Utilité des Fonctions d’Aide Technologique sur les Performances en Lecture et en Écriture et sur le Concept de soi Scolaire Auprès d’élèves du Primaire qui ont des Difficultés d’Apprentissage

Gabrielle Bourget-Piché; Céline Leroux Chemla; Clélie Bigo; Marie-Claude Guay

doi:10.21432/cjlt28276

Authors

Gabrielle Bourget-Piché Université du Québec à Montréal
Céline Leroux Chemla Centre de services scolaire Marguerite-Bourgeoys
Clélie Bigo Commission scolaire de la Vallée-des-Tisserands
Marie-Claude Guay Université du Québec à Montréal

DOI:

https://doi.org/10.21432/cjlt28276

Keywords:

reading and writing difficulties, assistive technology, academic self-concept

Abstract

This pilot study focuses on the use of assistive technologies (AT) by elementary school students, educated in French, who were identified with reading and writing difficulties (AT group, n = 25). The aim of this study is to assess whether assistive technologies improved their reading comprehension, spelling errors, and academic self-concept. A comparison group of average achieving peers (n = 22) is included to examine whether the gap in scores of the two groups is reduced over time. The results show that between the two time periods, students in the AT group reduce their spelling errors, and after just five months using assistive technologies, they even got comparable performances to their normally achieving peers. In reading comprehension and academic self-concept, the interaction effects are not significant. The implications for academic success and future research are discussed.

Author Biographies

Gabrielle Bourget-Piché, Université du Québec à Montréal

Department of Psychology, Université du Québec à Montréal

Céline Leroux Chemla , Centre de services scolaire Marguerite-Bourgeoys

Céline Leroux Chemla est psychologue au Centre de services scolaire Marguerite-Bourgeoys. Ses intérêts cliniques et de recherche portent sur le haut potentiel intellectuel et les troubles d’apprentissage.

Clélie Bigo, Commission scolaire de la Vallée-des-Tisserands

Clélie Bigo est psychologue pratiquant en clinique privée. Elle a anciennement travaillé au Centre de services scolaire de la Vallée-des-Tisserands. Ses intérêts cliniques portent sur la psychothérapie cognitivo-comportementale.

Marie-Claude Guay, Université du Québec à Montréal

Marie-Claude Guay est professeure au département de psychologie à l’Université du Québec à Montréal, neuropsychologue et chercheure associée à la Clinique des troubles de l’attention de l’Hôpital Rivière-des-Prairies. Ses intérêts de recherche portent sur le TDAH, les troubles d’apprentissage et le haut potentiel intellectuel.

References

Anderson, C., Anderson, K., & Cherup, S. (2009). Investment vs. return: Outcomes of special education technology research in literacy for students with mild disabilities. Contemporary Issues in Technology and Teacher Education, 9(3), 337-355. https://citejournal.org/volume-9/issue-3-09/general/investment-vs-return-outcomes-of-special-education-technology-research-in-literacy-for-students-with-mild-disabilities/

Baneath, B., Boutard, C., & Alberti, C. (2006). Chronosdictées. Outils d’évaluation des performances orthographiques avec et sans contrainte temporelle du CE1 à la troisième. Ortho-Édition.

Batorowicz, B., Missiuna, C. A., & Pollock, N. A. (2012). Technology supporting written productivity in children with learning disabilities: A critical review. Canadian Journal of Occupational Therapy, 79(4), 211-224. https://doi.org/10.2182/cjot.2012.79.4.3

Bear, G. G., Minke, K. M., & Manning, M. A. (2002). Self-concept of students with learning disabilities: A meta-analysis. School Psychology Review, 31(3), 405-427. https://doi.org/https://doi.org/10.1080/02796015.2002.12086165

Bowser, G., Foster Carl, D., Fonner, K. S., Foss, T. V., Korsten, J. E., Lalk, K. M., Larson, J. B., Marfilius, S., McCloskey, S. R., Reed, P. R., & Zabala, J. S. (2015). Quality indicators for assistive technology. A comprehensive guide to assistive technology services. CAST Professional Publishing.

