, Christelle ULiege; Fage, Charles ULiege; Heck, Tamyline et al

in Gatignol, Peggy; Rousseau, Thierry (Eds.) Efficacité des thérapies (2017, December 07)

Introduction Establishing the effectivenss of speech-therapy interventions is a critical issue. Methodological approaches fitted for single-case studies, such as observation baselines, have been used for ... [more ▼]

Introduction Establishing the effectivenss of speech-therapy interventions is a critical issue. Methodological approaches fitted for single-case studies, such as observation baselines, have been used for a long time in interventions addressing oral language or learning impairments. However, when targeting disabled populations, measuring the intervention efficacy is much harder, especially due to their ecological and functional aspects. Objective This work illustrates the efficacy assessment of an intervention based on a technological tool of Alternative and Augmentative Communication (AAC) – named Tiwouh – among children with autism spectrum disorder (ASD). Method Four young participants with ASD have been trained on the Tiwouh AAC plate-form. Their communication behaviors have been evaluated during the activity of reading book with their parents, comparing trained and non-trained books, with or without the support of the AAC tool. Results Thanks to the different experimental conditions of the same task (reading book) implemented as baselines, specific intervention effects have been highlighted. Moreover, some participants actually generalized these benefits to untrained books. Such data will help identifying participants’ profile that can benefit the most from these interventions. Conclusion The present work suggests measuring the effectiveness of an intervention can be achieved regardless of the therapeutic objective, in various situations and with patients exhibiting heterogeneous language profile, by using functional and ecological measures close to the population needs. [less ▲]

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See detailTroubles phonologiques chez des enfants présentant des troubles développementaux du langage
Maillart, Christelle ULiege

Scientific conference (2017, November 23)

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See detailImplementation of "Parler-Bambin" preventive program in the multilingual and multicultural context of nurseries/daycares in Lebanon
Moitel ép Messarra, Camille ULiege; Maillart, Christelle ULiege

Poster (2017, November 10)

This project is targeting prevention programs for language and communication difficulties in nurseries in Lebanon. More specifically, it will explore the implementation of a preventive program to enhance ... [more ▼]

This project is targeting prevention programs for language and communication difficulties in nurseries in Lebanon. More specifically, it will explore the implementation of a preventive program to enhance language skills in early childhood, and to specify the role of the Speech and Language Therapist (SLT) in this implementation. There is a growing consensus among researchers and clinicians that abilities acquired at an early age, especially in oral language, are predictive of children's academic performance and future social integration (Zorman, 2011). Preventive actions are increasingly recognized as a priority to improve public health worldwide (Law et al., 2013). In Lebanon, an ongoing national program (MHPSS 2015-2021 - MHPSS, Preventive and Curative, Ministry of Public Health, 2015) is taking part of this kind of healthcare development. Aims: Thus, taking into account some variables that affect the implementation process (environment communities, providers, prevention delivery system and the prevention support system), the aims of this project are 1) to study the feasibility of a preventive program model, that partners Speech and Language Therapist and educators or caregivers in daycare and nurseries, to facilitate language and communication in Lebanese toddlers (under 3 years old), 2) determine the success factors of the implementation. It will be based on a French program “Parler Bambin”, which is currently widely developed in France. Method: The first study will focus on the factors of engagement of different stakeholders in a prevention program: firstly, by identifying the professionals involved in nurseries in Lebanon and then identifying the characteristics of these stakeholders in diverse childcares. Data will be gathered through a questionnaire constructed or adapted from existing questionnaires for this purpose (eg, Preschool Teacher Literacy Beliefs Questionnaire [TBQ], Hindman and Wasik, 2008). Similarly, the questionnaires will address SLT’s representations about their role in supporting language in nurseries. Nominal groups or focus groups (Baribeau and Germain, 2010) and questionnaires will be also carried out to identify the facilitators of this kind of preventive actions and the specific needs of SLTs in preventive settings. A second phase will target the implementation process itself: adapting and implementing a preventive intervention, while taking into consideration implementation aspects. We will find out major variables that are worthy for the program’s implementation, by measuring its fidelity (dosage, quantity, intervention strength, quality, participant responsiveness, program differentiation, etc.), also using videos and direct coaching sessions. Pre and posttest measures will be applied on children (MCDI -The MacArthur communicative development inventories, Fenson et al., 1996; Questionnaire for parents of bilingual children LITMUS-PABIQ, COST IS0804, validation in Lebanon, Tuller 2015). Finally, following the pilot study, the implementation of the adapted program will be proposed according to different execution modalities to support its implementation: with a direct or indirect involvement of an SLT. It will be tested more widely, with particular focus on the role of the speech therapist. Evaluation measures similar to those presented in Phase 2 will be carried out. Expected results: This project will highlight the added value of speech therapy in setting up a prevention program. It also participates in the elaboration of a national strategic framework for the Speech and Language Therapy [less ▲]

