Un album numérique pour raconter une histoire avec un avatar narrateur

International audienceDans le cadre du projet de recherche Handicom visant à améliorer la maîtrise de la langue française par des enfants présentant des troubles du langage (surdité, troubles spécifiques du langage, troubles du spectre de l’autisme), nous avons crée une collection d’albums numériques adaptés. Cette collection comprend trois prototypes destinés à des enfants de 3 à 12 ans, en âge d’être scolarisés à l’école primaire. Nous montrerons la démarche de création de cette collection : pourquoi et comment élaborer un album adapté à des enfants présentant d’importantes difficultés de langage et d’accès aux apprentissages ? Nous décrirons plus particulièrement l’album destiné à des enfants de 3 à 6 ans. Nous exposerons ensuite les innovations technologiques mises en place, comme la présence d’un avatar narrateur. L’album numérique intègre un logiciel de visualisation de la parole. Une tête virtuelle « parlante » (3D) raconte l’histoire, oralisant chaque phrase écrite, permettant ainsi aux enfants de visualiser les mouvements de certains organes de la phonation. Deux options sont possibles : la lecture labiale et un complément à la lecture labiale : une main codant en LPC (Langage Parlé Complété) pour les enfants sourds. Nous décrirons d’autres spécificités élaborées pour cet album numérique ainsi que les choix ayant conduit à l’écriture des textes, à l’élaboration des images et à leurs liens. Les résultats d’une enquête auprès de 8 orthophonistes ayant utilisé l’album à titre expérimental étayeront la discussion. Celle-ci portera sur l’usage de l’album numérique et la façon dont il peut favoriser l’apprentissage sous certaines conditions et améliorer ainsi la prise en charge orthophonique.Within the framework of Handicom, a research project funded by Inria, we created new learning tools to improve spoken and written comprehension of french language. Three digital albums for language impaired children (hearing impaired children, SLI and children with autism) were designed and are used both in french kindergarten and primary schools. We will show the creative process. How does one go about drawing up albums for children with language and learning difficulties ? How technological innovations could help to improve the speech and language therapy process ?We will describe the album specially targeting for children between 3 and 6. Then, we will present the technological innovations set up such as the use of an avatar as narrator. We will focus on the importance of multimodal speech combining written words and visual clues: a 3D avatar telling the stories and coding oral language in LPC (french cued speech) for hearing impaired children. We will also describe other digital album specific features, such as the writing of the texts, the illustrations and their interrelations. We will explain the reasons for such choices. Finally, the results of a survey carried out on 8 digital album users (speech-therapists or re-educators) will support our discussion which will show that the use of the digital book can foster learning under certain conditions

De codes gestuo-manuels à la Langue des Signes Française : usages et enjeux à la maternelle dans le cadre des gestes professionnels inclusifs et des adaptations didactiques

International audienceThis study examines teachers’s kindergarten classroom practices concerning the use of visual language encoding gestures, visual phonics to to French Sign Language, strengthening spoken French Language. The results show that teachers use French Sign Language or Signed Supported French with children who don’t have hearing loss more than with deaf children with the aim of developing a better communicational base.Cette étude interroge les pratiques de 493 enseignants à l’école maternelle concernant l’usage de gestes de codage visuel à la LSF, renforçant la langue française orale. Les résultats montrent que les utilisateurs ont davantage recours à la LSF ou le français signé avec des enfants ne présentant pas une surdité qu’avec des enfants sourds, avec un premier objectif d’accès à une meilleure assise communicationnelle

Scolarité et handicap : parcours de 170 jeunes dysphasiques ou dyslexiques- dysorthographiques âgés de 6 à 20 ans

International audienceSchooling experiences of 170 dysphasic or dyslexics-dysorthographic children, aged from 6 to 20 in a handicap situation The aim of this article is to examine the schooling experiences of 170 young people with disabilities, aged from 6 to 20 years old. The time of learning to read and to write seems to constitute a point of major obstacle, which the pupils do not overcome. The importance of this cycle of learning can be better understood through this data, which could also enable, if not to overcome the handicap, to at least improve their learning possibilities.Scolarité et handicap : parcours de 170 jeunes dysphasiques ou dyslexiques-dysorthographiques âgés de 6 à 20 ans L'objectif de cet article est d'examiner les parcours scolaires de jeunes gens âgés de 6 à 20 ans et de comprendre les difficultés qui les ont menés à une situation de handicap. Deux tiers des élèves ont redoublé au moins une classe, majoritairement au moment de l'apprentissage de la lecture et de l'écriture. Ces données permettent de mieux comprendre l'importance de ce cycle scolaire et pourraient participer à une meilleure coordination des aides et des soins à cette période. Mots-clés : Dyslexie-Dysphasie-Situation de handicap-Scolarisation-Echec scolaire