Chiang, H.-Y., & Jacobs, K. (2009). Effect of computer-based instruction on students’ self-perception and functional task performance. Disability and Rehabilitation: Assistive Technology, 4(2), 106-118. https://doi.org/10.1080/17483100802613693

Chouinard, J. (2016). Démarche à suivre pour choisir, valider et attribuer une aide technologique. Cyber Savoir. https://cybersavoir.csdm.qc.ca/adaptationscolaire/files/2020/05/Démarche-pour-choisir-valider-et-attribuer-une-aide-technologique.pdf

Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2e éd.). Routledge. https://doi.org/10.4324/9780203771587

Druide informatique. (2018). Antidote (version 10) [logiciel]. https://www.antidote.info/fr?utm_source=druide.com&utm_medium=accueil&utm_campaign=vitrines&utm_content=bouton

Ducharme, D., Magloire, J., & Montminy, K. (2018). Le respect des droits des élèves HDAA et l’organisation des services éducatifs dans le réseau scolaire québécois : une étude systémique. Commission des droits de la personne et des droits de la jeunesse du Québec. https://cdpdj.qc.ca/storage/app/media/vos-droits/qu-est-ce-que/droits-des-eleves-HDAA/etude_inclusion_EHDAA.pdf

Dumont, M., Rousseau, N., Paquin, S., Boyer, P., & Stanké, B. (2019). Relation perçue entre l’utilisation de technologies d’aide et la perception de soi, le sentiment d’efficacité personnelle et l’anxiété aux évaluations en situation d’écriture. La nouvelle revue - Éducation et société inclusives, 87(3), 75-91. https://doi.org/10.3917/nresi.087.0075

Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. Elementary School Journal, 101(3), 302-329. https://doi.org/10.1086/499670

Fougeyrollas, P. (2018). Pour en finir avec le processus de production du handicap. Mettre en œuvre l’équité et vivre la vulnérabilité. Spiritualitésanté, 11(2), 32-35.

Fougeyrollas, P., Barral, C., Castelein, P., Korpes, J. L., Robin, J. P., Bergeron, H., Cloutier, R., Côté J., & Saint-Michel, G. (2020). Classification internationale. Modèle de développement humain - Processus de production du handicap (MDH-PPH). RIPPH.

Gibby-Leversuch, R., Hartwell, B. K., & Wright, S. (2021). Dyslexia, literacy difficulties and the self-perceptions of children and young people: A systematic review. Current Psychology, 40(11), 5595-5612. https://doi.org/10.1007/s12144-019-00444-1

Guay, M.-C. (2019). Ces enfants qui apprennent autrement. Trécarré.

Hakkarainen, A. M., Holopainen, L. K., & Savolainen, H. K. (2015). A five-year follow-up on the role of educational support in preventing dropout from upper secondary education in Finland. Journal of Learning Disabilities, 48(4), 408-421. https://doi.org/10.1177/0022219413507603

Haylem. (2018). Lexibar (version LP5) [logiciel]. https://azure.lexibar.ca/ca/fr/accueil

Herold, M., Alant, E., & Bornman, J. (2008). Typing speed, spelling accuracy, and the use of word-prediction. South African Journal of Education, 28(1), 117-134. https://www.ajol.info/index.php/saje/article/view/25149

Huang, A., Sun, M., Zhang, X., Lin, Y., Lin, X., Wu, K., & Huang, Y. (2021). Self-concept in primary school student with dyslexia: The relationship to parental rearing styles. International Journal of Environmental Research and Public Health, 18(18), 1-14. https://doi.org/10.3390/ijerph18189718

Inizan, A. (1998). Analyse du savoir lire de 8 ans à l’âge adulte (ANALEC). Pearson.

Joye, N., Dockrell, J. E., & Marshall, C. R. (2020). The spelling errors of french and english children with developmental language disorder at the end of primary school. Frontiers in Psychology, 11(1789), 1-21. https://doi.org/10.3389/fpsyg.2020.01789

Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centred approach. Learning and Individual Differences, 31, 1-10. https://doi.org/10.1016/j.lindif.2013.12.011

Krämer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432-478. https://doi.org/10.3102/0034654321998072

Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. Journal of Special Education Technology, 21(3), 13-22. https://doi.org/10.1080/17409292.2013.742286

Lenker, J. A., Koester, H. H., & Smith, R. O. (2021). Toward a national system of assistive technology outcomes measurement. Assistive Technology, 33(1), 1-8. https://doi.org/10.1080/10400435.2019.1567620

Lindeblad, E., Nilsson, S., Gustafson, S., & Svensson, I. (2019). Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology, 6(1), 1-18. https://doi.org/10.1080/23311908.2019.1647601

MacArthur, C. A. (2014). Technology applications for improving literacy: A review of research. Dans H. L. Swanson, K. R. Harris et S. Graham (dir.), Handbook of learning disabilities (2e éd., p. 565-590). The Guilford Press.

