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Master Thesis

Dyslexie et support pédagogique : quel(s) impact(s) sur l’acte de lire et la compréhension ?

Abstract : This thesis proposes a study on dyslexia and educational materials. He will study the impact(s) of the digital tool "Read Color" on a dyslexic student's reading and comprehension, and this thesis will seek to provide answers about how to support a dyslexic student. The aim is to highlight the feelings of Dys children - to deepen research on the impact of the tools made available to them to overcome their difficulties. To do this, developmental dyslexia will be questioned and defined using the work of Dorange, Boiron (2018) and the French Federation of the Dys -. Similarly, we will determine the act of reading as the identification of the word and its meaning, using the writings of Marie Gaussel (2015), Sylvie Cèbes and Roland Goigoux. We will follow up on these two parts by highlighting Serge Tisseron's (2013) work on the use of digital tools in children. And we will end with the measures made available to teachers to meet the special educational needs of their students. To carry out the study, two dyslexic students from a CM1/CM2 class were asked to participate. To collect the data, a questionnaire and an assessment of reading fluency and comprehension were implemented. The results were categorized according to several variables. They show that digital technology makes it possible to support dyslexic students, but that it is by no means the only tool available to deal with difficulties. To be efficient, it must be adapted to the educational needs of students.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02308096
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Submitted on : Tuesday, October 8, 2019 - 12:10:43 PM
Last modification on : Thursday, May 14, 2020 - 7:06:03 AM

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Amandine Gasnier. Dyslexie et support pédagogique : quel(s) impact(s) sur l’acte de lire et la compréhension ?. Education. 2019. ⟨dumas-02308096⟩

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