Duration
30h Th, 15h Pr
Number of credits
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Chapters:
1) characteristics of skilled reading
2) models of reading acquisition
3) characteristics and definition of developmental dyslexia
4) neurobiological aspects of dyslexia
5) cognitive aspects of dyslexia
6) current theoretical accounts of dyslexia
7) prevention and revalidation of disorders of written language
Learning outcomes of the learning unit
To acquire a critical view about main current theorical accounts of developmental dyslexia and about revalidation methods and tools. To have understood the techniques for evaluating the effectiveness of written language rehabilitation.
Prerequisite knowledge and skills
Having previously taken the "Psychology of Cognition and Language - Part 1" and "Psychology of school learning : neuro-cognitiv approach" courses will help you to better understand this course.
Planned learning activities and teaching methods
Theoritical part
Ex-cathedra + exercises by using lexical database (BRULEX).
Practical part
Depending on the number of students enrolled in the course this year,
either
To design a project for supervising a child with reading difficulties, to be carried out in pairs or in a small group (explanations provided during class).
or
Oral presentation of an intervention tool designed to improve various aspects of written language or its prerequisites (phonology, decoding, fluency, comprehension, spelling, etc.), to be carried out in a group (explanations provided during class).
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
face-to-face, hybrid learning (partical part)
Course materials and recommended or required readings
Platform(s) used for course materials:
- MyULiège
Further information:
Required readings :
Share, D. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55, 151-218.
Poncelet, M. (2020). Les troubles du langage écrit. In Majerus, S., Jambaqué, I., Mottron, L., Van Der Linden, M., & Poncelet, M., Traité de Neuropsychologie de l'Enfant - 2ième édition (pp.66-92). Louvain-La-Neuve : De Boeck Supérieur.
Recommended readings :
Colé, P. & Sprenger-Charolles, L. (2021). La dyslexie : de l'enfant à l'adulte. Paris: Dunod.
Kilpatrick, D., A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Wiley.
Exam(s) in session
Any session
- In-person
written exam
Further information:
Exam(s) in session
First session
Written exam (open questions and/or multiple choice questions) + assessment of practical work. Active participation during classes is also taken into account for the final grade
Second session
Examination procedures may differ from those of the 1st session.
They will be announced a few days after the deliberations of the 1st session at the beginning of July.
Erasmus students who do not pass the exam must retake it in person on the date scheduled for the second session at ULiège.
Work placement(s)
Organisational remarks and main changes to the course
first quadrimester
Contacts
Martine.Poncelet@uliege.be
Association of one or more MOOCs
There is no MOOC associated with this course.