Tool kit to help with learning or relearning the sounds or letters of a language, in particular the French language, method and system for producing these tools, and learning method implementing this kit

Abstract

A tool kit for assisting in learning or relearning the sounds of a language, in particular the French language, intended to be applied to the phonatory apparatus of a human subject, each of these tools comprising a functional part arranged at the end of a handle and shaped to come into contact with a given place of articulation among a plurality of predetermined places of articulation within the phonatory apparatus and to constrain one or more organs of said phonatory apparatus in a determined spatial configuration, each of said tools being associated with a set of consonants and comprising on its handle means for transmitting to the human subject information relating to this set of consonants simultaneously with the application of the tool. See Figure 7

Description

Title of the invention: Tool kit for assisting in learning or relearning the sounds or letters of a language, in particular the French language, method and system for producing these tools, and learning method implementing this kit FIELD OF THE INVENTION

[0001] The present invention relates to a tool kit for learning or relearning the sounds or letters of a language, in particular the French language. It also relates to a method and system for producing these tools, as well as a learning method implementing this kit.

[0002] The field of the invention is that of speech therapy and language learning. STATE OF THE ART

[0003] Language learning aids, known as language guides and referred to in the English-speaking world as "speech buddies", have existed for a long time.

[0004] These tools were primarily designed to articulate sounds in English and they only have a function on the tongue. They are only suitable for the articulation of certain sounds. They only cover certain consonants of the English language: R, Ch, SH, S, L, and do not cover the sounds of Latin and English languages: B, D, F, J, K, M, N, P, Q, T, V, X and Z., nor the sounds / g / , / w / or vowels.

[0005] Furthermore, these tools are not suitable for teaching the sounds of the French language orally or in writing, for re-educating oral or written language (difficulties, delays, disorders), for learning the letters of the alphabet, for converting grapheme / phoneme and phoneme / grapheme, for treating frequently encountered visual and auditory confusion, for aphasia, for helping with demutization or for learning lip reading. Furthermore, the tools of the state of the art do not allow for the treatment of illiteracy or illiteracy. Speech buddies are also not suitable for learning English, Spanish, Italian or German, for the general learning of oral language and written language.

[0006] Document US 2014 / 0220520 A1 discloses intraoral speech buddies equipped with a component emitting a feedback signal representative of a patient's pronunciation during sound production; this feedback that can be used for learning and improving pronunciation accuracy.

[0007] Document US 2016 / 0163227 discloses tongue guide devices providing tactile feedback by placing nodes in the patient's oral cavity at points corresponding to the appropriate tongue position required to produce a target sound.

[0008] These tongue guide devices only act on certain muscles of the patient's tongue and they do not allow the mastery of the sounds and letters of a language, either partially or exhaustively. Furthermore, they do not allow the training of the input phonological lexicon, nor the output phonological lexicon, nor the grapheme / phoneme conversion, nor the phoneme / grapheme conversion, nor the enrichment of the phonological, phonetic and orthographic lexical stock.

[0009] We can also cite the tongue guides developed by Ms. Borel-Maisonny, for the rehabilitation of isolated articulatory disorders. This state of the art is notably disclosed in the work "Method of rehabilitation of isolated articulatory disorders with the tongue guides of S. Borel-Maisonny" written by Christiane Langel at Editions Jaquet in 2007 (ISBN: 978-2-914696-10-4 (br)).

[0010] It turns out that these language guides are not suitable for learning the sounds and letters of a language, in particular for learning the sounds and letters of Latin and English languages. They are also not suitable for treating visual and auditory confusion frequently encountered in children, for teaching the sounds of the French language orally and in writing, for re-educating oral or written language (delay, disorder), or for treating aphasia, helping with demutization or learning lip reading in French, and more broadly for treating language disorders of neurological or neurodegenerative origin, since they do not use the phonological input or output system, nor the phonological or orthographic lexical stock, and since they do not allow the practice of phoneme / grapheme and grapheme / phoneme conversion.

[0011] A first aim of the present invention is to remedy the drawbacks and limitations of existing language guide devices, by proposing a new concept of tools to help with learning the French language, which makes it possible to structure a healthy neuromotor gesture in order to take advantage of a patient's cerebral plasticity to treat or prevent the appearance of difficulties, delays and disorders related to oral or written speech.

[0012] A second goal is to enable learners to master the fundamental distinctions between each letter / sound in order to better understand and therefore better memorize the phonetics and linguistics of Latin languages. Statement of the invention

[0013] These two objectives are achieved with a kit to help with learning or relearning the sounds or letters of a language, providing not only the functions of a tongue guide but also assistance with the placement of the lips as well as the coordination of the speech organs between them (tongue, lips, teeth, palate), allowing the neuromotor structuring of a healthy gesture corresponding to all the sounds and letters of a language.

