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Biographie: Pascal Lefebvre est un orthophoniste membre de l’Ordre des orthophonistes et audiologistes du Québec depuis 1996. Il a complété son baccalauréat et sa maîtrise en orthophonie à l’Université de Montréal. Il a œuvré comme orthophoniste dans plusieurs types d’établissements tels que des centres de réadaptation, des hôpitaux, des écoles et des CLSC. Il a développé une expertise dans les approches utilisant la langue des signes auprès des enfants sourds, dans l’intégration et l’adaptation de l’enseignement avec les enfants et les adolescents présentant des troubles sévères du langage et dans les approches préventives des difficultés de langage oral et écrits chez les jeunes enfants et leur famille, plus particulièrement en région rurale. Monsieur Lefebvre effectue maintenant des études doctorales au Laboratoire des technologies pour la communication au Centre de recherche de l’Hôpital Ste-Justine (Université de Montréal), sous la supervision du Dr. Natacha Trudeau. Il est membre du Réseau canadien de recherche en langage et en alphabétisation et du Réseau provincial de recherche en adaptation-réadaptation. Ses intérêts de recherche sont reliés à l’éveil à l’écrit. Plus précisément, il s’intéresse à l’origine et au développement de la sensibilité phonologique chez les jeunes enfants, aux interventions en matière de prévention des difficultés de langage écrit et aux facteurs environnementaux qui influencent le développement du langage et de l’éveil à l’écrit chez les enfants.champs d'intérêt: pas disponibles. |
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adresse principale: Pascal LefebvreLaboratoire des technologies de la communication Centre de recherche de l'Hôpital Sainte-Justine C.R. Marie-Enfant, Laboratoire des technologies de la communication 5200 Bélanger Est, Local GR-106 Montreal, Québec H1T 1C9 Téléphone: (514) 374-1710 poste 8639 Télécopieur: (514) 723-7116 Courriel: Autres affiliations:Université de Montréal Centre de recherche de l'Hôpital Sainte-Justine |
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Informations scolaires: Titre de th&eagrave;se:Enriched shared reading as an approach to develop phonological sensitivity in French speaking preschool children from vulnerable familiesRésumé de thèse:Children from low socioeconomical status (SES) families show, not only more reading difficulties in school, but also worse emergent literacy skills before entering school than their peer from higher SES. Three developmental areas of emergent literacy skills constitute important targets for prevention of reading difficulties: oral language, print principles awareness, and phonological sensitivity. A larger vocabulary (oral language) and good skills to recognise and distinguish letters (print principles awareness) are good predictors of future reading competency and phonological sensibility. Phonological sensitivity brings the child to conceptualise his own spoken language as discreet and recurrent sound elements. It allows him to detect and handle the words’ syllables and sounds (phonemes). Given that these skills are required in reading, children with good phonological sensitivity learn to read more easily. Many prevention programs in preschool target oral language and print principles awareness. To improve efficacy with vulnerable families, special care was put into making sure that these programs target everyday life activities. As a result, these programs promote shared book reading with preschoolers. Shared book reading is an easily accessed activity and a well established tool for oral language and print awareness development. However, there is no evidence that traditional shared book reading (TSBR) directly develops phonological sensitivity. In Québec, there is no program that targets phonological sensitivity before kindergarten attendance. Moreover, existing programs targeting phonological sensitivity in schooled-aged children are not integrated into everyday life practices. The current research will measure the effect of a preventive intervention using an enriched shared book reading (ESBR) on low SES French-speaking preschooler’s phonological sensitivity. Unlike the TSBR, the ESBR will integrate phonological sensitivity techniques. Our hypothesis is that explicit phonological sensitivity techniques included in a well integrated activity like shared book reading will develop more effectively phonological sensitivity in low SES French-speaking preschoolers than a TSBR that does not explicitly stimulate phonological sensitivity. The main sample of the current study will include 30 four- to five-year-old children attending a publicly founded day care center full-time in a low SES area of Montreal. Their parents must also present a low SES profile. The children must show normal language development, normal hearing acuity and normal non-verbal intelligence. The 30 low SES children sample will be divided in two intervention groups of 15 children. The first group will receive the ESBR intervention, while the second will receive the TSBR intervention. Both interventions will use the same books; 1 book per week used 4 times for about 45 minutes with sub-groups of 7 to 8 children. Both interventions will last 10 weeks. Measures of expressive and receptive vocabulary, print awareness and phonological sensitivity will be taken before and after the intervention program to compare the effectiveness of each intervention. The same measures will be taken 2 times, with a 10 weeks interval, on a preliminary sample of 15 middle and high SES children, to have a comparison sample, and to insure that the measures are accurate. The data differences analysis will imply, for each measure, an MANOVA (3X2) with a between-subjects variable (one comparison group and two intervention groups) and a within-subjects variable (pre and post measures).Directeur(s) de recherche au Réseau:Natacha Trudeau |
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DERNIÈRE MISE À JOUR : le 06 juillet 2004, 15:42:39