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See detailTeacher-SLT co-intervention program to support language in kindergartens in Lebanon: methodology, procedures and measures
El Kouba, Edith ULiege; Maillart, Christelle ULiege

Poster (2017, November 10)

Background: The aim of this project is to develop a co-intervention program, lead by a teacher and an SLT, to support oral language in preschoolers in the Lebanese context (multicultural, multilingual ... [more ▼]

Background: The aim of this project is to develop a co-intervention program, lead by a teacher and an SLT, to support oral language in preschoolers in the Lebanese context (multicultural, multilingual). Actually, there is a growing consensus, that efforts to enhance children’s early language skills, can improve their reading skills and long-term academic achievement. However, some children are at risk of delays due to diverse environments (e.g. low socioeconomic status), and impoverished language and literacy experiences. Thus, international recommendations highlight the necessity for SLTs to conceptualize their intervention, according to community based needs, focusing on primary prevention for early communication and language difficulties, given their later impact on social and professional integration (Law 2013). Aims: In line with the recommendations of the Ministry of Public Health in Lebanon (Mental Health program services MHPSS, preventive and curative, Ministry of Public Health, 2015), the purpose of the project is to support language skills in preschoolers by adapting, implementing and analyzing co-intervention program that partners early childhood educators along with SLTs. Methods: First, we will identify the beliefs, representations and expectations of the different stakeholders (teachers, speech-language pathologists, school principals) through questionnaires and interviews among the diverse Lebanese school contexts in order to 1) identify the knowledge and 2) gather their expectations in the area of support and prevention for language difficulties in kindergarten. Second, the project aims to identify the quality of teacher-child interaction, considered as one of the primary mechanism that foster the development of child’s language competences. It is commonly assessed by using the Classroom Assessment Scoring System (CLASS-K; Pianta, La Paro, & Hamre, 2008). Ten dimensions will be considered: climate (positive or negative), teacher sensitivity, children's perspectives, behavior management, productivity, teaching practices and learning formats, concept Development, quality of feedback provided to the child, and linguistic modeling. Finally, we will design a co-intervention program that is the most consistent with the contextual, cultural and linguistic diversity in Lebanon. Two intervention settings will be addressed and compared: 1) a co-intervention with an SLT including direct coaching, and video-retroactions and 2) an implementation of the program led by the teacher after a training provided by an SLT. We will collect information about children’s bilingual environment through the Parental Bilingual Questionnaire (PABIQ-LITMUS, COST Action IS804), and we will evaluate interactions through CLASS-K (Pianta, La Paro, & Hamre, 2008), pre and post evaluation. Children's language skills will be measured through: ELO-L (Zebib, Khomsi, Henry, Messarra, & Kouba Hreich, Lebanon Tests Editions, 2017). Moreover, measurements of the fidelity of program’s implementation (dosage, adhesion, quality of the interactions, responsiveness) will also be carried out. Results: The expected results are intended to demonstrate to which extent an intervention program, to enhance communication and language skills, carried out jointly by teachers and speech therapists, would be more effective than a program delivered without the intervention of SLTs. The intervention of speech-language pathologists would thus have a more effective impact on the teachers' practices and the language skills of the children. This would justify the primary role of SLTs in indirect interventions in preschools in Lebanon. [less ▲]

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See detailUne pratique orthophonique basée sur les faits scientifiques : mode d'emploi
Maillart, Christelle ULiege; Martinez Perez, Trecy ULiege