[0014] There is thus proposed a kit of tools for assisting in learning or relearning the sounds and letters of a language, intended to be applied to the phonatory apparatus of a human subject, each of these tools comprising a functional part arranged at the end of a handle and shaped to come into contact with a given place of articulation among a plurality of predetermined places of articulation within the phonatory apparatus and to constrain one or more organs of said phonatory apparatus in a determined spatial configuration to provide, preferably, assistance in the placement of the lips of said human subject and, coordination of said phonatory organs with each other, each of said tools being associated with a set of consonants and comprising on its handle means for transmitting to said human subject information relating to said set of consonants during, preferably simultaneously with, the application of said tool.

[0015] The tool kit according to the invention is thus intended to have a function of structuring, stimulation and neuromotor coordination of the phonatory organs and the neuromuscular function of a human subject, each of these tools comprising a functional part arranged at the end of a handle and shaped to structure, stimulate and coordinate the phonatory organs of a human subject according to the phonological lexicon and the phonological system of a human subject, and making it possible to stimulate the linguistic automatisms of a subject by constraining, stimulating, structuring and coordinating several organs of said phonatory apparatus in a spatial configuration determined by the input and output phonological lexicon of a human subject, simultaneously with the visual and tactile representation of said sounds / letters of a language on the handle of each tool, and allowing the enrichment of the articulatory, phonological, lexical stock,orthographic of a human subject as well as the phoneme / grapheme and grapheme / phoneme conversion due to this structuring, this stimulation, this coordination and this simultaneity.

[0016] The transmission means may, for example, use symbols printed or engraved on the handle of the tool, in hollow or in relief, thus allowing subjects. These symbols may be combinations of syllables directly linked to the technical functions of each tool.

[0017] The transmission of this information is thus visual or tactile. It can also be audible if the tool is equipped with electronic components including a sound generation device.

[0018] The learning aid method according to the invention also allows mastery of vowels and therefore has its own alphabet. The kit according to the invention can advantageously include all or part of the following tools: - a first tool whose functional part is shaped to be placed in contact with the bilabial articulation site of the human subject's speech apparatus and to maintain a predetermined distance between the lips of said human subject, - a second tool whose functional part is shaped to be placed in contact with the apico-dental articulation site of the human subject's speech apparatus, and has a rounded shape suitable for being placed behind the upper teeth and receiving the human subject's tongue, - a third tool, the functional part of which is shaped to be placed in contact with the dorsopalatal articulation site of the human subject's speech apparatus, and has a U-shape adapted to be placed under the tongue and to raise the tip of said tongue to the back of the human subject's palate, - a fourth tool whose functional part is shaped to be placed in contact with the labio-dental articulation site of the human subject's phonatory apparatus, and has a forked shape adapted to be placed at the level of the human subject's labial corners, - a fifth tool, the functional part of which is shaped to be placed in contact with the dorso-velar articulation site of the human subject's speech apparatus, and has an offset end adapted to be placed on the front part of the tongue while keeping the rear part of said tongue mobile, and - a sixth tool whose functional part is shaped to be placed in contact with the apico-alveolar articulation site of the human subject's phonatory apparatus.

[0019] Each of the tools in a kit according to the invention can advantageously include on its handle one or more engraved symbols, hollow or raised, these symbols being representative of the specific function of this tool.

[0020] It is important to note that the shapes of the tools and the symbols engraved on them may change depending on the differences in places of articulation for non-Latin and non-English languages, depending on the fundamental distinctions between each sound / letter for any language around the world.

[0021] Preferably, all or part of the tools may comprise, in its functional part, means for measuring pressure exerted on a place of articulation, and means for stimulating muscles located at this place of articulation as a function of measurements generated by said measuring means.

[0022] The first tool comprises a functional part designed to structure, stimulate and coordinate the phonatory organs, the neuromotor and neurolinguistic automatisms, to explain the different articulatory modes, to train the indirect and direct route (analytical and lexical procedure) of the linguistic system of a human subject, to train and stimulate the phonological, lexical, orthographic (input and output) stock of a subject, as well as the phonemic synthesis, the phoneme / grapheme and grapheme / phoneme conversion of the sounds and letters produced from the so-called "bilabial" place of articulation of the phonatory apparatus of a human subject by stimulating and structuring a space predetermined by the tool between the lips of said human subject (sounds and letters p / b / m).

[0023] The second tool comprises a functional part shaped to structure, stimulate and coordinate the phonatory organs, the neuromotor and neurolinguistic automatisms, to explain the different articulatory modes, to train the indirect and direct route (analytical and lexical procedure) of the linguistic system of a human subject, to train and stimulate the phonological, lexical, orthographic (input and output) stock of a subject, as well as the phonemic synthesis, the phoneme / grapheme and grapheme / phoneme conversion of the sounds and letters produced from the so-called "apico-dental" place of articulation of the phonatory apparatus of a human subject. The functional part comprises a rounded shape adapted to be placed behind the upper teeth and to receive the tongue of the human subject (sounds and letters t / d / n / 1).

