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Master Thesis

Outil exploratoire du langage écrit pour enfants bilingues français-anglais de 8-10 ans

Abstract : Objective: it is now recognized that bilingualism in children is associated with a different cognitive and language development than in monolinguals. However, there is very little material adapted to bilingual children. One of the main issues in their assessment is therefore the creation of such material, which speech therapists lack, especially for the written part. In our study, we are particularly interested in dyslexia/dysorthographia, the impact it has in the context of bilingualism and the specificity of its assessment. Thus, the objective of this study is to develop a protocol to explore the reading and spelling skills of French-English bilingual children aged 8 to 10 years.
Material and method: 18 bilingual children without language impairment and 5 bilingual children with dyslexia/dysorthographia were tested on reading/spelling pre-requisites, reading and spelling tests in French and English. Factors influencing bilingualism were assessed with the ALEQ questionnaire.
Results: bilinguals with dyslexia/dysorthographia scored significantly lower on the reading and transcription tests than bilinguals without impairment. The more a child has been exposed to written language, the better his or her results are in spelling (and to a lesser extent in reading). The test scores appeared to be independent of the variables length of exposure and rate of exposure in the two languages.
Conclusion: the exploratory tool developed seems sufficiently sensitive to discriminate bilingual children with dyslexia/dysorthographia from the general population. However, the small sample of bilinguals with a language impairment forces us to consider these results with caution.
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https://dumas.ccsd.cnrs.fr/dumas-03342655
Contributor : Nadège Leray <>
Submitted on : Monday, September 13, 2021 - 3:04:56 PM
Last modification on : Wednesday, September 15, 2021 - 3:31:08 AM

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  • HAL Id : dumas-03342655, version 1

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Marianne Albert, Florence Andries. Outil exploratoire du langage écrit pour enfants bilingues français-anglais de 8-10 ans. Sciences cognitives. 2021. ⟨dumas-03342655⟩

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