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Master Thesis

De l’intérêt de l’auto-évaluation du ressenti des difficultés en lecture et orthographe chez des enfants présentant une dyslexie-dysorthographie et scolarisés du CE2 au CM2

Abstract : Although self assessment is used in different fields of speech language pathology, such as in stuttering or voice, today, there are no self assessment scales which could deal with the perception of reading and spelling difficulties. In order to formulate items of this self assessment grid, we have made a literature review. Literature data have proven us that the subjects who have a dyslexia- dysorthographia express a greater feeling than their peers in the fields of depressed mood, anxiety, repercussions of these difficulties in their daily life. This self assessment grid was presented to 5 subjects, aged 8 years and 5 months to 10 years and 10 months while they had their written language renewal assessment. The results we obtained showed us that the subjects are able to answer a self assessment questionnaire. It also showed that all of them clearly express their feeling about their reading and spelling difficulties. Theses results suggest that the feeling is not always linked to the objectives elements viewed in the assessment. Older children seem to present a greater feeling than their younger peers : what is at stake is to use a specific and dedicated tool in order to measure this dimension. This could help when it comes to guide rehabilitation and establish precise and ecological approaches to care. Last but not least, if this work was to be continued, this could create a benchmark to make of this self assessment grid a standardized and validated tool. Then, it could be possible to think about it as a measure tool of the therapy efficiency.
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https://dumas.ccsd.cnrs.fr/dumas-02545270
Contributor : Bu Carreire Université de Bordeaux <>
Submitted on : Thursday, April 16, 2020 - 10:45:08 PM
Last modification on : Saturday, April 18, 2020 - 1:16:57 AM

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Chloé Perrier. De l’intérêt de l’auto-évaluation du ressenti des difficultés en lecture et orthographe chez des enfants présentant une dyslexie-dysorthographie et scolarisés du CE2 au CM2. Sciences cognitives. 2019. ⟨dumas-02545270⟩

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