Résumés
Résumé
Notre étude poursuivait deux objectifs : 1) décrire les connaissances orthographiques des élèves ayant un trouble développemental du langage (TDL) et 2) identifier si les scores en production orthographique sont reliés à d’autres épreuves ayant recours aux connaissances orthographiques, comme la reconnaissance de mots et de pseudomots, et la compréhension en lecture. Une approche méthodologique à groupes comparatifs a été employée pour analyser les performances de trois groupes de participants : 1) un groupe expérimental incluant des élèves francophones du primaire présentant un TDL sévère (TDL, n = 25, âge chronologique moyen = 9.72) ; 2) un groupe contrôle de niveau de lecture (CL, n = 26, âge chronologique moyen = 8.22) ; et 3) un groupe contrôle de même âge chronologique (CA, n = 42, âge chronologique moyen = 9.82). Les résultats indiquent que les performances en production orthographique des élèves ayant un TDL s’apparentent à celles des élèves du groupe CL. Enfin, des liens significatifs de corrélation entre les performances en lecture et en production orthographique ont été identifiés dans les trois groupes de participants.
Mots-clés :
- TDL,
- trouble développemental du langage,
- connaissances orthographiques,
- élève du primaire
Abstract
Two precise goals were targeted in this research: 1) Describing the orthographical knowledge of the student with a DLD (Developmental Language Disorder) and 2) identify if the written word production results are related to other tests using orthographical knowledge such as word/pseudoword recognition. A group comparative methodological approach was used in this study in order to analyze the results of three groups of participants of the study sample: 1) An experimental group including students with severe DLD (TDL, n = 25, M age = 9.72); 2) a controlled group matched according to reading skill level (CL, n = 26, M age = 8.22); and 3) a controlled group matched according to chronological age (CA, n = 42, M age = 9.82). This exploratory study’s results suggest that the performances in orthographical production of students who have a DLD are similar to those of the younger students (CL). Lastly, significant correlation links between the performance of reading and production word tasks were identified in the three groups of participants.
Keywords:
- DLD,
- Developmental Language Disorder,
- orthographic knowledge,
- elementary school students
Parties annexes
Bibliographie
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