This TU is mandatory. It is part of the third year of the Bachelor’s program in Speech and Language Therapy. It aims to introduce the students to the principles of intervention in written language, as well as the available intervention techniques and strategies. Following this TU, the students will be able to: plan an intervention in written language, use evidence-based tools and techniques, and collaborate with the different stakeholders evolving around the patient.

Temps présentiel : 21 heures

Charge de travail étudiant : 7 heures

Méthode(s) d'évaluation : Examen final, Travaux pratiques contrôlés

Référence :
1. Ferraz, E., dos Santos Gonçalves, T., Freire, T., Mattar, T. D. L. F., Lamônica, D. A. C., Maximino, L. P., & Crenitte, P. A. P. (2018). Effects of a Phonological Reading and Writing Remediation Program in students with dyslexia: intervention for specific learning disabilities. Folia Phoniatrica et Logopaedica, 70, 59-73. 2. Moreau, D., & Waldie, K. E. (2016). Developmental learning disorders: from generic interventions to individualized remediation. Frontiers in psychology, 6, 2053. 3. Al Otaiba, S., Rouse, A. G., & Baker, K. (2018). Elementary grade intervention approaches to treat specific learning disabilities, including dyslexia. Language, Speech, and Hearing Services in Schools, 49(4), 829-842. 4. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instructions. Washington, DC: U.S. Government Printing Office. 5. Mather, N., & Wendling, B. J. (2011). Essentials of dyslexia assessment and intervention (Vol. 89). John Wiley & Sons.