Troubles du langage écrit chez l’enfant: vers une perspective intégrative

How can language therapists consider different theoretical approaches regarding the acquisition of reading and writing and the related difficulties? Should we choose only one reference theory or select within different approaches which one seems more appropriate? Can we neglect the contribution of some perspectives? How can we move from a theoretical position and research data to a clinical practice? We present here the main theoretical approaches (cognitive psychology and cognitive neuropsychology, constructivism) and their implications in practice, then we develop a socio-cognitive perspective (Carayon, 1991; Chauveau, 1991; Prêteur & Sublet, 1989). We also present some data of a research in that domain (Niederberger & de Weck, 1999), involving the representations of children with and without reading difficulties using reading and writing practices, as well as different types of written documents. In the conclusion, the integration of these different approaches in practice within an integrative perspective is discussed.