1,720,964 research outputs found
Caracterization of profiles of children with specific language impairment and learning of reading and spelling
No full textLes Troubles Spécifiques du Langage (TSL) sont une pathologie développementale caractérisée par une grande hétérogénéité (Leonard, 2009). Malgré les progrès déjà effectués dans la compréhension de sa nature, ses causes et ses séquelles, à ce jour, un nombre important de questions reste à étudier. Au niveau théorique, les études réalisées s’inscrivent dans le cadre théorique de l’hypothèse phonologique et de l’approche psycholinguistique qui illustre la causalité réciproque entre les troubles phonologiques et l’apprentissage de l’écrit. C’est à partir de ces considérations théoriques que nous avons proposé une problématique essayant de rendre compte de l’hétérogénéité de cette population. Les différents travaux réalisés dans le cadre de cette thèse ont tenté, à l’aide d’une approche méthodologique variée, d’étudier les caractéristiques langagières et cognitives d’enfants TSL francophones, les capacités à apprendre lors d’une tâche de détection d’intrus et la spécificité des troubles en mémoire de travail (étude des capacités en mémoire visuospatiale) des enfants avec Troubles non Spécifiques du Langage (TnSL) ainsi que les effets bidirectionnels entre l’apprentissage de l’écrit et les déficits en langage oral (enfants TSL, TnSL et TSL-résolus). Les résultats ont montré les difficultés importantes en mémoire de travail (MdT) phonologique chez les enfants TSL indépendamment de leur profil langagier spécifique et un retard développemental dans les capacités à apprendre et dans la mémoire visuospatiale chez les enfants TnSL. Enfin, nous avons montré que la sévérité et la persistance des troubles langagiers, les capacités non verbales et les capacités en MdT phonologique se reflètent dans les performances en lecture-écriture et permettent la différenciation d’enfants diagnostiqués TSL par rapport à l’apprentissage ultérieur de l’écrit. Nos résultats contribuent à une meilleure appréhension des enfants TSL francophones.Specific Language Impairment (SLI) is a complex developmental condition characterized by significant heterogeneity (Leonard, 2009). The past three decades a great deal has been learned about children with SLI, yet numerous questions still need to be answered regarding its nature, its causes and its repercussions. The theoretical background of our studies is formed by the theory of a phonological deficit and the psycholinguistic approach, illustrating the reciprocal causality between phonological deficits and literacy acquisition. The present work tried to capture the heterogeneity of children with SLI. Using different methodological approaches, the aim of our studies was to investigate the linguistic and cognitive profiles of children with SLI, the learning potential during an implicit task and the specificity of working memory deficits in children with Nonspecific Language Impairments (NLI) and the bidirectional effects between literacy development and language impairments (SLI, NLI and resolved-SLI). The results showed marked deficits in phonological working memory (MdT) in the children with SLI independently of their specific linguistic profile and a developmental delay in learning potential and in Visuospatial WM in children with NLI. Lastly, we showed that the severity and the persistence of the language impairment, the nonverbal skills and the phonological WM skills are reflected in the literacy outcomes of children with language impairments, allowing their differentiation in this aspect. Our results contribute to a better understanding of SLI in French-speaking children
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Effects of a Repeated Reading Intervention on the Reading Fluency of Adolescents with Intellectual Disability.
Full text linkBackground. Adolescents with intellectual disability (ID) often have difficulties in developing reading fluency skills, a necessary component of reading comprehension and independent reading. Repeated reading (RR) interventions have been widely shown to be effective in improving reading fluency in typically developing students. However, studies conducted with students with ID are scarce.
Method. A single case experimental study with multiple baseline design across participants was used to examine the effects of an 8-week RR intervention on the reading fluency skills of three adolescents with ID. Target behaviour was measured repeatedly with correct words per minute for reading rate and errors per minute for accuracy.
Results. Both systematic visual analysis and data nonoverlap statistics were used to evaluate the data. Increases in reading fluency skills occurred during the intervention phase on trained texts for all three students, with large effect sizes for reading rate and moderate to large effect sizes for accuracy. Generalization of fluency skills to untrained texts was also observed at the end of the intervention phase, with large effect sizes for reading rate and small to moderate effect sizes for accuracy. The social validity of the intervention was positively rated both by teachers and students.
Conclusions. The findings suggest that evidence- based RR interventions, when slightly adapted to meet the specific needs of students with ID, can be beneficial for them. Implications for future research and specific instructional components for students with ID are discussed
« Informal Social Networking Sites for Language Learning: Insights into Autonomy Stances », in Cappellini, M., Lewis, T. & Rivens Mompean, A. (eds.), Learner Autonomy and Web 2.0. CALICO Monograph Series, San Marcos, TX : CALICO, pp. 141-167
No full textAcquisition of Literacy skills in children with Specific Language Impairment: A Longitudinal Investigation in French
Full text linkThis study examined the link between phonological development and literacy acquisition in the case of children with Specific Language Impairment (SLI). A sample of 20 beginning-readers French-speaking children with SLI participated in our longitudinal study. Their performances on phonological awareness were evaluated at three time points in time over 2 1/2 years, Time 1 (T1), Time 2(T2) and Time 3 (T3). Their oral language was evaluated at T2 and T3, while at T3 we also evaluated their literacy skills. According to our results at T3 non of the children showed any delay at phonological awareness, yet the literacy skills of the majority of them were significantly below average compared to normally developing children. At T3 our entire sample presented significant improvement in their utterances as well. We argue about the existence of a reciprocal influence between early language deficit and the later literacy development of children with SLI. Children with SLI improve significantly their oral language outcomes due to explicit instruction of written language; however their phonological representations seem to remain flawed and this reflects on literacy tasks that demand a high level of phoneme manipulation
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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