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Master Thesis

La gestuelle de la méthode de Suzanne Borel Maisonny, une aide pour la mémorisation des correspondances graphophonologiques

Abstract : Learning to read requires many processes. A student who is struggling with decoding will have difficulty understanding, as reading will be fluid. If the apprentice reader does not have access to the meaning when he reads, then he will not have the pleasure of getting into reading. This is why it is important to automate decoding processes. Reading skills are put into practice in all disciplines so it is necessary to practice differentiation in order to avoid cognitive overload for students in difficulty. More and more studies are being carried out on multi-sensory tools. These allow a better perception and memorization of information. In our class, we are in the presence of 6 students with great difficulty reading. We decided to use the gestural method of Suzanne Borel Maisonny, initiator of speech therapy in France, which allows a visual and kinesthetic input of perception of graphophonological correspondence. Based on each student’s sensory profile, we were able to analyze the impact of using these gestures. We were able to conclude that the gestures helped the student with the visual profile, but not the students with the auditory or kinesthetic profiles. We realized that the psychological context is a key factor in the learning of reading.
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Master Thesis
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https://dumas.ccsd.cnrs.fr/dumas-02510727
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Submitted on : Wednesday, March 18, 2020 - 10:14:24 AM
Last modification on : Monday, June 29, 2020 - 3:18:22 AM

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  • HAL Id : dumas-02510727, version 1

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Sophie Leroux. La gestuelle de la méthode de Suzanne Borel Maisonny, une aide pour la mémorisation des correspondances graphophonologiques. Education. 2019. ⟨dumas-02510727⟩

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