Perception of German fricatives by French dyslexic subjects

International audienc

French normative data on reading and related skills: From 7 to 10 year-olds

International audienceTo set-up standardized norms on the development of reading and related skills in French, we have developed a new tool, EVALEC. The data were collected at the end of Grades 1, 2, 3 and 4 (about 100 children for each level). EVALEC includes four tests focused on written word processing (3 reading aloud tests, 1 silent reading test); both accuracy scores and processing time (time latency and vocal response duration for the reading aloud tests) were recorded. EVALEC also includes tests of phonemic and syllabic awareness, phonological short-term memory, and rapid naming; the latter test is presented in non-reading and in reading contexts in order to compare the impact of the time constraint in both domains. We assessed the effects of regularity (regular vs. irregular words), graphemic length and graphemic complexity (regular words with only single letter graphemes vs. those with digraphs such as "ch" and those with contextual graphemes such as "g") on the reading of high frequency words. We also compared the effect of graphemic length and graphemic complexity on regular word versus pseudoword reading as well as the effect of the length of the items (short vs. long items) on irregular word versus pseudoword reading. According to the ANOVAs, for word reading, the effects of sublexical factors appeared stronger for the youngest children, but regular words were always read better and faster than irregular words. However, these lexical factors did not have the same effect for words and pseudowords. Their impact, when positive, was greater for words (e.g. the graphemic length), while the negative effects were especially marked for pseudowords (e.g. the length of the items). Among the correlations, those between accuracy and latency time were never significant for the youngest children, thus suggesting that some beginning readers favored accuracy to the detriment of speed while others adopted the opposite strategy. Concerning the correlations between the reading and the reading-related tests, only the correlations between phonemic awareness and reading were significant and only with the youngest children. In addition, the correlations between the two rapid naming tests (reading and non-reading tests) were not significant most of the time. These data would allow researchers and speech therapists to assess the reading and reading-related skills of dyslexics as compared to average reader

Création de livres numériques pour enfants présentant des troubles du langage

Démonstration de la création de livres numériques à la conférence IHM 2010 au Luxembourg du 20 au 23 septembre 2010.National audienceThis paper describes a digital book making software, using a speaking and coding head.Cet article décrit un logiciel de création de livres numé- riques illustrés, associant une tête parlante et codeuse en LPC (Langage Parlé Complété). Ces livres numériques, destinés à des enfants présentants des troubles du langa- ge, ont pour objectif d'aider à améliorer la maîtrise de la langue française, dans ses modalités orale et écrite

Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics

International audienceIn the present study, conducted with French-speaking children, we examined the reliability (group study) and the prevalence (multiple-case study) of dyslexics' phonological deficits in reading and reading-related skills in comparison with Reading Level (RL) controls. All dyslexics with no comorbidity problem schooled in a special institution for children with severe reading deficits were included in the study (N = 15; Chronological Age [CA]: 111 ± 8 months; RL: 80 ± 3 months). For the group study, the 15 dyslexics were matched pairwise on reading level, non-verbal IQ, and gender to 15 younger RL controls (CA: 85 ± 4 months). For the multiple-case study, the RL control group included 86 average readers (CA: 83 ± 4 months; RL: 85 ± 5 months). To assess the relative efficiency of the sublexical (or phonological) and lexical reading procedures, we relied on two comparisons: pseudowords vs. high-frequency regular words (the comparison mainly used in languages with a shallow orthography); and pseudowords vs. high-frequency irregular words (the comparison mainly used with English-speaking dyslexics), pseudowords and irregular words being either short or long. The dyslexics' skills in the domains supposed to explain their reading deficit were also examined: phonemic awareness, phonological short-term memory and rapid naming. In the group study, the dyslexics lagged behind the RL controls only when they were required to read long pseudowords. The results of the multiple-case study indicated that the prevalence of this deficit was high (the accuracy scores of all but two of the 15 dyslexics being more than 1 SD below the RL control mean), and that deficits in phonemic awareness were more prevalent (seven cases) than deficits in phonological memory (one case) and in rapid naming (two cases). Three unexpected results were observed in the group study: the difference between regular words and pseudowords (to the detriment of pseudowords) was not greater for the dyslexics; the difference between irregular words and pseudowords (to the benefit of pseudowords) was more significant for the RL controls; and there were no significant differences between the groups in reading-related skills. To explain these results, the severity of the dyslexics' reading deficit and the remediation they have benefited from must be taken into account. In addition, the fact that the outcomes of the comparison between pseudoword vs. regular or irregular word reading were not the same will make it possible to understand some discrepancies between studies carried out either in English or in a language with a shallower orthography (French, for instance

Inclusion scolaire : dispositif pédagogique pour enfants dyslexiques et dysphasiques au sein d'une école spécialisée

