Le langage ecrit: Actes du 6e colloque d'orthophonie/logopedie (Written Language: Proceedings of the Sixth Colloquium on Speech Therapy/Speech Pathology) (Neuchatel, Switzerland, September 21-22, 2000).

Sonst. Personen	de Weck, Genevieve (Hrsg.); Sovilla, Jocelyne Buttet (Hrsg.)
Institution	Neuchatel Univ. (Switzerland). Inst. de Linguistique.
Titel	Le langage ecrit: Actes du 6e colloque d'orthophonie/logopedie (Written Language: Proceedings of the Sixth Colloquium on Speech Therapy/Speech Pathology) (Neuchatel, Switzerland, September 21-22, 2000).
Quelle	(2000), (207 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1010-1705
Schlagwörter	Tagungsbericht; Bilingual Education; Constructivism (Learning); Deafness; Dysgraphia; Dyslexia; Evaluation Methods; Foreign Countries; Grade 1; Kindergarten Children; Primary Education; Reading Difficulties; Second Language Instruction; Second Language Learning; Speech Language Pathology; Speech Therapy; Spelling; Student Evaluation; Whole Language Approach; Writing Difficulties; Written Language + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Gehörlosigkeit; Taubstummheit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Primarbereich; Reading difficulty; Leseschwierigkeit; Fremdsprachenunterricht; Zweitsprachenerwerb; Entwicklungsproximale Sprachtherapie; Logotherapie; Schreibweise; Schulnote; Studentische Bewertung; Integrierter Sprachunterricht; Schreibstörung; Geschriebene Sprache
Abstract	This collection of papers discusses various theoretical, clinical, and assessment issues in reading and writing delays and disorders. Topics include the following: integrating different theoretical approaches (cognitive psychology, neuropsychology, constructivism) into clinical approaches to reading and writing difficulties; difficulties of kindergartners in understanding the concept of reading and writing; a comparison of spelling, oral reading, and reading content in whole language and phonics-oriented first grade classes; the connection between visual processing and dyslexia; a reading evaluation tool for students with personality and behavior troubles; the use of writing by a deaf student; the role of the speech therapist in charge of deaf children in bilingual education; connections between difficulties in reading and writing and in accepting social norms; a therapeutic method for remediating surface dysgraphia; using "metagraphic explanations" with students with severe spelling difficulties; a comparison of text production between students with and without dysorthographia; a longitudinal analysis of text production; a didactic sequence for teaching/learning narrative discourse; and reflections on teaching versus therapy. (JSS)
Anmerkungen	CLA, Administration des TRANEL, Faculte des lettres et sciences humaines, Espace Louis-Agassiz 1, 2000 Neuchatel, Switzerland. Tel: ++41(0)32 718 1690; Web site: http://www.unine.ch/linguistique/CLA/tranel asla.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01