Amphithéâtre Maurice Halbwachs, Site Marcelin Berthelot
En libre accès, dans la limite des places disponibles
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Résumé

When a child has difficulties in reading –how can we help them and how should we teach them? The first step is understanding exactly what their problem is. Dyslexia is a general term for various deficits in reading. There are more than 20 different dyslexia types, each stemming from a deficit at a different component of the reading process or in the connections between these components. The different loci of impairment yield different error types.

I will describe the various types of dyslexia, focusing on the ones that are more frequent in French. For each dyslexia, I will describe the main characteristics: which kinds of errors do the children make in reading? Which types of words are most difficult for them? I will also discuss the way the unique properties of French interact with the manifestation of the different types of dyslexia. I will then describe directions for treatment for these dyslexias, and what a teacher can do to teach children with each kind of dyslexia in the most appropriate way.

I will finish with a further source of difficulties in reading comprehension that is not dyslexia: syntactic difficulties, and discuss ways to distinguish between the different sources of reading comprehension difficulties: reading difficulties and comprehension difficulties.

Traduction simultanée de l’anglais.

Naama Friedmann

Naama Friedmann

Naama Friedmann est professeure de neuropsychologie du langage à l'École d'éducation et à l'École de neurosciences Sagol de l'université de Tel-Aviv. Elle dirige le Laboratoire du langage et du cerveau et le Laboratoire Lieselotte Adler pour la recherche sur le développement de l'enfant, et est titulaire de la chaire Branco Weiss sur le développement de l'enfant. Elle est directrice du MiLa : The Cukier-Goldstein-Goren Center for Mind, Cognition, and Language.

Naama Friedmann a obtenu son doctorat à l'université de Tel-Aviv et un postdoc à l'UCSD. Elle a publié plus de deux cent trente articles dans des revues scientifiques de premier plan et occupe des postes d'éditrice dans des revues de neuropsychologie et de psycholinguistique. Elle a supervisé soixante-quatre étudiants de maîtrise, vingt-six étudiants de doctorat et six boursiers postdoctoraux.

Naama Friedmann

Naama Friedmann is Professor of neuropsychology of language in the School of Education and the Sagol School of Neuroscience in Tel Aviv University. She is the head of the Language and Brain Lab and of the Lieselotte Adler Laboratory for Research on Child Development, and holds the Branco Weiss Chair in child development. She is the director of the MiLa: The Cukier-Goldstein-Goren Center for Mind, Cognition, and Language.

Naama Friedmann completed her PhD in Tel-Aviv University and a post-doc in UCSD. She published more than 230 papers in leading scientific journals and holds editorial positions in journals in neuropsychology and psycholinguistics. She supervised 64 MA students, 26 PhD students, and 6 post doctoral fellows.

Intervenant(s)

Naama Friedmann

Laboratoire du langage et du cerveau, École d'éducation et École de neurosciences Sagol, université de Tel-Aviv