المعجم العقلي عند الأطفال الذين يعانون من عسر القراءة: نظرة عامة على تأثير التباين الإملائي
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منشور:
Jun 27, 2012
الكلمات المفتاحية:
المعجم العقلي، عسر القراءة التنموي، التسمية الآلية السريعة، التباين الإملائي.
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الملخص
المعجم العقلي متاح في كل فعل من أفعال التواصل اللغوي، وذلك بسبب الحاجة الدائمة للعثور على كلمات تدل على ما نحتاج إلى نقله كرسائل أو لفهم الكلمات التي نسمعها أو نقرأها. في سياق عمليات فك الرموز والتعرف البصري على الكلمات، من المقبول على نطاق واسع أن القراءة تعتمد بشكل كبير على قدرة الشخص على الوصول إلى المعجم العقلي للغته، والذي يتم تحديده من خلال معلمتين رئيسيتين: الدقة وسرعة الوصول. ومع ذلك، في الأطفال الذين يعانون من اضطرابات تعلم القراءة، أو عسر القراءة التنموي، يتم تحديد صعوبة الوصول إلى ذخيرة المعجم العقلي، والتي يتم تقييمها بشكل عام من خلال النموذج التجريبي للتسمية السريعة الآلية (RAN)، بشكل منتظم تقريبًا ولكنها تختلف وفقًا للمستوى الاتساق الغرافوفونولوجي (التوافق بين الحروف والصوت) الذي يميز اللغة المعنية. نتناول في هذا العمل مسألة العلاقة بين الوصول إلى المعجم العقلي والقراءة من خلال مراجعة مختصرة للعمل على عسر القراءة في الأنظمة الإملائية المختلفة، ومن خلال عرض بعض البيانات من دراسة تجريبية حول بعض جوانب الصعوبات التي تتميز بها الوصول إلى المعجم لدى الأطفال الذين يعانون من عسر القراءة مقارنة بالقراء العاديين المتطابقين في العمر الزمني.
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كيفية الاقتباس
العيسا. (2012). المعجم العقلي عند الأطفال الذين يعانون من عسر القراءة: نظرة عامة على تأثير التباين الإملائي. AL-Lisaniyyat, 18(1), 30-47. https://doi.org/10.61850/allj.v18i1.458
القسم
Articles
المراجع
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memory in dyslexia.Journal of Learning Disabilities, 26, 597- 609.
Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental Lexicon.Oxford : Blackwell.
Baccino, T., &Colé, P. (1995). La lecture experte, PUF, Collection Que Sais-Je ?
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Writing: An interdisciplinary Journal, 5, 87-100.
Bogaads, P. (1994). Le vocabulaire dans l’apprentissage des langues étrangères (Crédif - Hatier.). LAL.
Bowers, P.G., &Wolf, M. (1993). Theoretical links between naming speed, precise timing mechanisms and
orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
Castel,C ., Pech-Georgel, C., George, F., &Ziegler, J.C. (2008). Lien entre dénomination rapide et lecture
chez les enfants dyslexiques. L ‘annéepsychologique, 108, 395-422
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information processes, (pp. 151-21). London :AcademicPress.
Coltheart, M. (2006). What has functional neuroimaging told us about the mind (so far)? Cortex, 42(3),
323-31.
Cornuejols, M. (2001).Sens du mot, sens de l'image. Editions L'Harmattan.
Deacon, S. H, Parrila, R, & Kirby, J. R. (2006). Processing of derived forms in high-functioning
dyslexics. Annals of Dyslexia, 56, 103-128.
Denckla, M.B., Rudel, R.G. (1976 a). Naming of objects by dyslexic and other learning disabled children.
Brain and Language. 3, 1-15;
Ecalle, J., & Magnan, A. (2002). L’ apprentissage de la lecture : Fonctionnement et développements
cognitifs. Paris : Armand Colin.
Faust, M., Dimitrovsky, L., &Shacht, T. (2003).Naming Difficulties in Children with Dyslexia:
Application of the Tip-of-the-tongue Paradigm.Journal of Learning Disabilities, 36, 203.
Ferrand, L. (2007). Psychologie cognitive de la lecture : Reconnaissance des mots écrits chez l’adulte.
Bruxelles : De Boeck Université.
Georgiou, G. K., Parrila, R, &Papadopoulos, T. C. (2008). Predictors of word decoding and reading
fluency across languages varying in orthographic consistency.Journal of Educational Psychology, 100,
566- 580.
Gombert, J. E. (2003a). Implicit and explicit learning to read: implication as for subtypes of dyslexia.
Current Psychology Letter: Behaviour, Brain and Cognition, 10(1), Special Issue on Language Disorders
and Reading Acquisition.
Le lexique mental chez l’enfant dyslexique : Un aperçu sur l’effet de la variabilité orthographique
Gough, P. B., &Tunmer, W. E. (1986).Decoding, reading, and reading disability. Remedial and Special
Education, 7, 6-10.