Marsh, H. W. (1984). Self-concept: The application of a frame of reference model to explain paradoxical results. Australian Journal of Education, 28(2), 165-181. https://doi.org/10.1177/000494418402800207

Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280-295. https://doi.org/10.1037/0022-0663.79.3.280

Marsh, H. W., & Parker, J. W. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don’t learn to swim as well? Journal of Personality and Social Psychology, 47(1), 213-231. https://doi.org/10.1037/0022-3514.47.1.213

Marsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J., & Dicke, T. (2018). An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology, 54(2), 263-280. https://doi.org/10.1037/dev0000393

Milani, A., Lorusso, M. L., & Molteni, M. (2010). The effects of audiobooks on the psychosocial adjustment of pre-adolescents and adolescents with dyslexia. Dyslexia, 16(1), 87-97. https://doi.org/10.1002/dys.397

Ministère de l’Éducation du Loisir et du Sport. (2011). Considérations pour établir les mesures d’adaptation à mettre en place en situation d’évaluation (document de soutien). https://cybersavoir.csdm.qc.ca/wp-content/uploads/2013/11/Considérations.pdf

Ministère de l’Éducation et de l’Enseignement supérieur. (2019). Règles budgétaires pour les investissements pour les années scolaires 2018-2019 à 2020-2021 : Éducation préscolaire et enseignement primaire et secondaire. Gouvernement du Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PSG/ress_financieres/rb/RB_CS_18-21_INV_19_amend_oct.pdf

O’Rourke, L., Connelly, V., Barnett, A. L., & Afonso, O. (2020). Use of spellcheck in text production by college students with dyslexia. Journal of Writing Research, 12(1), 35-61. https://doi.org/10.17239/jowr-2020.12.01.03

Perelmutter, B., McGregor, K. K., & Gordon, K. R. (2017). Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis. Computers and Education, 114, 139-163. https://doi.org/10.1016/j.compedu.2017.06.005

Quillsoft. (2018). Word Q (version 5) [logiciel]. https://www.quillsoft.ca/

Renick, M. J., & Harter, S. (2012). Self-perception profile for learning disabled students (SPPLD): Manuel and questionnaires. University of Denver. (Ouvrage original publié en 1988)

Rioux, M. (2019). Les troubles dys, 10 ans après l’introduction des aides technologiques. École branchée. https://ecolebranchee.com/dossier-troubles-dys/

Satterfield, B. (2016). History of assistive technology outcomes in education. Assistive Technology Outcomes and Benefits, 10(1), 1-18. https://www.atia.org/wp-content/uploads/2016/11/ATOBN1V10_ART1.pdf

Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36, 627-652. https://doi.org/10.1007/s10212-020-00500-6

Schütte, K., Zimmermann, F., & Köller, O. (2017). The role of domain-specific ability self-concepts in the value students attach to school. Learning and Individual Differences, 56, 136-142. https://doi.org/10.1016/j.lindif.2016.10.003

Service national du Récit en adaptation scolaire. (2021). Fonction d’aide au soutien à la lecture par rétroaction vocale d’une synthèse vocale. RÉCIT. https://recitas.ca/fonctions-daide/6-fonction-daide-au-soutien-a-la-lecture-par-retroaction-vocale-dune-synthese-vocale/

Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.3102/00346543046003407

Szumski, G., & Karwowski, M. (2015). Emotional and social integration and the big-fish-little-pond effect among students with and without disabilities. Learning and Individual Differences, 43, 63-74. https://doi.org/10.1016/j.lindif.2015.08.037

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5e éd.). Pearson Education.

Tremblay, M., & Chouinard, J. (2013). Modèle des fonctions d’aide : un pont entre la théorie et la pratique. http://www.reptic.qc.ca/wp-content/uploads/2013/09/2013-06_Article_Modele-des-fonctions-aide-un-pont-entre-theorie-pratique.pdf

Vienneau, R. (2004). De l’intégration scolaire à une véritable pédagogie de l’inclusion. Dans N. Rousseau et B. Stéphanie (dir.), La pédagogie de l’inclusion scolaire (p. 125-152). Presses de l’Université du Québec.

Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73-84. https://doi.org/10.1177/0022219416688170