Apprentissage de la lecture-écriture chez les enfants sourds (notice n° 606653)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02177cam a2200265 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121160330.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Niederberger, Nathalie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Apprentissage de la lecture-écriture chez les enfants sourds |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2007.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 13 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | RÉSUMÉ La plupart des enfants sourds présentent des difficultés dans l’apprentissage de la lecture-écriture. Cet article décrit les différences de capacités observées au sein de ce groupe et relève les domaines du langage écrit que ces élèves parviennent à maîtriser le mieux (comme la ponctuation et l’orthographe lexicale), ainsi que les domaines qui sont davantage problématiques (notamment la morphosyntaxe). Les causes possibles des difficultés spécifiques observées sont ensuite présentées. Le rôle de l’oral dans l’apprentissage de l’écrit et les conséquences de sa maîtrise limitée sont évoqués, ainsi que l’apport de la langue des signes dans l’apprentissage de la lecture-écriture. Des pistes pour les professionnels et les familles sont également suggérées. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Learning to read and write by deaf children Most deaf children face difficulties learning to read and write. This article describes the differences observed within that group of students and underlines their areas of strengths (for instance punctuation and word spelling) and weaknesses (namely morphosyntax). The possible causes of their specific difficulties are then presented. The role of oral language in literacy acquisition and the consequences of its limited mastery are mentioned. The benefit of sign language-based knowledge in learning to read and write is discussed as well. Finally, suggestions are made for professionals and families. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Lecture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Surdité |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Apprentissage |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Production écrite |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Reading |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Writing |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Deafness |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | 59 | 3 | 2007-10-01 | p. 254-262 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-enfance1-2007-3-page-254?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-enfance1-2007-3-page-254?lang=fr&redirect-ssocas=7080</a> |
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