Natacha Trudeau
Biographic Data
| ID | 6742944 |
|---|---|
| NAME | Natacha Trudeau |
| GIVEN NAMES | Natacha |
| FAMILY NAME | Trudeau |
| SIGNATURE | TRUDEAU N |
| AFFILIATIONS | Université de Montréal |
| ORCID | 0000-0002-1495-0205 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Outils cliniques pour évaluer les habiletés pragmatiques chez les enfants: Perspective d’inclusivité culturelle
L’évaluation des habiletés pragmatiques chez les enfants est une démarche pertinente, mais souvent ardue pour les orthophonistes. Des études antérieures sur le développement pragmatique ont identifié à la fois des tendances générales d’acquisition ainsi que des variations spécifiques entre et au sein des langues et des cultures (Trosborg, 2010). L’utilisation d’instruments adaptés à la culture est essentielle pour offrir des services d’orthophoni…
Profiles of word-finding difficulties in school-aged children
Current understanding of word-finding (WF) difficulties in children and their underlying language processing deficit is poor. Authors have proposed that different underlying deficits may result in different profiles. The current study aimed to better understand WF difficulties by identifying difficult tasks for children with WF difficulties and by focusing on semantic vs. phonological profiles. Twenty-four French-speaking children with WF difficu…
How community and family support bilingual language development: Insights from bilingual Canadian families
While previous research has shown that language use in the home is an important factor in bilingual language development, little research has focused on how specific language strategies used by parents relate to bilingual children's language exposure and vocabulary development. Yet, for parents, this information has the potential to inform their day-to-day decisions about language use in their home. The present study aims to contribute to this un…
The development of phonological memory and language: A multiple groups approach
Pierce et al . (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis, three groups of children who are at-risk for language learning were examined: children with cochlear implants (CI), children with developmental lan…
A multi-group approach to examining language development in at-risk learners
A battery of standardized language tests and control measures was administered to three groups of at-risk language learners – internationally adopted children, deaf children with cochlear implants, and children with specific language impairment – and to groups of second-language learners and typically developing monolingual children. All children were acquiring French, were matched on age, gender, and socioeconomic status, and were between age 5;…
Expressive vocabulary and early grammar of 16- to 30-month-old children acquiring Quebec French
This article reports on data obtained through the Quebec-French adaptation of the MacArthur–Bates Communicative Development Inventories – Words and Sentences ( N = 826). Results from parent questionnaires show a steady increase in expressive vocabulary and the use of morphology and syntax with age, as well as links between the three components. Strong correlations between parent reports and sample analysis confirm the concurrent validity of the p…
Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols
Children who require augmentative and alternative communication (AAC) systems while they are in the process of acquiring language face unique challenges because they use graphic symbols for communication. In contrast to the situation of typically developing children, they use different modalities for comprehension (auditory) and expression (visual). This study explored the ability of three- and four-year-old children without disabilities to perfo…
How community and family support bilingual language development: Insights from bilingual Canadian families
While previous research has shown that language use in the home is an important factor in bilingual language development, little research has focused on how specific language strategies used by parents relate to bilingual children's language exposure and vocabulary development. Yet, for parents, this information has the potential to inform their day-to-day decisions about language use in their home. The present study aims to contribute to this un…
Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols
Children who require augmentative and alternative communication (AAC) systems while they are in the process of acquiring language face unique challenges because they use graphic symbols for communication. In contrast to the situation of typically developing children, they use different modalities for comprehension (auditory) and expression (visual). This study explored the ability of three- and four-year-old children without disabilities to perfo…
Expressive vocabulary and early grammar of 16- to 30-month-old children acquiring Quebec French
This article reports on data obtained through the Quebec-French adaptation of the MacArthur–Bates Communicative Development Inventories – Words and Sentences ( N = 826). Results from parent questionnaires show a steady increase in expressive vocabulary and the use of morphology and syntax with age, as well as links between the three components. Strong correlations between parent reports and sample analysis confirm the concurrent validity of the p…
A multi-group approach to examining language development in at-risk learners
A battery of standardized language tests and control measures was administered to three groups of at-risk language learners – internationally adopted children, deaf children with cochlear implants, and children with specific language impairment – and to groups of second-language learners and typically developing monolingual children. All children were acquiring French, were matched on age, gender, and socioeconomic status, and were between age 5;…
The development of phonological memory and language: A multiple groups approach
Pierce et al . (2017) have proposed that variations in the timing, quality and quantity of language input during the earliest stages of development are related to variations in the development of phonological working memory and, in turn, to later language learning outcomes. To examine this hypothesis, three groups of children who are at-risk for language learning were examined: children with cochlear implants (CI), children with developmental lan…
How community and family support bilingual language development: Insights from bilingual Canadian families
While previous research has shown that language use in the home is an important factor in bilingual language development, little research has focused on how specific language strategies used by parents relate to bilingual children's language exposure and vocabulary development. Yet, for parents, this information has the potential to inform their day-to-day decisions about language use in their home. The present study aims to contribute to this un…
Outils cliniques pour évaluer les habiletés pragmatiques chez les enfants: Perspective d’inclusivité culturelle
L’évaluation des habiletés pragmatiques chez les enfants est une démarche pertinente, mais souvent ardue pour les orthophonistes. Des études antérieures sur le développement pragmatique ont identifié à la fois des tendances générales d’acquisition ainsi que des variations spécifiques entre et au sein des langues et des cultures (Trosborg, 2010). L’utilisation d’instruments adaptés à la culture est essentielle pour offrir des services d’orthophoni…
Profiles of word-finding difficulties in school-aged children
Current understanding of word-finding (WF) difficulties in children and their underlying language processing deficit is poor. Authors have proposed that different underlying deficits may result in different profiles. The current study aimed to better understand WF difficulties by identifying difficult tasks for children with WF difficulties and by focusing on semantic vs. phonological profiles. Twenty-four French-speaking children with WF difficu…
Language Development and Disorders (7 works) · Psychology (6 works) · Developmental psychology (5 works) · Linguistics (5 works) · Hearing Impairment and Communication (4 works) · Reading and Literacy Development (4 works) · Cognitive psychology (3 works) · Language development (3 works) · Assistive Technology in Communication and Mobility (2 works) · Demography (2 works)