Scientific conference (2017, October 26)

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See detailVers une masterisation de la logopédie ! Partie 1- Situation internationale
Maillart, Christelle ULiege

Article for general public (2017)

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See detailLes interactions enseignant/enfants comme soutien au développement langagier des enfants en classe maternelle
Leroy, Sandrine ULiege; Bergeron-Morin, Lisandre ULiege; Desmottes, Lise ULiege et al

in Les entretiens de Bichat : les entretiens d'orthophonie 2017 : Les pathologies du langage chez l'enfant de moins de 6 ans: facteurs de risque (FR), facteurs de protection (FP) (2017, September 22)

L'école maternelle constitue un contexte privilégié pour soutenir le développement du langage et de la communication des enfants. La qualité des interactions entre l’enseignant et les enfants de sa classe ... [more ▼]

L'école maternelle constitue un contexte privilégié pour soutenir le développement du langage et de la communication des enfants. La qualité des interactions entre l’enseignant et les enfants de sa classe est reconnue comme étant l’aspect le plus déterminant de la qualité éducative, notamment en ce qui concerne le développement langagier. Cet article a pour objectif de faire un survol de la littérature sur le développement du langage des enfants en contexte préscolaire, sur le rôle que peut y jouer l’enseignant, ce qui ouvre des perspectives quant aux modalités de développement professionnel des enseignants en maternelle. [less ▲]

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See detailAn overview of the quality of interactions in Belgian pre-kindergarten classrooms
Leroy, Sandrine ULiege; Desmottes, Lise ULiege; Bergeron-Morin, Lisandre ULiege et al

Poster (2017, July)

Quality of teacher-children interactions during early childhood plays a protective effect on language development, more particularly with the more vulnerable children (Dickinson, 2011). However, the ... [more ▼]

Quality of teacher-children interactions during early childhood plays a protective effect on language development, more particularly with the more vulnerable children (Dickinson, 2011). However, the quality of these interactions, especially those supporting language development, is not always optimal (Piasta et al., 2012). It is of great concern in Belgium, where there is a need to prevent, during early childhood, an educational gap that too often depends on the socio-economic status of a child’s family (Vandenbroeck, 2015). Supporting the quality of teacher-children interactions in kindergarten may be a way to preventively support language development and educational achievement. But to date, little is known about what children experience in Belgium kindergarten, regarding language development support. The objective of this study is to document the quality of teacher-children interactions, in the second year of nursery school (4-5 years old) in the French-speaking part of Belgium. Observations take place in 23 classes. The CLASS Pre-K (Classroom Assessment Scoring System®, Pianta et al., 2008) is used for measuring the quality of teacher-children interactions. Trained observers have assessed quality of interactions along three domains: Emotional Support, Classroom Organization and Instructional support including language modeling. Results have revealed a lower quality in instructional support while showing a medium-high quality in the emotional support and classroom organization. However, scores in the instructional support increase when teachers propose activities deliberately dedicated to language. A more detailed analysis of the observations in 23 classes, in relation with number of children in the classroom and type of proposed activities will be discussed. These results will be interpreted within the particular context of kindergarten in Belgium. The present study aims at enabling a more global reflection on the modalities that can better support language development in an educational context, more particularly with more vulnerable children. [less ▲]

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See detailLanguage abilities in preterm-born children : Specific difficulties in phonological skills
Desmottes, Lise ULiege; Maillart, Christelle ULiege; VIELLEVOYE, Renaud ULiege et al

Poster (2017, July)

Children who were born prematurely (before 37 weeks’ gestation) are at greater risk for a range of impairments in cognitive, motor, social-emotional, and academic functioning (e.g., Bos et al., 2013 ... [more ▼]

