Abstracts
Résumé
Les travaux sur la lecture dans le syndrome de Williams (SW) suggèrent une installation difficile des automatismes. La littérature indique des difficultés phonologiques, mnésiques et, plus récemment, du traitement visuospatial. Nous cherchons à déterminer le rôle du traitement visuospatial dans la mise en place de la lecture chez les personnes SW. Quatorze individus SW ont été confrontés à des épreuves standardisées mesurant le niveau de lecture, les habiletés phonologiques, mnésiques et visuospatiales. Les résultats indiquent une implication des habiletés visuospatiales dans l’acquisition de la lecture chez les personnes SW appariées aux contrôles de même âge de lecture. Ces résultats seront discutés dans une visée de prise en charge et de remédiation des difficultés d’installation de la lecture.
Mots-clés :
- habiletés visuospatiales,
- apprentissage de la lecture,
- trouble de lecture,
- syndrome de Williams,
- remédiation
Abstract
The research on reading in the context of Williams Syndrome (WS) suggests difficulty with learning automatic reflexes. Literacy research has indicated phonological and mnemic difficulties, and, more recently, problems with visual-spatial processing. This article sets out to determine the role of visual-spatial processing in learning to read in persons with WS. Fourteen individuals with WS were administered standardized tests to measure their level of reading, phonological, mnemic and visual-spatial ability. The results suggest that visual-spatial skills impact reading development for individuals with SW compared to same-reading-age controls. These results are discussed with a view to addressing and remediating reading development difficulties.
Keywords:
- visual-spatial skills,
- reading acquisition,
- reading disability,
- Williams Syndrome,
- remediation
Resumen
Los trabajos sobre la adquisición de la lectura en personas con el síndrome de Williams (SW) sugieren una difícil instalación de sus automatismos. La literatura indica dificultades en las habilidades fonológicas, mnémicas y más recientemente, en el procesamiento viso-espacial. Buscamos determinar el rol de este tipo de procesamiento en las personas con SW durante el acto de leer. Con pruebas estandarizadas que miden el nivel de lectura se evaluó las habilidades fonológicas, mnémicas y viso-espaciales de catorce individuos con SW. Los resultados indican un compromiso de las habilidades viso-espaciales en estas personas en comparación con el grupo control con la misma edad en lectura. Estos resultados serán discutidos con un propósito de intervención de las dificultades en la adquisición de la lectura.
Palabras clave:
- habilidades visuo-espaciales,
- aprendizaje de la lectura,
- síndrome de Williams,
- intervención
Appendices
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