Auswahl der wissenschaftlichen Literatur zum Thema „Postures du pré lecteur“
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Zeitschriftenartikel zum Thema "Postures du pré lecteur"
Mouillaud, Maurice. „Postures du lecteur“. Quaderni 24, Nr. 1 (1994): 87–104. http://dx.doi.org/10.3406/quad.1994.1091.
Der volle Inhalt der QuelleLAMBERT, VINCENT. „SERVIR ET ALLÉGER“. Dossier 42, Nr. 3 (21.09.2017): 25–37. http://dx.doi.org/10.7202/1041045ar.
Der volle Inhalt der QuelleAksamit, Dżesika, Tomasz Sidor, Adrian Gądek und Agnieszka Jankowicz-Szymańska. „The impact of 60-minute swimming training on the quality of body posture and the level of balance of young adults“. Health Promotion & Physical Activity 4, Nr. 3 (08.01.2019): 1–6. http://dx.doi.org/10.5604/01.3001.0012.8374.
Der volle Inhalt der QuelleRahman, Farid, Brissa Isabel Salsabila, Puji Eva Annisaa, Ina Hidayati, Karimatun Naim, Bangkit Dwi Prihantoro, Shandyka Trybuana, Arif Pristianto und Wahyuni Wahyuni. „PENYULUHAN POSISI ERGONOMIS SAAT BELAJAR DI SMA BATIK 1 SURAKARTA“. Jurnal Pemantik 2, Nr. 2 (02.11.2023): 114–21. http://dx.doi.org/10.56587/pemantik.v2i2.83.
Der volle Inhalt der QuelleStücklin, Lancelot. „Écrire comme marchent les mouettes : Écologie et sociologie du geste chez Marcel Proust“. L'Esprit Créateur 63, Nr. 3 (September 2023): 24–36. http://dx.doi.org/10.1353/esp.2023.a906709.
Der volle Inhalt der QuelleFontaine, Marie Madeleine. „Un lecteur de Pierre Boaistuau, l'apothicaire Nicolas Houel“. Nottingham French Studies 56, Nr. 3 (Dezember 2017): 272–84. http://dx.doi.org/10.3366/nfs.2017.0190.
Der volle Inhalt der QuelleDausse, François. „Fonctionnement de l’écrit et ponctuation“. SHS Web of Conferences 46 (2018): 06003. http://dx.doi.org/10.1051/shsconf/20184606003.
Der volle Inhalt der QuelleLI, Huei-Chen. „La ponctuation dans quelques imprimés de Galliot du Pré“. e-Scripta Romanica 4 (27.12.2017): 62–79. http://dx.doi.org/10.18778/2392-0718.04.06.
Der volle Inhalt der QuelleDubé, Francis, Ursula Stuber, Mathieu Boucher, Marie-Claude Dumoulin, Christian Martin und Malinalli Peral Garcia. „Représentations d’attitudes posturales saines de professeurs de piano enseignant à des élèves du précollégial : étude exploratoire“. Les Cahiers de la Société québécoise de recherche en musique 12, Nr. 1-2 (03.12.2018): 103–13. http://dx.doi.org/10.7202/1054206ar.
Der volle Inhalt der QuelleBEGENAT NEUSCHAEFER, Anne. „Temps narré et temps existentiel dans Œdipe sur la route d’Henry Bauchau“. Revue internationale Henry Bauchau. L’écriture à l’écoute, Nr. 1 (01.01.2008): 53–66. http://dx.doi.org/10.14428/rihb.v0i1.16783.
Der volle Inhalt der QuelleDissertationen zum Thema "Postures du pré lecteur"
Laurent, Sylvie. „L'appropriation du personnage des albums narratifs au cycle1 : développer une attitude empathique pour construire une posture de "pré-lecteur"“. Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALL005.
