This TU is mandatory. It is part of the third year of the Bachelor’s program in Speech and Language Therapy. It aims to familiarize the students with the symptomatology of written language disorders and how they manifest in the areas of reading, writing, comprehension as well as underlying skills. It also allows them to learn about the different available assessment tools and how to properly diagnose written language disorders, taking into consideration the multilingual Lebanese context.

Temps présentiel : 15 heures

Charge de travail étudiant : 50 heures

Méthode(s) d'évaluation : Examen final, Projets

Référence :
1. BLAU, V., REITHLER, J., VAN ATTELVDT, N., SEITZ, J., GERRETSEN, P., GOEBEL, R., & BLOMERT, L. (2010). Deviant processing of letters and speech sounds as proximate cause of reading failure: a functional magnetic resonance imaging study of dyslexic children. Brain, 133(3), 868-879. 2. BOOTH, J. N., BOYLE, J. M., & KELLY, S. W. (2014). The relationship between inhibition and working memory in predicting children's reading difficulties. Journal of research in reading, 37(1), 84-101. 3. BOSSE, M. L., TAINTURIER, M. J. & VALDOIS, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104, 198-230.BOSSE, M. L., & VALDOIS, S. (2009). Influence of the visual attention span on child reading performance: a cross‐sectional study. Journal of Research in Reading, 32(2), 230-253. 4. BREZNITZ, Z. (2002). Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia. Reading and Writing, 15(1-2), 15-42. 5. BREZNITZ, Z. (2006). Fluency in reading: Synchronization of processes. Routledge 6. GOUGH, P. B., & TUNMER, W. E. (1986). Decoding, reading, and reading disability. Remedial and special education, 7(1), 6-10