Hatcher, J., Snowling, M. J., & Griffiths, Y. M. (2002).Cognitive assessment of dyslexic students in higher
education.BritishJournal of Educational Psychology, 72, 119-133.
INSERM (2007). Dyslexie, dysorthographie, dyscalculie : Les troubles dans les apprentissages scolaires.
Rapport Inserm : Expertise collective de l’Inserm.
Kremin, H., &Dellatolas, G. (1996). Les pré-requis cognitifs de l’apprentissage de la lecture. In S.
Carbonnel, P. Gilet, M.D. Martory& S. Valdois (Eds.), Approche cognitive des troubles de la lecture et de
l’écriture chez l’enfant et l’adulte. Solal.
Lecocq, P., Casalis, S, Leuwers, L..& Watteau, N. (1996). Apprentissage de la lecture et compréhension
d'énoncés. Lille : Presses Universitaires du Septentrion.
Levelt, Willem J. M. (1992). Accessing words in speech production: Stages, processes and
representations .Cognition 42, 1-22.
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Manis, F. R., Seidenberg, M. S., &Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal
prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129-157.
Mann, V., &Wimmer, H. (2002).Phoneme awareness and pathways into literacy: a comparison of German
and American children. Reading and Writing: An Interdisciplinary Journal, 15, 653- 682.
Misra, M., Katzir, T., Wolf, M.,&Poldrack, R.A. (2004). Neural systems for rapid automatized naming in
skilled readers: unraveling the RAN-reading relationship.ScientificStudies of Reading, 8,241-56
Patel, T. K., Snowling, M. J., & de Jong, P. F. (2004).A cross-linguistic comparison of children learning to
read in English and Dutch.Journal of Educational Psychology, 96, 785-797
Seymour, P. H. K. (1997). Les fondations du développement orthographique et morphographique.
In L. Rieben, M. Fayol, & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 385-403). Lausanne:
DelachauxetNiestlé.
Share, D. L. (1999).Phonological recoding and orthographic leaming: A direct test of the self-teaching
hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
Vaessen, A., Gerretsen, P., &Blomert, L. (2009). Naming problems do not reflect a second independent
core deficit in dyslexia: double deficits explored. Journal of Experimental Child Psychology, 103, 202-
221.
Van der Linden, E. (2006). Lexique mental et apprentissage des mots. Revue Française de Linguistique
Appliquée, XI (1), 33-44.
Vellutino, F.R., Fletcher ,J.M., Snowling, M.J., &Scanlon, D.M.(2004). Specific reading disability
(dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry,
and Allied Disciplines, 45(1), 20-40.
Wimmer, H., Mayringer, H., &Landerl, K. (2000).The Double-deficit hypothesis and difficulties in
learning to read a regular orthography. Journal of Educational Psychology, 92, 668—680.
Wolf M., &Bowers , P.G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal
of Educational Psychology, 91,415-38
Wood .F.B:, HilLD.F., Meyer, M.S., &Flowers, D.L.(2005). Predictive assessment of reading.4nnals of
Dyslexia, 55(2), 193-216.
Ziegler, J. C., Bertrand, D., Tôth, D., Csépe, V., Reis, A., Faisca, L., et al. (2010). Orthographic depth and
its impact on universal predictors of reading: a crosslanguage investigation. Psychological Science, 21,
551-559
memory in dyslexia.Journal of Learning Disabilities, 26, 597- 609.
Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental Lexicon.Oxford : Blackwell.
Baccino, T., &Colé, P. (1995). La lecture experte, PUF, Collection Que Sais-Je ?
Badian, N.A. (1993).Phonemic awareness, naming, visual symbol processing and reading.Reading and
Writing: An interdisciplinary Journal, 5, 87-100.
Bogaads, P. (1994). Le vocabulaire dans l’apprentissage des langues étrangères (Crédif - Hatier.). LAL.
Bowers, P.G., &Wolf, M. (1993). Theoretical links between naming speed, precise timing mechanisms and
orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69-85.
Castel,C ., Pech-Georgel, C., George, F., &Ziegler, J.C. (2008). Lien entre dénomination rapide et lecture
chez les enfants dyslexiques. L ‘annéepsychologique, 108, 395-422
Coltheart, M. (1978).Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of
information processes, (pp. 151-21). London :AcademicPress.
Coltheart, M. (2006). What has functional neuroimaging told us about the mind (so far)? Cortex, 42(3),
323-31.
Cornuejols, M. (2001).Sens du mot, sens de l'image. Editions L'Harmattan.
Deacon, S. H, Parrila, R, & Kirby, J. R. (2006). Processing of derived forms in high-functioning
dyslexics. Annals of Dyslexia, 56, 103-128.
Denckla, M.B., Rudel, R.G. (1976 a). Naming of objects by dyslexic and other learning disabled children.