Der volle Inhalt der QuelleMost French students still struggle when they are in high schools to be autonomous readers capable of infering or having a subjective insight into a character’s psychology. They hardly dare to express their views or make personal statements while accepting the ones made by their peers. In spite of an important breakthrough in the kindergarten curriculum for the teaching of literature one has to admit that children literature is not fully exploited by teachers in all its literary, cultural or aesthetic dimensions. Hence our interrogations about the way children books are perceived by young learners and about how to implement practices meant to develop reading skills that will be helpful for the grown up readers-to-be. It is logical to see the characters in children literature as an obvious tool to help young readers acquire those skills but the acquisition itself is far from being a natural process for young learners. To have a mental representation of fiction characters at an early stage is a necessary process that requires consistent practice. This leads us to wonder whether the idea of empathy inherent to the notions of selfhood and otherness can help the readers commit themselves fully in a work of fiction and build relationships between themselves and the outer world. This research aims at focusing on the teaching of literature in kindergarten based on the internalization of the characters in children books with an actancial and quinary schema which is meant to help the young learners become aware of their pre-reader status. This research is to find out to what extent being an empathetic senior kindergarten reader towards the characters can help reach a pre-reader status.An experiment will be carried out with reference and for comparison groups from five classes of senior kindergarten pupils with different social backgrounds in urban areas over one school year. The experimental protocol will involve the achievement of recorded debates, readers’s notebooks and story abstracts between the young readers. These materials will make it possible to gather all sorts of data such as quotes and surveys all meant to observe and compare the evolution of the young readers’ empathetic attitude and its benefits on larger social groups
Foureaux, Françoise. „L'accès à l'écrit chez le pré-lecteur : nature et traitement des indices prélevés“. Aix-Marseille 1, 1988. http://www.theses.fr/1988AIX10039.
Der volle Inhalt der QuelleThe object of this present study is to determine the establishing of processes of the written language treatment for the pre-reader having not yet been subjected to learning how to read in the educational system. This work is limited to the study of word recognition ability. The first part examines the elements that we possess at this time in favour of the elaboration of an interactive model of language understanding and is more particularly interested in word processing. The second part involves experimentation. The first two experiments try to establish whether the word frequency means something for the pre-reader, the third centers more around the effects of the extra-linguistic context, the fourth concerns itself with showing the nature of the treated cues by the pre-reader to that which holds the most importance for him : his first and last name. Although these experiments show an effect of experimental material type, certain facts repete themselves independantly of the cicumstances and permit to conclude, contrary to the assumption that the child does not read the written words globaly but proceeds by visual analysis in order to take up the graphic cues which hold the meaning
Aparicio, Mario. „Étude neuropsychologique et neuroanatomofonctionnelle du traitement phonologique chez le lecteur sourd pré-lingual“. Université Louis Pasteur (Strasbourg) (1971-2008), 2007. https://publication-theses.unistra.fr/public/theses_doctorat/2007/APARICIO_Mario_2007.pdf.
Der volle Inhalt der QuelleIlliteracy in deaf is a major problem affecting among 80 % of the congenital deaf subjects. Phonological processing being critical for learning to read, it is essential to know how the deaf people deal with phonology. A better understanding of phonological processing in deaf people would be helpful to improve learning to read methods for deaf. In this thesis report, we outline three analyses, which are likely to give new elements to this issue. The first analysis was performed on the errors made by the deaf readers in a visual rhyming judgement. It showed that in deaf readers an erroneous phonological processing could significantly account for the rhyming errors rather than a predominant visual-orthographic processing. The second analysis was carried out using the data of an fMRI study of deaf and normal hearing readers. It suggests that within the two-route model of reading the phonological errors in the deaf readers are linked to an overuse of the grapho-phonological route. The third analysis indicates that the overuse of the grapho-phonological route goes paradoxically along with a wrong application of the grapho-phonological conversion rules. These features, which are typical of a normal hearing poor reader, dismiss the hypothesis that deaf reader could have built up an idiosyncratic reading processing. More precisely, the brain activation pattern of reading suggests that the deaf reader relies on a controlled processing similar to the one observed in subjects processing a second language. Finally, our results support the importance of an early and appropriate phonological stimulation to help learning to read in congenital deaf children
Annenkov, Marie-José. „La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier“. Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20002/document.
