Dialogic reading and language skills of ...
Document type :
Autre communication scientifique (congrès sans actes - poster - séminaire...)
Title :
Dialogic reading and language skills of children with intellectual disabilities : New results
Author(s) :
Remy Neris, Amelie [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Macchi, Lucie [Auteur]
Savoirs, Textes, Langage (STL) - UMR 8163 [STL]
Facon, Bruno [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Macchi, Lucie [Auteur]
Savoirs, Textes, Langage (STL) - UMR 8163 [STL]
Facon, Bruno [Auteur]
Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Conference title :
22nd conference of the European Society for Cognitive Psychology
City :
Lille
Country :
France
Start date of the conference :
2022-08-29
HAL domain(s) :
Sciences cognitives
English abstract : [en]
Intellectual disabilities (ID) cause significant language difficulties. However, there are only few language intervention methods that have been scientifically proven to be effective with children with ID. This study aims ...
Show more >Intellectual disabilities (ID) cause significant language difficulties. However, there are only few language intervention methods that have been scientifically proven to be effective with children with ID. This study aims to test the effectiveness of a language education method called Dialogic Reading (DR) among children with ID aged 6 to 12 years. After an extensive assessment of their non-verbal intellectual abilities and their language, pragmatic and behavioral skills, 58 children with ID were randomly assigned to a group trained mainly in VOCABULARY (n=30) or in SYNTAX (n=28). Children received sessions focused on the acquisition of 30 rare words (VOCABULARY group) or three relatively complex syntactic constructions (SYNTAX group). They were then given an extensive language assessment post-test. Results showed that each group made greater progress in the domain trained (i.e., VOCABULARY or SYNTAX). Il is concluded that DR could be a useful approach to language education for children with ID.Show less >
Show more >Intellectual disabilities (ID) cause significant language difficulties. However, there are only few language intervention methods that have been scientifically proven to be effective with children with ID. This study aims to test the effectiveness of a language education method called Dialogic Reading (DR) among children with ID aged 6 to 12 years. After an extensive assessment of their non-verbal intellectual abilities and their language, pragmatic and behavioral skills, 58 children with ID were randomly assigned to a group trained mainly in VOCABULARY (n=30) or in SYNTAX (n=28). Children received sessions focused on the acquisition of 30 rare words (VOCABULARY group) or three relatively complex syntactic constructions (SYNTAX group). They were then given an extensive language assessment post-test. Results showed that each group made greater progress in the domain trained (i.e., VOCABULARY or SYNTAX). Il is concluded that DR could be a useful approach to language education for children with ID.Show less >
Language :
Anglais
Peer reviewed article :
Oui
Audience :
Internationale
Popular science :
Non
Collections :
Source :
Files
- document
- Open access
- Access the document
- PosterESCOP_2022.07.22.pdf
- Open access
- Access the document