International audienceIn the first part of the article, we describe different types of schooling in France, for children withdisabilities. In the second part, we focus on a particular system of teaching - a local unit for inclusiveeducation - for children aged from 6 to 12 with specific language disorders and learning disabilities,in a specialised school. In the last part, we describe a few exemples of pedagogical accomodationsconceived for the local unit for inclusive education and other accomodations designed to be used inthe inclusion class in history and geography studies.Dans la première partie de l’article, nous décrivons les différents types de scolarisation, en France,pour des élèves en situation de handicap. Dans une deuxième partie, nous présentons un dispositifpédagogique - une Unité locale pour l’inclusion scolaire - mis en place pour l’accompagnementd’élèves âgés de 6 à 12 ans présentant des troubles spécifiques du langage et des apprentissages, cela,au sein d’une école spécialisée. Dans une dernière partie, nous décrivons quelques exemplesd’adaptations pédagogiques menées au sein de ce dispositif ainsi que d’autres adaptations menéesdans la classe de référence des élèves en histoire-géographie

Stabilité dans le temps des déficits en et hors lecture chez des adolescents dyslexiques (données longitudinales)

National audienceThe goals of the present study are twofold : 1) to assess dyslexics' (DYS) reading and readingrelated skills compared to Chronological Age Controls (CAC); and 2) to examine the predictors of their reading level from skills assessed at age 8 and 17. At age 17, reading skills have been assessed through high frequency word and pseudoword reading, the items in the 2nd category being supposed to be accurately processed through the phonological reading route, assumed to be deficient in DYS. In addition, some phonological reading-related skills, also assumed to be deficient in DYS, were assessed (phonemic segmentation, phonological short-term memory [STM] and Rapid Automatic Naming [RAN]), as well as some visual skills (visual STM and visual attention). Except for STM, accuracy and speed have been taken into account. As expected, the DYS were found to have lower scores than the CAC in reading, both for accuracy and latency (the delay between the display of a word on the computer and the beginning of the vocal response), their deficit being more noticeable on pseudowords than on words. The results observed for latency cannot be due to the articulatory component of the task, given that there was no difference between the groups for vocal response duration. The DYS were also found to have lower scores on tests involving phonological reading-related skills, but not on tests involving visual skills. In addition, phonological readingrelated skills explained 63% of the variance in reading skills at age 17 but only processing speed in the RAN and in the phonemic segmentation tasks added a unique and significant part of the variance in reading skills. The skills assessed at age 8 (reading level, verbal and non-verbal IQ, syllabic and phonemic segmentation, phonological STM) explained 60% of the variance in reading skills at age 17 but only the reading level added a unique and significant part of the explained variance (27%). These results, as those of other longitudinal studies (6, 11, 19, 28, 29, 31), indicate (1) the persistence over time of reading deficits; (2) that phonological skills largely explain reading success or failure; (3) the importance of processing time, included for the assessment of phonological reading-related skill

Education inclusive pour des élèves avec des troubles spécifiques du langage écrit : Quelle scolarisation en fonction des pays et des langues ?

International audienceAccording to country and language Educational systems for pupils with special educational needs, including pupils with learning disabilities (LD), are different from one country to another, even every country follows the international movement of School for all. For these students, the question of the best mode of inclusion remains topical. The aim of our article is to give an overview of the types of schooling developed in different countries around the world according to the languages and countries. In the first part of the article, we will introduce the concepts of inclusion and integration before exposing the notion of an inclusive school that is becoming more and more important. In the second part, we will deal with the question of learning to read and dyslexia in different languages before presenting, in the third part of our article, international experiences of educational systems conceived for dyslexic students in different countries and their effects on the well-being.Education inclusive pour des élèves avec des troubles spécifiques du langage écrit : Quelle scolarisation en fonction des pays et des langues ? Les systèmes éducatifs, pour les élèves à besoins éducatifs particuliers, dont les élèves avec troubles des apprentissages (TA) font partie, diffèrent d'un pays à l'autre, tout en suivant le mouvement international de l'école pour tous. Pour ces élèves, la question du meilleur mode d'inclusion reste d'actualité. L'objectif de notre article est de donner un aperçu des types de scolarisation développés dans différents pays du monde en fonction des langues et de leur système orthographique. Dans la première partie de l'article, nous aborderons les concepts d'inclusion et d'intégration avant d'exposer celui d'école inclusive qui prend de plus en plus d'ampleur dans le monde. Dans la deuxième partie, nous traiterons la question de l'apprentissage de la lecture et celle de la dyslexie dans différentes langues avant de présenter, dans la troisième partie de notre article, des expériences internationales de scolarisation d' élèves dyslexiques dans différents pays du monde et leurs effets sur leur bien être