Language, etayage et interactions therapeutiques: Actes du 5eme colloque d'orthophonie/logopedie (Language, Scaffolding and Therepeutic Interactions: Proceedings of the 5th Colloquium on Speech Therapy and Speech Pathology) (Neuchatel, Switzerland, September 25-26, 1998).

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Sonst. Personen	Sovilla, J. Buttet (Hrsg.); de Weck, G. (Hrsg.)
Institution	Neuchatel Univ. (Switzerland). Inst. de Linguistique.
Titel	Language, etayage et interactions therapeutiques: Actes du 5eme colloque d'orthophonie/logopedie (Language, Scaffolding and Therepeutic Interactions: Proceedings of the 5th Colloquium on Speech Therapy and Speech Pathology) (Neuchatel, Switzerland, September 25-26, 1998).
Quelle	(1998) 29, (181 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1010-1705
Schlagwörter	Tagungsbericht; Aphasia; Child Language; Communication Disorders; Comparative Analysis; Diagnostic Tests; Discourse Analysis; Elementary Secondary Education; Foreign Countries; Formative Evaluation; Intervention; Language Patterns; Language Research; Linguistic Theory; Migrant Children; Parent Influence; Preschool Children; Preschool Education; Questioning Techniques; Reading Skills; Scaffolding (Teaching Technique); Screening Tests; Second Languages; Speech Language Pathology; Speech Therapy; Story Telling + Suchen Sie Ihr Suchwort? Expressive Aphasie; Aphasie; 'Children''s language'; Kindersprache; Kommunikationsstörung; Diagnostic test; Diagnostischer Test; Diskursanalyse; Ausland; Sprachmodell; Sprachstruktur; Sprachforschung; Linguistische Theorie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Befragungstechnik; Fragetechnik; Reading skill; Lesefertigkeit; Screening-Verfahren; Second language; Zweitsprache; Entwicklungsproximale Sprachtherapie; Logotherapie
Abstract	These articles on scaffolding in language and speech pathology/therapy are included in this issue: "Strategies d'etayage avec des enfants disphasiques: sont-elles specifiques?" ("Scaffolding Strategies for Dysphasic Children: Are They Specific?") (Genevieve de Weck); "Comparaison des strategies discursives d'etayage dans un conte et un recit d'experiences oraux" ("Comparison of Scaffolding Discourse Strategies in an Oral Story and Personal Narrative") (Marie-Claude Rosat); "Questions ouvertes/questions fermees: une dichotomie qui appelle une analyse critique" ("Open Questions/Closed Questions: A Dichotomy that Calls for Critical Analysis") (Shirley Vinter, Charles Bried); "Interactions avec des enfants migrants en contexte logopedique: quels etayages?" ("Interactions with Migrant Children in the Speech Therapy Context: What Kinds of Scaffolding?") (Sandra Galli Cornali); "Contributions maternelles et paternelles au developpement des representations symboliques et categorielles des objets par les jeunes enfants" ("Maternal and Paternal Contributions to the Development of Symbolic and Categoric Representation of Objects by Young Children") (Florence Labrell); "De la variation de l'etayage logopedique comme outil therapeutique" ("Variation of Speech Therapy Scaffolding as a Therapeutic Tool") (Douchka Gaillard); "L'adaptation langagiere de differents intervenants en interaction avec un aphasique" ("Linguistic Adaptation of Different Therapists in Interaction with an Aphasic") (Helene Perren); "L'evaluation formative a l'ecole: quelle place pour la regulation interactive?" (Formative Evaluation in School: What Place for Interactive Regulation") (Yviane Rouiller); "Quelques considerations sur l'etayage dans une situation d'evaluation particuliere: le jeu symbolique" ("Some Considerations Concerning Scaffolding in a Special Evaluation Situation: Symbolic Play") (Mireille Rodi, Cecile Moser); "'Suivez le guide'...L'acquisition de routines de lecture en langue 1 et langue 2" ("'Follow the Guide'...Acquisition of Reading Routines in First and Second Languages") (Matthias Marschall); and "Apprendre a raconter? Comment lisons-nous les textes des auteurs eleves?" ("Learn to Tell Stories? How Do We Read the Texts of Student Authors?") (Frederic Francois). All papers are in French, with English abstracts. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01