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Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review
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In: ISSN: 0161-1461 ; EISSN: 1558-9129 ; Language, Speech, and Hearing Services in Schools ; https://hal.archives-ouvertes.fr/hal-03327754 ; Language, Speech, and Hearing Services in Schools, American Speech-Language-Hearing Association, 2021, 52 (4), pp.1127-1140. ⟨10.1044/2021_LSHSS-20-00086⟩ (2021)
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| 2 |
Impact du travail collectif développé au sein de Classes Inter-Degrés sur les performances en lecture et en écriture d’élèves scolarisés en Réseau d’Éducation Prioritaire Renforcé
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In: Colloque SFERE-Provence ; https://hal.archives-ouvertes.fr/hal-03324317 ; Colloque SFERE-Provence, (FED4238) / AMPIRIC, Marseille, Mar 2021, Marseille, France (2021)
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Performances orthographiques des élèves des Classes Inter-Degrés (CM1-CM2-6ème) du Réseau d’Éducation Prioritaire Renforcé de Nice Ariane
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In: 11ème Rencontre internationale des Lieux d’éducation Associés, ; https://hal.archives-ouvertes.fr/hal-03324306 ; 11ème Rencontre internationale des Lieux d’éducation Associés,, Institut de Formation en Education, Ecole Normale Supérieure, Lyon (France), May 2021, Lyon, France (2021)
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| 4 |
Focus on the Narrative Skills of Teenagers with Developmental Language Disorder (DLD) and High Functioning Autism (HFA)
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-03389604 ; Frontiers in Psychology, Frontiers, In press, Research Topic: Socioemotional and Educational Variables in Developmental Language Disorder (DLD), ⟨10.3389/fpsyg.2021.721283⟩ ; Front. Psychol. 12:721283. (2021)
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| 5 |
Focus on the Narrative Skills of Teenagers With Developmental Language Disorder and High Functioning Autism
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In: Front Psychol (2021)
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| 6 |
Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders
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In: ISSN: 2396-9415 ; Autism & Developmental Language Impairments ; https://hal.archives-ouvertes.fr/hal-02929714 ; Autism & Developmental Language Impairments, 2020, 5, pp.239694152094551. ⟨10.1177/2396941520945519⟩ (2020)
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| 7 |
Ecrire des narrations permet aux élèves dysphasiques de mobiliser leurs connaissances syntaxiques
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In: ISSN: 2261-2424 ; SHS Web of Conferences ; https://hal.archives-ouvertes.fr/hal-02929793 ; SHS Web of Conferences, EDP Sciences, 2020, ⟨10.1051/shsconf/20207810003⟩ (2020)
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Abstract:
International audience ; Writing narratives allows dysphasic children to mobilize their syntactic knowledge. Dysphasic children have specific, severe and lasting oral language development disorders in which cognitive abilities are preserved. This study aims to show that explicit, long and formal learning of writing at school allows dysphasic children to perform better in writing than in speaking. The syntactic abilities of 24 dysphasic children with French mother tongue and enrolled in mainstream schools were compared to those of 48 children with typical controls of the same chronological ages. The results show that dysphasic children produce fewer syntactic errors per clause when narrating a personal event. In addition, the difference between the two groups of participants is more important in oral than in written form. ; Les élèves dysphasiques présentent un trouble spécifique, sévère et durable du développement du langage oral dans lequel les capacités cognitives sont préservées. Cette étude vise à montrer que l'apprentissage explicite, long et formel de l'écrit dans le cadre scolaire permet aux élèves dysphasiques d'obtenir de meilleures performances à l'écrit qu'à l'oral. Les performances syntaxiques de 24 élèves dysphasiques de langue maternelle française et scolarisés en milieu ordinaire ont été comparées à celles de 48 élèves contrôles typiques des mêmes âges chronologiques. Les résultats obtenus montrent que dans une tâche de narration d'un évènement personnel les élèves dysphasiques produisent moins d'erreurs de syntaxe à l'écrit qu'à l'oral. De plus, la différence entre les deux groupes de participants est plus importante à l'oral qu'à l'écrit.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SCCO.PSYC]Cognitive science/Psychology; Dysphasie de développement; Ecrits d'élèves; Syntaxe du français
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URL: https://hal.archives-ouvertes.fr/hal-02929793
https://doi.org/10.1051/shsconf/20207810003