Children who were born prematurely (before 37 weeks’ gestation) are at greater risk for a range of impairments in cognitive, motor, social-emotional, and academic functioning (e.g., Bos et al., 2013). Other developmental disorders, such as language delays and deficits, are also more common in preterm children (Van Noort et al., 2012). Because language function is essential in all kinds of social and academic life (Young et al., 2002), it is crucial to better identify and characterize language impairment in preterm-born children. Despite the large amount of research conducted on language abilities in preterm children, little is known about their phonological development (Barre et al., 2011). In the present study, we investigated differences in several phonological tasks between French-speaking premature children and in term-born control children. 30 children born at <35 weeks’ gestation (4 to 5 years old) and with low-birth weight (1215 g on mean) were recruited. These preterm children were matched to 30 children born at term on gender, chronological age and socio-economic level. All participants were administered five language tasks (phonemic discrimination, phonological judgment, pictures naming, pseudo-words repetition and phonological awareness) in order to precisely assess their phonological skills. Results indicated that preterm children presented poorer performance than control term-born children when they had to discriminate between different phonemes (phonemic discrimination abilities), to detect phonemic modifications (phonological judgment) and to recognize and identify syllabic segments (phonological awareness). Differences between both groups have also been observed in the quality of phonological representations (pictures naming task). However, both groups of children performed equally well in the pseudo-words repetition task. These findings revealed that preterm children score significantly lower compared with term-born children on several phonological tests, a language subdomain which is particularly important in the initial stages of language development and for reading. [less ▲]

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See detailLanguage and analogical reasoning in children with Specific Language Impairment: The effect of articulatory suppression
Krzemien, Magali ULiege; Thibaut, Jean-Pierre; Stoffels, Valentine ULiege et al

Poster (2017, July)

Analogical reasoning shares a mutual influence with language development: analogical reasoning is improved by labelling analogical items with words describing the relations that they contain. Conversely ... [more ▼]

Analogical reasoning shares a mutual influence with language development: analogical reasoning is improved by labelling analogical items with words describing the relations that they contain. Conversely, structural alignment, a core mechanism of analogical reasoning, allows the acquisition of novel words and the development of grammar (Gentner, 2010). Given those findings, some authors have taken interest in the analogical reasoning ability of children with language disorders, and specifically of children with Specific Language Impairment (SLI). Those children have worse performance than their age-matched peers without language disorders in linguistic or non-linguistic analogical tasks (Leroy, Maillart, & Parisse, 2014). Our aim here is to see if this weakness is due to their language disorders and if they use the same verbal strategies as their peers to solve an analogical task. To experience these assumptions, we use a perceptual analogical task following an A:B::C:D paradigm: participants have to find the relation between two geometric forms A and B and to apply it to the C term in order to find the D term among distractors. The distractors either share perceptual features with the C term, what creates a competition that shall be inhibited, or not. Moreover, children are faced with three interfering task conditions: one without any interfering task, one with an articulatory suppression secondary task and one with a tapping secondary task, which is used in order to measure the general dual task demands. Comparing the results of these conditions will allow us to evaluate the impact of language and verbal strategies on analogical reasoning in control and SLI children. [less ▲]

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See detailEfficacité de la combinaison des méthodes explicite et implicite pour intervenir sur les difficultés morphosyntaxiques
Houben, Lauren; Maillart, Christelle ULiege; Leroy, Sandrine ULiege

Poster (2017, June 01)

Pour que la logopédie puisse s’appuyer sur une pratique basée sur les preuves (Evidence-Based Practice), il est nécessaire de disposer d’études traitant de l’efficacité des interventions. Dans la ... [more ▼]

Pour que la logopédie puisse s’appuyer sur une pratique basée sur les preuves (Evidence-Based Practice), il est nécessaire de disposer d’études traitant de l’efficacité des interventions. Dans la littérature scientifique, deux approches sont mises en avant pour pallier aux difficultés morphosyntaxiques: les méthodes implicites opposées aux méthodes explicites. Les méthodes implicites s’avèrent pertinentes chez les enfants d’âge préscolaire, en raison de leurs faibles habiletés métalinguistiques. Ces méthodes réfèrent aux méthodes de facilitation grammaticale (imitation, modelage, stimulation focalisée et reformulation) et à l’approche basée sur l’usage. Cette dernière tient compte de l’apprentissage progressif des différentes structures grammaticales chez les enfants ayant un développement typique (notamment Riches, 2013). Les méthodes explicites offrent un apprentissage explicite du langage. Elles reposent sur le constat selon lequel, en raison d’un déficit de la mémoire procédurale, les enfants ayant des troubles du langage ne parviendraient pas à apprendre implicitement le langage. Actuellement, les résultats obtenus quant à l’efficacité de ces méthodes semblent contradictoires. Dès lors, la combinaison des deux types d’approches pourrait être envisagée. Actuellement, une seule étude (Smith-Lock et al., 2013) s’est intéressée à cette combinaison des deux méthodes et a prouvé son efficacité. Bien que cette étude soit assez prometteuse quant aux bienfaits d’une rééducation s’appuyant sur plusieurs méthodes, des recherches complémentaires sont indispensables. [less ▲]

