Rôle des habiletés visuospatiales dans l’apprentissage de la lecture : cas du syndrome de Williams

Abstract : The research on reading in the context of Williams Syndrome (WS) suggests difficulty with learning automatic reflexes. Literacy research has indicated phonological and mnemic difficulties, and, more recently, problems with visual-spatial processing. This article sets out to determine the role of visual-spatial processing in learning to read in persons with WS. Fourteen individuals with WS were administered standardized tests to measure their level of reading, phonological, mnemic and visual-spatial ability. The results suggest that visual-spatial skills impact reading development for individuals with SW compared to same-reading-age controls. These results are discussed with a view to addressing and remediating reading development difficulties.
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Journal articles
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https://hal.univ-rennes2.fr/hal-02002573
Contributor : Laurence Leroux <>
Submitted on : Thursday, January 31, 2019 - 5:36:59 PM
Last modification on : Saturday, May 4, 2019 - 4:44:02 PM

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  • HAL Id : hal-02002573, version 1

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Anne-Sophie Pezzino, Nathalie Marec-Breton, Agnès Lacroix. Rôle des habiletés visuospatiales dans l’apprentissage de la lecture : cas du syndrome de Williams. Nouveaux cahiers de la recherche en éducation, Faculté d'éducation de l'Université de Sherbrooke 2016, 19 (3), pp.121. ⟨hal-02002573⟩

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