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Projet LogilecSur : quelles stratégies enseignantes pour guider des élèves sourds vers l'autonomie en compréhension écrite ?
In: 4ème colloque international IDEKI Didactiques et métiers de l'humain ; https://hal.inria.fr/hal-03482203 ; 4ème colloque international IDEKI Didactiques et métiers de l'humain, Dec 2021, Pont-à-Mousson, France (2021)
Abstract: International audience ; The LogilecSur Project wasinitiated by aworking group set up within the Scientific Council of the Institut National de Jeunes Sourds of Metz. Itspurposeisto improve teaching strategies for reading comprehension with deaf pupils, identified by professionals as a key point for their academic success. These pupils may have as their preferred language: oral French (with or without LPC support), French sign language, or both languages with varying degrees of efficiency for each of them. Asvery few reading self-reliance is observed among them, we postulate that it results from a low degree of the preferredlanguagemastering, whatever it may be. We will present here the frameworkof our exploratory study, aiming at formalising from the outset awritten comprehension approach of the textswhich takes into account both the diversity of linguistic profiles and the language weaknesses of deaf students. ; Le projet LogilecSur est né d’un groupe de travail constitué au sein du conseil scientifique de l’Institut National de Jeunes Sourds de Metz. Il vise à améliorer les stratégies d’enseignement de la compréhension écrite auprès d’élèves sourds,identifiée par les professionnels comme étant un point nodal de leur réussite scolaire.Ces élèves peuvent avoir pour langue privilégiée le français oral (avec ou sans support de la LPC), la langue des signes française, ou bien ces deux langues avec des degrés d’efficience variables pour chacune. Un manque d’autonomie face aux textes écrits étant observé chez tous, nous postulons qu’il résulte d'un faible degré de maîtrise de la langue privilégiée, quelle qu’elle soit.Nous exposerons ici les premières avancées de notre étude exploratoire,visant à formaliser une démarche d’entrée dans les textes qui tienne compte à la fois de la diversité des profils linguistiques et des lacunes langagières des élèves sourds.
Keyword: [SHS.EDU]Humanities and Social Sciences/Education; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; compréhension écrite; deaf children; French Sign Language; hearing-impaired children; LPC; LPC (French Cued Speech); LSF; stratégies d'enseignement; teaching strategies; TFA - sourds - malentendants; written comprehension
URL: https://hal.inria.fr/hal-03482203
https://hal.inria.fr/hal-03482203/file/Hal-LOGILECSUR-2021APK.pdf
https://hal.inria.fr/hal-03482203/document
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2
Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
Davis, Aleisha Claire. - : Sydney, Australia : Macquarie University, 2021
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3
Predicting Quality of Life and Behavior and Emotion from Functional Auditory and Pragmatic Language Abilities in 9-Year-Old Deaf and Hard-of-Hearing Children
In: Journal of Clinical Medicine ; Volume 10 ; Issue 22 (2021)
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第一言語として手話を獲得しつつあるろう児の手話ナラティブの発達
隅田, 伸子; 鳥越, 隆士. - : 兵庫教育大学, 2021
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Creem una comunitat a l'aula. Aplicació Android en LSC
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6
The Case for Sign Bilingualism in Irish Deaf Education
In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021) (2021)
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7
Lexical recognition in deaf children learning ASL: activation of semantic and phonological features of signs
Borovsky, Arielle; Lieberman, Amy. - : Wiley, 2020
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8
Factors Influencing Language and Reading Development in Young Children with Hearing Loss who use Listening and Spoken Language
Smolen, Elaine. - 2020
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Adverse childhood experiences, parental self-efficacy, and language outcomes for children with hearing loss ...
Rosenzweig, Elizabeth Anne. - : Columbia University, 2020
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Adquisició del llenguatge i comprensió emocional en infants amb sordesa
In: Llengua, societat i comunicació = Language, society and communication, 2021, núm. 18, p. 64-79 ; Articles publicats (D-PS) (2020)
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11
Comparing Behavioral and Parent-Report Measures of Executive Functioning in Deaf and Typically Hearing Children
In: Honors Scholar Theses (2020)
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12
Current Research in Pragmatic Language Use Among Deaf and Hard of Hearing Children
In: Communication Disorders Faculty Publications (2020)
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13
Implementation of bilingual education of deaf children in the Slovenian school system
Pavlič, Matic. - : University of Maribor, Department of Slavic Languages and Literatures, 2020
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14
Deaf children need language, not (just) speech
Hall, Matthew; Caselli, Naomi; Hall, Wyatte. - : SAGE Publications, 2019
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Thematic collection: Research Data Nini Hoiting: Home Recordings ...
Crasborn, O.A.; Hoiting, N.. - : Data Archiving and Networked Services (DANS), 2019
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16
Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing
In: Education Sciences ; Volume 9 ; Issue 3 (2019)
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17
Assessing pragmatic skills using checklists with children who are deaf and hard of hearing: a systematic review
Toe, Dianne; Paatsch, Louise; Szarkowski, Amy. - : Oxford University Press, 2019
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18
Developing Language and (Pre)literacySkills in Deaf Preschoolers through Shared Reading Activities with Bimodal-Bilingual eBooks
In: Journal of Multilingual Education Research (2019)
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19
Emotion recognition skills in children with hearing loss: What is the role of language?
In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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Emotion recognition skills in children with hearing loss: What is the role of language?
In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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