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Utilization de la lecture dans l’apprentissage du langage

Utilization de la lecture dans l’apprentissage du langage why some children apparently could overcome a constitutional or social handicap and compensate well, whereas others, with even less severe impair- ments, could not do so. Dyslexia was often interpreted to include the total character of the child, his personality and adjustment (usually maladjust- ment) in all areas. It was pointed out that his ability to invest himself in the educational tasks facing him upon his entrance into school might be se- riously limited by deprivation of satisfying emotional responses in his earli- est experiences of the mother-child relationship or by lack of resolution of oedipal conflicts, or by various family attitudes such as too-demanding parents with too high expectations or, on the other hand, a home in which little or no importance was placed upon learning and education. Starting school might be difficult for any child beset with any of these problems, but if he were also handicapped by a poor, or undeveloped, sensory-motor-perceptual equipment, then he certainly might be expected to experience difficulty in learning to read. School failure would naturally follow, with depression or antagonism to the school authorities--often extending to those trying to help him--and then behavior problems. The goal of reeducation should be not http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Utilization de la lecture dans l’apprentissage du langage

Annals of Dyslexia , Volume 14 (1): 1 – Dec 1, 1964
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Utilization de la lecture dans l’apprentissage du langage

Abstract

why some children apparently could overcome a constitutional or social handicap and compensate well, whereas others, with even less severe impair- ments, could not do so. Dyslexia was often interpreted to include the total character of the child, his personality and adjustment (usually maladjust- ment) in all areas. It was pointed out that his ability to invest himself in the educational tasks facing him upon his entrance into school might be se- riously limited by deprivation of satisfying...
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References (1)

  • BULLETIN readers may recall the article by Dr. J. Roswell Gallagher on his visite to Mme. Borel-Maisonny’s Clinic in Paris in (1957)

    Vol. VIII

Publisher
Springer Journals
Copyright
1964 The Orton Society, Inc.
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02928391
Publisher site
See Article on Publisher Site

Abstract

why some children apparently could overcome a constitutional or social handicap and compensate well, whereas others, with even less severe impair- ments, could not do so. Dyslexia was often interpreted to include the total character of the child, his personality and adjustment (usually maladjust- ment) in all areas. It was pointed out that his ability to invest himself in the educational tasks facing him upon his entrance into school might be se- riously limited by deprivation of satisfying emotional responses in his earli- est experiences of the mother-child relationship or by lack of resolution of oedipal conflicts, or by various family attitudes such as too-demanding parents with too high expectations or, on the other hand, a home in which little or no importance was placed upon learning and education. Starting school might be difficult for any child beset with any of these problems, but if he were also handicapped by a poor, or undeveloped, sensory-motor-perceptual equipment, then he certainly might be expected to experience difficulty in learning to read. School failure would naturally follow, with depression or antagonism to the school authorities--often extending to those trying to help him--and then behavior problems. The goal of reeducation should be not

Journal

Annals of Dyslexia – Springer Journals

Published: Dec 1, 1964

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