Introductory post

Language. It’s how we think. It’s how we communicate. It’s how we relate. Whether language is oral (i.e. speaking and understanding), written (i.e. writing and reading), signed, gestured, explicit (direct), implied (indirect), the very nature of language is all-encompassing. One thing remains: language is language. Let it be oral or written, the two are inextricably linked together. Interestingly, better oral language skills foster better written language. Targeting oral language goals can be used to heighten written language skills and vice versa.

Like most of you, I play many roles. I’m constantly wearing different hats, from being a wife and a mother to a speech-language pathologist, a researcher and an educator. All of these roles mutually influence what I do.

My role as an Associate Professor at Laurentian University in the Department of Speech-Language Pathology (Faculty of Health) has afforded me the luxury of being able to ask questions through research and find SOME answers relevant to this field of study. For the most part, the further along I get on this path laced with interesting research topics, it seems that more questions are generated than answers provided.

Although my thoughts and reflections on language and how to achieve the best communicative success have changed over the years, one thing is certain: they are likely to change yet again. With each article I read, each conference I attend, my professional views are shaped into a new version of my old professional self. I can only hope that years from now, upon reading past posts, my thought process will have continued to evolve, as will my level of understanding and compassion for the profession, and for those afflicted with speech and language difficulties, disorders or challenges.

Happy reading. Stay tuned. My next post, originally posted on my good friend and colleague Chantal Mayer-Crittenden ( should come shortly.

Next blog : What’s in a spelling mistake ?

Posted in academic success, assessment, évaluation, intervention, langage écrit, langage oral, lecture, oral language, orthographe, reading, réussite scolaire, spelling, written language.

Michèle a obtenu une maîtrise ès sciences de la santé en orthophonie de l’Université Laurentienne en 1998. Elle est membre en règle de l’Ordre des audiologistes et orthophonistes de l’Ontario (OAOO). Depuis 1998, elle a travaillé auprès des enfants d’âge scolaire ayant des difficultés ou un trouble du langage et/ou de la parole. En 2012, elle obtenu un doctorat ès sciences humaines, un programme doctoral interdisciplinaire de l’Université Laurentienne visant à intégrer des professionnels de différente discipline autour d’un problème commun et complexe. Ses intérêts de recherche sont centrés, sans toutefois s’y limiter, à la normalisation des outils d’évaluation et d’intervention ciblant le langage écrit et la parole pour ceux retrouvée en minorité linguistique, soit la population franco-ontarienne. Depuis 2008, elle détient un poste de professeure agrégée à l’Université Laurentienne, dans le cadre du baccalauréat et de la maîtrise ès sciences de la santé en orthophonie. C’est toujours avec fierté qu’elle accepte de promouvoir la profession d’orthophoniste en milieu bilingue. Michèle a obtenu plus de 250,000.00$ en subventions de recherche à titre de chercheuse principale ou co-chercheuse.