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Scientific article
French

Troubles d'acquisition de la lecture en cours élémentaire : facteurs cognitifs, sociaux et comportementaux dans un échantillon de 1'602 enfants

Published inRevue d'épidémiologie et de santé publique, vol. 57, no. 3, p. 191-203
Publication date2009
Abstract

Reading impairment is the major learning disability in children. While research on illiteracy has mainly been conducted from a sociological perspective, research on dyslexia has typically been studied from a cognitive-linguistic perspective. Studies that jointly investigate sociological, behavioral and cognitive factors in predicting reading outcome are rare and limited to English-speaking populations. The goal of the present study was to screen second grade children with reading impairment in French urban elementary schools and to pin down the factors that explain the various facets of reading failure and success.

Keywords
  • Attention Deficit Disorder with Hyperactivity/epidemiology
  • Behavior
  • Child
  • Cognition
  • Cohort Studies
  • Dyslexia/complications/diagnosis/epidemiology
  • Female
  • Humans
  • Language Tests/statistics & numerical data
  • Male
  • Paris/epidemiology
  • Poverty/statistics & numerical data
  • Prevalence
  • Regression Analysis
  • Residence Characteristics
  • Sampling Studies
  • Schools/statistics & numerical data
  • Socioeconomic Factors
  • Students/statistics & numerical data
Citation (ISO format)
BILLARD, C et al. Troubles d’acquisition de la lecture en cours élémentaire : facteurs cognitifs, sociaux et comportementaux dans un échantillon de 1′602 enfants. In: Revue d’épidémiologie et de santé publique, 2009, vol. 57, n° 3, p. 191–203. doi: 10.1016/j.respe.2009.02.205
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Article (Published version)
accessLevelRestricted
Identifiers
ISSN of the journal0398-7620
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