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Master Thesis

Y-a-t-il un impact sur la compréhension des élèves atteints de dyslexie lorsque l’on fait varier les supports dans une activité contenant du texte ?

Abstract : Our research is about training materials which can be used in documentation works in order to help students with a phonological dyslexia to understand better and to keep pace with other students. Our study focuses on 6 classes of 8th grade and 5 classes of 7th grade. These classes are heterogeneous and are in 2 middle schools in Arles and in Marseille. Through an experimental approach, we would like to see if varying training materials for dyslexic students can have an impact on their learning. To this end, we compared dyslexic students’ works differentiated by images or videos to dyslexic students’ works without any differentiation in order to show the impact on the understanding of these students. But, we also compared their works to the ones of non dyslexic students to see if they succeed as the others. We principally use works done by Anne Gombert and Jean Yves Roussey on pedagogic adaptations which used in the first and second degree to integrate students who have specific written language disorder.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02140705
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Submitted on : Monday, May 27, 2019 - 2:56:54 PM
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Bruno Biseaux, Alexandra Vincon. Y-a-t-il un impact sur la compréhension des élèves atteints de dyslexie lorsque l’on fait varier les supports dans une activité contenant du texte ?. Education. 2019. ⟨dumas-02140705⟩

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