Self-regulation of Arabic reading comprehension of upper Elementary students

Este estudio examina los procesos de autorregulación de la comprensión lectora en árabe de los estudiantes libaneses en la escuela primaria superior que tienen un rendimiento deficiente solo en este idioma. La atención se centra en las estrategias cognitivas y metacognitivas que utilizan estos estudiantes y en los componentes motivacionales de la autorregulación. Un cuestionario y dos entrevistas semiestructuradas diferentes se administraron a quince estudiantes de primaria y a sus profesores de árabe en una escuela francófona en Beirut. Los participantes no autorregulan de manera eficiente su comprensión de lectura en árabe y tienden a usar rara vez estrategias de aprendizaje cognitivo. Los procesos de autorregulación se predicen por la falta de motivación de los participantes, que se manifiesta principalmente a través de percepciones de moderada autoeficacia del desempeño y bajas expectativas de éxito. Este es el primer paso hacia la comprensión de los procesos de aprendizaje de los estudiantes con bajo rendimiento en lectura árabe. Puede proporcionar medios que ayudarán a los estudiantes a aplicar el aprendizaje de contenido autorregulado no solo de textos en árabe, sino también de lecturas en general.This study examines the self-regulation processes of reading comprehension in Arabic of Lebanese students in upper elementary who perform poorly only in this language. The focus is on the cognitive and metacognitive strategies these students use, and on the motivational components of self-regulation. A questionnaire and two different semi-structured interviews were administered to fifteen elementary students and to their Arabic teachers, in a French-speaking school in Beirut. Participants do not self-regulate efficiently their Arabic reading comprehension and they tend to seldom use cognitive learning strategies. Self-regulatory processes are predicted by participants’ lack of motivation that manifests itself mostly through perceptions of moderate self-efficacy of performance and low expectations of success. This is the first step towards understanding the learning processes of students poorly performing in Arabic reading. It can provide means that will help students in applying self-regulated content learning of not only texts in Arabic but readings in general.peerReviewe

Étude différentielle des trajectoires du développement cognitif et socio-émotionnel d'enfants autistes, déficients mentaux et normaux et effets d'une prise en charge thérapeutique (la thérapie d'étayage cognitif et affectif, TECA)

PARIS5-BU Saints-Pères (751062109) / SudocBOULOGNE-BU Psych. Henri Pieron (920125201) / SudocSudocFranceF

Moving beyond intelligence in the revision of ICD-10: specific cognitive functions in intellectual developmental disorders

A lower level of intelligence, as measured by IQ, has historically been the central defining criterion of mental retardation (MR). The use of IQ scores in terms of standard deviation units from the mean is the basis for defining MR in the ICD-10 and DSM-IV-TR, and more recently for defining intellectual disability (ID) in the DSM-5. Similarly, ID is defined by the American Association on Intellectual and Developmental Disabilities as an IQ score approximately two standard deviations below the mean (1). However, in recent years, an increasing number of researchers and clinicians have expressed the view that measurements of IQ fail to capture individual differences in cognitive dysfunction. The heterogeneity of cognitive dysfunction and consequent adaptive behavior profile in persons with MR is one of the reasons leading the working group in charge of this issue within the revision of the ICD-10 to propose a new definition for intellectual developmental disorders (IDD) in the upcoming 11th edition of the diagnostic system (2)

Moving beyond intelligence in the revision of ICD-10: specific cognitive functions in intellectual developmental disorders

No abstract available

Intellectual developmental disorders: towards a new name, definition and framework for “mental retardation/intellectual disability” in ICD-11

Although “intellectual disability” has widely replaced the term “mental retardation”, the debate as to whether this entity should be conceptualized as a health condition or as a disability has intensified as the revision of the World Health Organization (WHO)’s International Classification of Diseases (ICD) advances. Defining intellectual disability as a health condition is central to retaining it in ICD, with significant implications for health policy and access to health services. This paper presents the consensus reached to date by the WHO ICD Working Group on the Classification of Intellectual Disabilities. Literature reviews were conducted and a mixed qualitative approach was followed in a series of meetings to produce consensus-based recommendations combining prior expert knowledge and available evidence. The Working Group proposes replacing mental retardation with intellectual developmental disorders, defined as “a group of developmental conditions characterized by significant impairment of cognitive functions, which are associated with limitations of learning, adaptive behaviour and skills”. The Working Group further advises that intellectual developmental disorders be incorporated in the larger grouping (parent category) of neurodevelopmental disorders, that current subcategories based on clinical severity (i.e., mild, moderate, severe, profound) be continued, and that problem behaviours be removed from the core classification structure of intellectual developmental disorders and instead described as associated features