Thesis
French
ID: <
http://hdl.handle.net/20.500.11794/43933>
Abstract
The positive effects of preventing learning difficulties in children no longer need to be demonstrated. However, it remains crucial to prevent these difficulties before entering school. Reading literacy is a representative and recognised measure of school-based learning. However, there is little research on the contribution of general variables such as intellectual skills and more specific variables such as the speed of mental operations (VOM) and working memory (MT) to predicting reading literacy among young people, as young as 3-5 years old and school age 5-8. As a first step, this thesis aims to document the links between VOM, MT and intellectual skills in 68 pre-school children aged 3-5 and 163 school-age children aged 5-8. It is then intended to predict, by those VOM, MT and intellectual skills taken at one time, their reading skills 18 months later in those same groups. In relation to the first objective, the results suggest that the intellectual skills, VOM and MT variables are significantly interlinked, starting from the age of 3. When the age variable is checked, MT in the pre-school group as well as MT and VOM in the school group contribute to the prediction of intellectual skills measured by a psychometric test. VOM is the variable with the highest unique contribution to a general concept of intelligence in both groups. In relation to the second objective, when checking the age variable, the results suggest that MT in the pre-school group as well as VOM, MT and intellectual skills significantly predict reading literacy. However, for the school group, the VOM in response time tasks is the most independent variable of age and intellectual skills with a unique contribution to reading literacy.