Apports des neurosciences et pedagogie du langage ecrit

DOLE,J.A., SLOAN,C., & TRATHEN,W. 1995. Teaching Vocabulary within the context of literature. Journal of Reading, 38, (6), 452-460

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DOLE,J.A., SLOAN,C., & TRATHEN,W. 1995. Teaching Vocabulary within the context of literature. Journal of Reading, 38, (6), 452-460.

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FRANCIS.D.J., & FLETCHER.J.M. 2003. The necessity of the alphabetic principle to phonemic awarness instruction. Reading and Writing, 16, 289-324.

FRANCO L, SPERRY RW. 1977. Mind-brain interaction : mentalism, yes; dualism, no. Neuropsychologia,15(1):107-14
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HABIB,M., & GALABURDA,A.M. 1994. Fondements neuroanatomiques et neurobiologiques du langage. In X Séron et M.Jeannerod (eds.). Neuropsychologie humaine. Liège. P.Mardaga.
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HATCHER,P., HULME.C., & ELLIS,A. 1994. Ameliorating early reading failure by integrating the teaching of reading and phonological skills : The phonological linkage hypothesis. Child Development, 65, 41-57.
HELLER,J.H., STURNER,R.A., FUNK,S.G., & FEEZER,M.D. 1993. The effect of input mode on vocabulary identification performance at low intensity. Journal of Educational Computing Research, 9(4), 509-518.
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IMBERT,M. 1999. Le cerveau et la vision. Cerveau et machines. Chapitre 7. Hermès Science.

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