Brain and Language. 3, 1-15;
Ecalle, J., & Magnan, A. (2002). L’ apprentissage de la lecture : Fonctionnement et développements
cognitifs. Paris : Armand Colin.
Faust, M., Dimitrovsky, L., &Shacht, T. (2003).Naming Difficulties in Children with Dyslexia:
Application of the Tip-of-the-tongue Paradigm.Journal of Learning Disabilities, 36, 203.
Ferrand, L. (2007). Psychologie cognitive de la lecture : Reconnaissance des mots écrits chez l’adulte.
Bruxelles : De Boeck Université.
Georgiou, G. K., Parrila, R, &Papadopoulos, T. C. (2008). Predictors of word decoding and reading
fluency across languages varying in orthographic consistency.Journal of Educational Psychology, 100,
566- 580.
Gombert, J. E. (2003a). Implicit and explicit learning to read: implication as for subtypes of dyslexia.
Current Psychology Letter: Behaviour, Brain and Cognition, 10(1), Special Issue on Language Disorders
and Reading Acquisition.
Le lexique mental chez l’enfant dyslexique : Un aperçu sur l’effet de la variabilité orthographique
Gough, P. B., &Tunmer, W. E. (1986).Decoding, reading, and reading disability. Remedial and Special
Education, 7, 6-10.
Hatcher, J., Snowling, M. J., & Griffiths, Y. M. (2002).Cognitive assessment of dyslexic students in higher
education.BritishJournal of Educational Psychology, 72, 119-133.
INSERM (2007). Dyslexie, dysorthographie, dyscalculie : Les troubles dans les apprentissages scolaires.
Rapport Inserm : Expertise collective de l’Inserm.
Kremin, H., &Dellatolas, G. (1996). Les pré-requis cognitifs de l’apprentissage de la lecture. In S.
Carbonnel, P. Gilet, M.D. Martory& S. Valdois (Eds.), Approche cognitive des troubles de la lecture et de
l’écriture chez l’enfant et l’adulte. Solal.
Lecocq, P., Casalis, S, Leuwers, L..& Watteau, N. (1996). Apprentissage de la lecture et compréhension
d'énoncés. Lille : Presses Universitaires du Septentrion.
Levelt, Willem J. M. (1992). Accessing words in speech production: Stages, processes and
representations .Cognition 42, 1-22.
Lyon, G.R., Shaywitz, S.E., &Shaywitz, B.A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-
15.
Manis, F. R., Seidenberg, M. S., &Doi, L. M. (1999). See Dick RAN: Rapid naming and the longitudinal
prediction of reading subskills in first and second graders. Scientific Studies of Reading, 3, 129-157.
Mann, V., &Wimmer, H. (2002).Phoneme awareness and pathways into literacy: a comparison of German
and American children. Reading and Writing: An Interdisciplinary Journal, 15, 653- 682.
Misra, M., Katzir, T., Wolf, M.,&Poldrack, R.A. (2004). Neural systems for rapid automatized naming in
skilled readers: unraveling the RAN-reading relationship.ScientificStudies of Reading, 8,241-56
Patel, T. K., Snowling, M. J., & de Jong, P. F. (2004).A cross-linguistic comparison of children learning to
read in English and Dutch.Journal of Educational Psychology, 96, 785-797
Seymour, P. H. K. (1997). Les fondations du développement orthographique et morphographique.
In L. Rieben, M. Fayol, & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 385-403). Lausanne:
DelachauxetNiestlé.
Share, D. L. (1999).Phonological recoding and orthographic leaming: A direct test of the self-teaching
hypothesis. Journal of Experimental Child Psychology, 72, 95-129.
Vaessen, A., Gerretsen, P., &Blomert, L. (2009). Naming problems do not reflect a second independent
core deficit in dyslexia: double deficits explored. Journal of Experimental Child Psychology, 103, 202-
221.
Van der Linden, E. (2006). Lexique mental et apprentissage des mots. Revue Française de Linguistique
Appliquée, XI (1), 33-44.
Vellutino, F.R., Fletcher ,J.M., Snowling, M.J., &Scanlon, D.M.(2004). Specific reading disability
(dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry,
and Allied Disciplines, 45(1), 20-40.
Wimmer, H., Mayringer, H., &Landerl, K. (2000).The Double-deficit hypothesis and difficulties in
learning to read a regular orthography. Journal of Educational Psychology, 92, 668—680.
Wolf M., &Bowers , P.G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal
of Educational Psychology, 91,415-38
Wood .F.B:, HilLD.F., Meyer, M.S., &Flowers, D.L.(2005). Predictive assessment of reading.4nnals of
Dyslexia, 55(2), 193-216.
Ziegler, J. C., Bertrand, D., Tôth, D., Csépe, V., Reis, A., Faisca, L., et al. (2010). Orthographic depth and
its impact on universal predictors of reading: a crosslanguage investigation. Psychological Science, 21,
551-559