https://hal.archives-ouvertes.fr/hal-02929793/file/CMLF-Montpellier-avec-noms.pdf
https://hal.archives-ouvertes.fr/hal-02929793/document
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| 8 |
Working memory impairments extend to non-verbal domains in post-stroke aphasia
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In: ISSN: 1662-5161 ; Frontiers in Human Neuroscience ; https://hal.archives-ouvertes.fr/hal-02357910 ; Frontiers in Human Neuroscience, Frontiers, 2019, 13, Conference Abstract: Academy of Aphasia 57th Annual Meeting, ⟨10.3389/conf.fnhum.2019.01.00065⟩ (2019)
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| 9 |
Pragmatic Language in Autism Spectrum Disorder: Difficulties of interaction in school
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In: Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities ; https://hal.archives-ouvertes.fr/hal-02099996 ; Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities, Jul 2019, Glasgow, United Kingdom (2019)
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| 10 |
What type of spelling errors do children and adolescents with Developmental Language Disorder produce? A review of the literature across European languages
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In: Child Language Symposium ; https://hal.archives-ouvertes.fr/hal-02100002 ; Child Language Symposium, Jul 2019, Sheffield, United Kingdom (2019)
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| 11 |
Pragmatic Language in Autism Spectrum Disorder: Difficulties of interaction in school.
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In: Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities ; https://hal.archives-ouvertes.fr/hal-02453242 ; Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities, Aug 2019, Glasgow, United Kingdom (2019)
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| 14 |
Spoken and written narratives from French- and English-speaking children with Language Impairment
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In: Sources of Variation in First Language Acquisition : Languages, contexts, and learners ; https://hal.archives-ouvertes.fr/hal-01928409 ; Maya Hickmann; Edy Veneziano; Harriet Jisa. Sources of Variation in First Language Acquisition : Languages, contexts, and learners, John Benjamins publishing compagny, 2018, Trends in Language Acquisition Research, 978-90-272-4412-3. ⟨10.1075/tilar.22.20rei⟩ (2018)
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| 15 |
Spelling with DLD: A cross-linguistic analysis of the spelling errors produced by French and English students at the end of primary school
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In: 25th Annual Conference of SSR ; https://hal.archives-ouvertes.fr/hal-02054849 ; 25th Annual Conference of SSR, 2018, Brighton, United Kingdom (2018)
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| 16 |
Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages
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In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-01950063 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2018, pp.1-32. ⟨10.1080/10888438.2018.1491584⟩ (2018)
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| 17 |
Impact de la mémoire de travail verbale et des troubles linguistiques sur les compétences narratives : Une comparaison inter-syndromique
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In: 58ème Congrès National de la Société Française de Psychologie ; https://hal.archives-ouvertes.fr/hal-02054842 ; 58ème Congrès National de la Société Française de Psychologie, 2017, nice, France (2017)
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| 18 |
Evaluer les compétences syntaxiques des enfants et des adolescents dysphasiques à l’oral : Quand et pourquoi utiliser la narration ?
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In: ISSN: 2261-2424 ; SHS Web of Conferences ; https://hal.archives-ouvertes.fr/hal-01950216 ; SHS Web of Conferences, EDP Sciences, 2016, Actes du Congrès Mondial de Linguistique Française - CMLF 2016, ⟨10.1051/shsconf/20162710002⟩ (2016)
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| 19 |
The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence
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In: ISSN: 0891-4222 ; EISSN: 1873-3379 ; Research in Developmental Disabilities ; https://hal.archives-ouvertes.fr/hal-01950077 ; Research in Developmental Disabilities, Elsevier, 2016, 59, pp.318-327. ⟨10.1016/j.ridd.2016.09.009⟩ (2016)
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| 20 |
Pragmatics and education: The usefulness of narratives for determining students’ linguistic skills
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In: 14thconference of International Pragmatics Association. ; https://hal.archives-ouvertes.fr/hal-02054844 ; 14thconference of International Pragmatics Association., 2015, Antwerp, Belgium (2015)
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