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See detailThe acquisition of nouns in children with Specific Language Impairment
Krzemien, Magali ULiege; Thibaut, Jean-Pierre; Zghonda, Hela ULiege et al

Poster (2017, June 01)

Specific Language Impairment (SLI) is a neurodevelopmental disorder that affects the language development of children with a normal nonverbal intelligence and no history of neurological disorder nor ... [more ▼]

Specific Language Impairment (SLI) is a neurodevelopmental disorder that affects the language development of children with a normal nonverbal intelligence and no history of neurological disorder nor auditory deficit (Leonard, 2014). A difficulty linked to SLI is the poor language productivity and the input dependency that children display compared with their peers: they tend to use a limited variety of verbal forms compared to younger siblings (Conti-Ramsden & Jones, 1997) and use a high proportions of the same verbs as their mothers (Jones & Conti-Ramsden, 1997). Recent studies suggested that these disorders could be linked to a deficit in generalizing constructions (constructions being units of language that vary in complexity and abstractness, Tomasello, 2009) from the input (Leroy et al., 2013). Specifically, some authors proposed that children with SLI would need more exemplars to abstract a given construction from the input and apply it to new instances (Leroy et al., 2013). In this study, we want to broaden this assumption to the acquisition of words: we evaluated the ability of children with SLI to generalize novel words, and in particular relational words. SLI seem indeed to be linked to an impairment in the processing of relations: children with SLI have poorer performance than their age-matched peers in linguistic or non-linguistic analogical tasks, which require to reason about relational structures (Leroy et al., 2014). We draw the hypothesis that children with SLI would need more exemplars in order to generalize words compared to age-matched but also to language-matched peers. We created a novel word extension task to improve this hypothesis: the first part is composed with nine test trials, each associated with a non-word. The child sees one, two, or three exemplars of a novel noun in short animations. The examiner tells him: “This is a /dyfɑ̃/”. Then, the child sees three other animations and the examiner says: “Show me which one of these is a /dyfɑ̃/”. The child has to choose the object that plays the same role as the exemplars among two distractors: an object that looks like one of the exemplar and a non-related distractor. The second part of the task is based on the same protocol but the exemplars are objects that have a specific spatial configuration (like symmetry). Here again, the child sees one, two, or three exemplars of a novel noun associated with the objects. The examiner tells him: “This is a /fegɑ̃/”. Then, the child sees three other objects and the examiner says: “Show me which one of these is a /fegɑ̃/”. The distractors are an object that has the same global form as one of the exemplar but without having the specific configuration required, and the non-related distractor. The participants are 20 children diagnosed with SLI aged from 6 to 12 years-old. Each child is match to a control child in age and non-verbal IQ on the one hand, and to a control child in linguistic age (based on a measure of vocabulary comprehension). Results show that children are better able to extend relational words when presented with several referents of these words, which confirms what has already been found in other experiments (Gentner, 2005). When the feature to be used is a spatial relation between the parts of the objects, children with SLI have more difficulties than age-matched controls extending new words, which confirms that SLI is linked to an impairment in the processing of relations and a greater dependance on perceptual information (Leroy et al., 2014). They also tend to benefit more than age-matched children from the presentation of several referents of a new word in order to extend it, what would mean that they greatly benefit from comparison and variability in order to identify relational similarities. It would be interesting to see if children can learn from several items that relational feature can be pertinent to define categories and extend words, as young children without SLI can do it with shape while children with SLI cannot (Collinson et al., 2015). [less ▲]

