| 000 | 01361cam a2200253 4500500 | ||
|---|---|---|---|
| 005 | 20250121064734.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aTessarech, Sarah _eauthor |
| 245 | 0 | 0 | _aTwo Clinical Cases of Reading Aloud |
| 260 | _c2013. | ||
| 500 | _a20 | ||
| 520 | _aThrough two clinical cases, this paper establishes links between the voice of a text and the oral one, particularly in instances of reading aloud. The description of each patient’s vocal qualities and their evolutions during speech therapy highlights a very different use of writing as a support for the voice and speech. In the case of a voiceless teacher, writing is more a hindrance than a solution to vocal transmission, and therefore to the pedagogical transmission. On the contrary, in the case of a child with Asperger’s, reading aloud permits the emergence of a “real” voice and it even facilitates dialogue without assistance in alternation with reading time. | ||
| 690 | _avoice | ||
| 690 | _ateaching | ||
| 690 | _adialogue | ||
| 690 | _avocal forcing | ||
| 690 | _awritten support | ||
| 690 | _aspeech therapy | ||
| 690 | _alecture | ||
| 690 | _aAsperger | ||
| 786 | 0 | _nEnfances & Psy | o 58 | 1 | 2013-06-01 | p. 91-101 | 1286-5559 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-enfances-et-psy-2013-1-page-91?lang=en&redirect-ssocas=7080 |
| 999 |
_c476569 _d476569 |
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