Der volle Inhalt der QuelleOur study focuses on the mother /child shared reading experience and how the first reading postures are thereby awakened in the 18 to 26 month old infant. How exactly do the mother and child discover the children’s book? The mother/book/child triangle leads us to an analysis of their mode of apprehension: interactive, cognitive, of the book object, of the narrative, emotional, subjectivity. The link between these different modes of apprehension is also studied along with the child’s reading postures and their consequences on the infant’s discovery of the book. On the empirical level, a sample, consisting of 21 mother/child dyads was studied in three stages. First of all an interview was carried out which allowed us to collect information concerning family practices from the mother of each child. Second, the mother/child dyads were filmed, the mothers all reading the same story to their child in a local library. And lastly, three months after each filmed observation, a second interview consisted in a meta video analysis. The results obtained from this study enabled us to define the joint reading as an intermediary zone, close to Winnicott’s Intermediary Zone (1971) and Vygotski’s Next Proximal Zone of Development (1933). We thus conceptualized the Intermediate Zone of Shared Reading (IZSR). We also went further into Frier’s concept of Potential Reader, keeping in mind the perspective of the development of the infant reader
Hétier, Mickaël. „Analyse et quantification des comportements des conducteurs automobiles lors des phases de pré-crash : Contribution au développement d'un modèle de détection des postures de conduite en temps réel“. Valenciennes, 2009. http://ged.univ-valenciennes.fr/nuxeo/site/esupversions/06d45dbc-30f5-4321-8a44-db264fe3d947.
Der volle Inhalt der QuelleStandardisation of crash-tests implies that the occupants are protected and seated with a predetermined position. In addition, standardisation does not take into account individual characteristics, real position and anticipatory reactions during a crash. Thus, it is essential to study the incidences of human beings' morphologies before a crash. It is indeed very important to study the effects of real, standardised and atypical postures in relation with the active protection systems. In fact, during the phase called pre-crash, the driver anticipates and tries to avoid the crash with a swerving movement. During the crash, these kinematics and dynamical modifications increase the injuries severity of the car occupant. Thus, a new concept of automobile safety was developed by the C2S, a LAMIH's research team, and the INRETS-LBMC laboratory. This concept consists of deducing, in real time, the anthropometry, and the driver's reactions and postures, with basic sensors, in order to adapt driver's protection systems at the crash time. For example, this system will modify, in function of driver's characteristics, the volume of airbags, the seat adjustments, or the pretentionners' performances. This doctoral thesis contributed to create this new concept and to develop the methodology. This methodology will allow to detect, in real time, the driver's behaviour and position, from results obtained with driving simulator tests
Bücher zum Thema "Postures du pré lecteur"
Musée d'art et d'histoire du judaïsme, Hrsg. Pensée pré-logique, logiques nouvelles & Pentateuque: Fondane lecteur de Lévy-Bruhl : table ronde tenue au Musée d'art et d'histoire du judaïsme le 10 décembre 2019. Paris]: Éditions de l'Éclat, 2021.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Postures du pré lecteur"
Rahman, M. Masudur, und Seiji Ishikawa. „Applying Image Pre-processing Techniques for Appearance-Based Human Posture Recognition: An Experimental Analysis“. In Lecture Notes in Computer Science, 152–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30549-1_14.
Der volle Inhalt der QuellePetitjean, André. „Fictions dramatiques et postures du lecteur“. In Les enseignements de la fiction, 139–47. Presses Universitaires de Bordeaux, 2007. http://dx.doi.org/10.4000/books.pub.6296.
Der volle Inhalt der QuelleLe Mauff, Gwénaëlle, Emmanuelle Heidsieck und Sophie Serindat. „L’ingénieur pédagogique dans le supérieur“. In L’ingénieur pédagogique dans le supérieur, 60–85. Les Presses des Mines, 2022. http://dx.doi.org/10.3917/mines.pelis.2022.01.0060.
Der volle Inhalt der QuelleMassol, Jean-François. „Apparitions et essayages : des figures de l’auteur aux postures du lecteur“. In Costumes, reflets et illusions, 151–69. Presses universitaires de Rennes, 2014. http://dx.doi.org/10.4000/books.pur.55417.
Der volle Inhalt der QuelleFabre, Michel, und Céline Chauvigné. „Éthique, numérique et idéologies“. In Éthique, numérique et idéologies, 47–63. Les Presses des Mines, 2023. http://dx.doi.org/10.3917/mines.roele.2023.01.0047.
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