Évaluation de l’orthographe des élèves dysphasiques en situation de narration communicative : variations selon le type d’orthographe, lexicale versus morphologique

Conclusion Les élèves dysphasiques ont besoin de plus de temps pour apprendre que les élèves typiques. À 7–11ans, avant l’apprentissage de la morphologie, ils doivent parvenir à maîtriser la segmentation des mots. De façon contre-intuitive, le faible nombre d’erreurs morphologiques des élèves dysphasiques de 7–11ans est le signe d’une difficulté. L’augmentation du nombre de ces erreurs à 12–18ans est le signe que la difficulté a été dépassée et que l’apprentissage des marques morphologiques à l’écrit peut réellement commencer. Introduction The overall goal of the study was to draw, in French language, a complete picture of spelling abilities in young students with SLI, enrolling in ordinary classes. Objective The main aim was to show how the developmental trajectories of lexical spelling and the morphological spelling are different when a large age span is observed (7 to 18 years old). Methods The spelling abilities were evaluated through a narrative communicative. Two groups of students with SLI (7–11 years and 12–18 years) were compared with two groups of typical students matched on chronological age. Results The lexical spelling was acquired before the morphological spelling for SLI and typical participants. At 12–18 of age, the SLI participants did not produce more lexical errors than the typical group. For the lexical spelling, at 7–11 years, the SLI participants had a specific difficulty with the segmentation of ...
Source: European Review of Applied Psychology - Category: Psychiatry & Psychology Source Type: research