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Accès au langage écrit et psychomotricité : effets d’une intervention psychomotrice axée sur les compétences temporelles sur l’apprentissage de la lecture et ses troubles

Abstract : This research aims to link psychomotor therapy closer to reading development in order to put forward new educative practices (to facilitate the development of reading abilities), and also rehabilitative methods (to remedy developmental dyslexia). The theoretical framework link temporal skills, and especially rhythmic skills, phonological awareness and reading, but also cognitive and executive functions, like short term memory and inhibition, which are important for reading development and psychomotricity. Consequently, the effects of a psychomotor intervention based on the development of temporal skills on reading abilities, in preschoolers (experimentation 1) and in dyslexic children (experimentation 2) were tested. Experimentation 1 was conducted with 61 children followed for three years, from de second years of kindergarten until the end of the first grade. These children were divided into two groups, a control and an experimental group, who received psychomotor training with temporal skills in kindergarten. Through the results of children in the control group, we analyzed the interactions between rhythm, skills related to reading development, memory and inhibition in kindergarten. In addition, our analysis put forward the predictive values of rhythm skills on reading skills in kindergarten and first grade. Finally, we were able to understand the effects of psychomotor training on phonological awareness and inhibition, by comparing reading and cognitive skills evolution of children (control versus experimental group). Experimentation 2 was conducted with 10 children (9 to 12 years old) with diagnosis of developmental dyslexia. The protocol consisted on four test sessions each spaced of 10 weeks. The period between the first and the second test served as a control period, as was the period between the 3rd and the 4th test. Between the 2nd and the 3rd evaluation, the children received individually a psychomotor training (experimental period). The evolution of dyslexic children over the experimental period was compared to their own evolution over the two control periods. Finally, we suggest the interest of practices related to psychomotor education to facilitate the development of reading abilities, especially on phonological awareness and inhibition development, as well as the interest of psychomotor therapy to help on dyslexia's remediation.
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Daniel Pereira. Accès au langage écrit et psychomotricité : effets d’une intervention psychomotrice axée sur les compétences temporelles sur l’apprentissage de la lecture et ses troubles. Education. Université Sorbonne Paris Cité, 2018. Français. ⟨NNT : 2018USPCB132⟩. ⟨tel-02519587⟩

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