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See detailFormer des futurs logopèdes à l’Evidence-Based Practice : défis et perspectives
Maillart, Christelle ULiege; Durieux, Nancy ULiege

Conference (2017, May 20)

Dans cette première intervention de l'atelier intitulé "Impacts de la recherche sur les questions de société actuelles : importance de l’evidence-based practice", nous définirons l’EBP et illustrerons la ... [more ▼]

Dans cette première intervention de l'atelier intitulé "Impacts de la recherche sur les questions de société actuelles : importance de l’evidence-based practice", nous définirons l’EBP et illustrerons la façon dont cela est enseigné à la Faculté de Psychologie, Logopédie et des Sciences de l’Education de l’Université de Liège (ULg) à travers l’exemple de la formation en logopédie. Selon leur code déontologique, les logopèdes doivent offrir à leurs patients une prise en charge de la meilleure qualité possible, en tenant compte des spécificités et des préférences de chaque patient. Ces enjeux sont au cœur de l’approche EBP qui se définit comme l’intégration consciencieuse, explicite et appropriée des meilleures preuves issues de trois sources distinctes : 1) les preuves externes venant de la recherche scientifique ; 2) les preuves internes venant de l’expérience clinique ; 3) les preuves concernant les préférences d’un patient correctement et complètement informé. Les dispositifs pédagogiques mis en place à l’ULg pour former les futurs logopèdes à cette pratique ciblent les cinq étapes de la démarche EBP, à savoir : 1) transformer le besoin d’information en une question claire et précise, 2) trouver les meilleures données probantes issues de la recherche pour répondre à cette question, 3) évaluer de manière critique ces données, 4) combiner cette évaluation critique avec la compétence clinique du praticien et les caractéristiques individuelles du patient, ses valeurs et sa situation et 5) évaluer l’efficacité de la décision clinique et l’efficience personnelle à exécuter le processus de prise de décision. L’importance d’une approche intégrée et d’une pratique répétée sera soulignée. [less ▲]

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See detailUn portrait de la qualité des interactions enseignant/enfants pour soutenir le développement langagier à l’école maternelle
Leroy, Sandrine ULiege; Bergeron-Morin, Lisandre ULiege; Desmottes, Lise ULiege et al

Conference (2017, May 19)

L’environnement scolaire, et plus particulièrement l’éducation préscolaire (enseignement maternel en Belgique), constitue un contexte privilégié pour soutenir le développement du langage et de la ... [more ▼]

L’environnement scolaire, et plus particulièrement l’éducation préscolaire (enseignement maternel en Belgique), constitue un contexte privilégié pour soutenir le développement du langage et de la communication des enfants. Il a en effet été démontré que la qualité des interactions en contexte préscolaire joue un rôle protecteur sur le développement langagier des enfants plus vulnérables, issus de milieux précarisés (Burchinal et al., 2010; Simard et al., 2013). En effet, à l’école maternelle, les enfants peuvent bénéficier quotidiennement d’interactions verbales riches et diversifiées, non seulement avec leur enseignant, mais également avec leurs pairs (Blain-Brière et al., 2014). Dès lors, les enseignants de maternelle occupent une place privilégiée pour favoriser et entretenir des interactions de qualité, propices au développement langagier. Cependant, des études internationales (Bouchard et al., 2010; Piasta et al., 2012) ont montré que la qualité des pratiques éducatives, surtout en matière de soutien langagier, n’est pas toujours optimale, ayant pour conséquence des effets plus modestes sur le développement langagier des enfants, surtout chez les plus vulnérables (Dickinson et al., 2011). Bien que l’importance de soutenir le langage et la communication des enfants en milieu préscolaire soit établie, aucune étude n’a, à ce jour, été réalisée en Belgique francophone. Or, dresser un portrait des pratiques utilisées dans les classes de maternelle pour soutenir le développement langagier des enfants apparait comme essentiel. L’objectif du travail présenté est donc de documenter la qualité des interactions et l’utilisation de stratégies de soutien langagier par les enseignants dans les classes de deuxième maternelle en Belgique francophone, auprès enfants âgés d’environ 4 ans. Pour ce faire, des observations in vivo sont réalisés dans 25 classes de deuxième maternelle afin d’évaluer la qualité des interactions enseignant/enfants à l’aide du CLASS® Pre-K (Classroom Assessment Scoring System®, Pianta et al., 2008). Trois domaines sont pris en considération : le soutien émotionnel, l’organisation de la classe et le soutien aux apprentissages qui inclut le modelage langagier. Une analyse des stratégies de soutien langagier utilisées par l’enseignant complète le portrait réalisé dans chacune des classes. Ces données sont analysées en relation avec l’expérience professionnelle des enseignants, le nombre d’enfants dans la classe, l’indice socio-économique des écoles et le type d’activités proposées. Les résultats obtenus amènent une réflexion sur les modalités qui peuvent permettre de mieux soutenir le développement langagier des enfants dans leur contexte éducatif, plus particulièrement auprès des enfants plus vulnérables. [less ▲]

