Habiletés phonologiques chez des enfants dysphasiques de GS et CP : étude comparative avec des enfants au développement langagier normal

The aim of this study was to investigate the deficit in phonological skills of pre-reader and beginning reader children with Specific Language Impairment (SLI). We compared their performances in different metaphonological tasks (a common unit detection task (syllable vs phoneme) and a phoneme deletion task) with those of children with Normal Language Development (NLD) of the same school level. Phoneme detection task is very difficult for all children in kindergarten. The performances of SLI children are poorer than those of NLD children for syllables and phonemes in first grade. The forced choice phoneme deletion tasks point out a specific difficulty for children with SLI to focus on the phonological properties of words when their attention must shift from content to form.     

Développement des capacités sociolinguistiques chez des enfants et adolescents porteurs de trisomie 21 et étude de l'environnement sociolinguistique maternel

The aim of our research is to understand the language disturbances in Down syndrome children. Several studies demonstrated substantial differences between sociolanguage behaviours of mothers' Down syndrome children and those of mothers of non retarded children. We propose that these differences can explain DS language disturbances. So, we have compared 12 mother-child dyads (4 Down syndrome children are from 8 to 9 years, 4 are from 12 to 13 years and 4 are from 16 to 17 years). Dyads play in tutorial interaction. Results show language abilities evolution for Down syndrome subjects. Nevertheless, mothers' sociolanguage behaviors do no change.     

Représentations de la société et pratiques éducatives en contexte de disparité culturelle : les choix de scolarisation de l'enfant chez des parents sénégalais

The purpose of this study, including the socio-cultural context of Senegal, is to show how society and social change's representations affect the choice to attend school or not. Representations of the society and of the social change have been apprehended during half directive talks, accomplished with twenty subjects (parents of Senegalese children) and put in evidence by statistical analyses, both lexical and morphosyntactical. It emerges from the results that important changes concerning representations of the society and of the social change - especially according to school attendance's modes - can be observed. Parent's positions on the social change - sometimes ambivalents - underline incoherence of link between society and social change's representations and school attendance's methods in a cross-cultural context.     

Implication des fonctions exécutives dans le décodage en lecture : étude comparative entre normolecteurs et faibles lecteurs de CE2

The implication of executive functions in reading was studied. Normo and poor third grade readers were compared in an illusory conjunction task using the selection of a letter features embedded in a grapheme or risen to the syllable boundary. Executive task of updating or shifting were then added to this task. According to decoding progress from graphemes to syllables we suppose that the cost of executive processing will be more important for poor readers. Results showed that addition of an executive control task to a selection task, led to an increase in response times for poor readers whatever the presentation (grapheme, syllable).