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See detailLa lecture partagée pour améliorer l’entrée dans l’écrit chez des enfants issus de population défavorisée
Maillart, Christelle ULiege; Binamé, Florence ULiege; Vossius, Line ULiege et al

Conference (2017, May 19)

Les enfants issus de populations défavorisées sont à risque de présenter des difficultés d’apprentissage en lecture. Sans intervention appropriée, le décalage entre les performances de ces enfants et leur ... [more ▼]

Les enfants issus de populations défavorisées sont à risque de présenter des difficultés d’apprentissage en lecture. Sans intervention appropriée, le décalage entre les performances de ces enfants et leur pairs persiste voire se creuse avec le temps (Lonigan et al., 2015). Cette communication présente les résultats d’une étude en intervention ciblant la littératie émergente chez de jeunes enfants scolarisés en fin de maternelle. Elle fait partie d’un projet plus large comparant les effets de différentes interventions ciblées 1) sur les précurseurs du calcul, 2) sur des activités psychomotrices ou 3) sur la littératie émergente chez trois groupes d’enfants prése. Pour cette dernière intervention, un groupe de 10 enfants d’âge préscolaire âgés de 51 mois à 70 mois, tous issus d’une école accueillant des enfants issus de milieux socio-économiques faibles, ont participé à une intervention en lecture partagée pendant dix semaines, trente minutes par jour, cinq fois par semaine. La lecture partagée est considérée comme une « bonne pratique » pour le développement de la littératie émergente (National Early Literacy Panel, 2008). Elle cible à la fois des aptitudes concernant le code (conscience phonologique ou connaissance de l’alphabet) et le sens (vocabulaire, syntaxe, grammaire narrative) (Piasta, 2016). Les performances des enfants dans les différentes mesures langagières ou de lecture, évaluées avant et après l’intervention, ont été comparées aux performances obtenues par des enfants ayant participé aux deux autres interventions. Les effets à court terme (pré, post intervention) mais aussi à long terme sur le développement du langage écrit seront présentés, permettant de distinguer des effets d’entrainement spécifique ou plus de stimulation plus globale. [less ▲]

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See detailQue sait-on de l'apprentissage chez les enfants dysphasiques ?
Maillart, Christelle ULiege

Conference (2017, March 21)

Dans cet exposé, nous nous intéresserons aux enfants présentant un trouble primaire du langage appelé aussi dysphasie. Nous présenterons leurs principales caractéristiques langagières et non langagières ... [more ▼]

Dans cet exposé, nous nous intéresserons aux enfants présentant un trouble primaire du langage appelé aussi dysphasie. Nous présenterons leurs principales caractéristiques langagières et non langagières et envisagerons les hypothèses théoriques proposées pour rendre compte de leurs troubles. Après avoir rappelé les principaux mécanismes d’apprentissage utilisés pour développer le langage oral, nous passerons en revue des travaux récents qui ont ciblé l’apprentissage des régularités, les modalités de présentation des éléments à apprendre ou encore la façon dont les enfants dysphasiques consolident leurs apprentissages. Enfin, les conséquences cliniques et scolaires de ces découvertes seront développées. [less ▲]

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