[0024] The third tool comprises a functional part designed to structure, stimulate and coordinate the phonatory organs, neuromotor and neurolinguistic automatisms, explain the different articulatory modes, train the indirect and direct route (analytical and lexical procedure) of the linguistic system of a human subject, to train and stimulate the phonological, lexical, orthographic (input and output) stock of a subject, as well as the phonemic synthesis, the phoneme / grapheme and grapheme / phoneme conversion of the sounds and letters produced from the so-called "doro-palatal" place of articulation of the phonatory apparatus of a human subject. This functional part has a U-shape adapted to be placed under the tongue and to raise the tip of said tongue on the back of the palate of the human subject (sounds and letters / ch / and / j / ).

[0025] The fourth tool includes a functional part designed to structure, stimulate and coordinate the speech organs, neuromotor and neurolinguistic automatisms, explain the different articulatory modes, train the voice indirect and direct (analytical and lexical procedure) of the linguistic system of a human subject, to train and stimulate the phonological, lexical, orthographic (input and output) stock of a subject, as well as the phonemic synthesis, the phoneme / grapheme and grapheme / phoneme conversion of the sounds and letters produced from the so-called "labio-dental" place of articulation of the phonatory apparatus of a human subject. This functional part has a fork shape to be placed at the level of the labial commissures of the human subject (sounds and letters / f / and / v / ).

[0026] The fifth tool comprises a functional part shaped to structure, stimulate and coordinate the phonatory organs, the neuromotor and neurolinguistic automatisms, to explain the different articulatory modes, to train the indirect and direct route (analytical and lexical procedure) of the linguistic system of a human subject, to train and stimulate the phonological, lexical, orthographic (input and output) stock of a subject, as well as the phonemic synthesis, the phoneme / grapheme and grapheme / phoneme conversion of the sounds and letters produced from the so-called "dorso-velar" place of articulation of the phonatory apparatus of a human subject, and has an offset end adapted to be placed on the front part of the tongue and back of the teeth while keeping the back part of said tongue mobile (sounds and letters k / g / r).

[0027] The sixth tool comprises a functional part designed to structure, stimulate and coordinate the phonatory organs, neuromotor and neurolinguistic automatisms, explain the different articulatory modes, train the indirect and direct route (analytical and lexical procedure) of the linguistic system of a human subject, to train and stimulate the phonological, lexical, orthographic (input and output) stock of a subject, as well as the phonemic synthesis, the phoneme / grapheme and grapheme / phoneme conversion of the sounds and letters produced from the so-called "apico-alveolar" place of articulation of the phonatory apparatus of a human subject. This functional part has a shape allowing the structuring and contact of the tongue with the palate (s / z sounds and letters).

[0028] The simultaneity of the neuromuscular, kinesthetic, visual, auditory and tactile function made possible by the implementation of a tool kit according to the invention allows a subject to solicit the phonological input and output system, the phonological, lexical and orthographic lexicon, the grapheme / phoneme conversion, and therefore the anchoring in the procedural memory making it possible to ensure the transfer of oral language to written language, according to international neurolinguistic models.

[0029] Unlike tongue guides which only have a function on the tongue and on articulatory productions, the tools according to the invention have a function on the tongue, but also on the lips, on the palate, as well as on the coordination lips / tongue / palate / teeth / cheeks / floor of the mouth in oral production, but also in reading and writing (whether performed aloud or in the head), encompassing more generally the neuromotor coordination of the speech organs during oral or written communication.

[0030] The places or points of articulation addressed by the present invention are distinguished from the nodes targeted by the tongue guides of the prior art, because these nodes correspond rather to pressure points exerted at different places on the tongue to allow improvement of the defective articulation of the sounds / r / ch / sh / l / s / specific to the specificities of the articulation of the English language and which do not exist in this articulatory form in Latin languages ​​such as French, Spanish or Italian or other languages.

[0031] Furthermore, these prior art language guides only deal with five sounds: the "L" sound, the "S" sound, the "CH" sound, the "SH" sound - specific to English articulatory phonetics and unknown to the French language and Latin languages ​​and therefore not adapted - and the "R" sound, which is not articulated in the same way in French.

[0032] These prior art tools are not adapted to the place of articulation of the sound / r / which is dorso-palate, that is to say a lowering of the tip of the tongue and a raising of the base of the tongue. On the contrary, the tongue guide corresponding to the articulation of the sound / r / proposes strictly the opposite: a raising of the tip of the tongue and a lowering of the base of the tongue.

[0033] The provocation of this voluntary gesture by means of -knots- on the tongue is therefore the opposite of the reality of the articulatory phonetics of a human subject. This therefore does not allow in any way the neuromotor structuring of the oral or written speech of a subject, including in the English language.

[0034] A patient who has lost neuromotor patterns following lesions or a person in a situation of mutism can only hope to recover the adequate neuromotor pattern by stimulating the lost unconscious automatisms of procedural, visual, tactile memory rather than by controlling voluntary movements on certain areas of the tongue which do not seem to correspond to the phonetic distinctions of the sounds and letters of a language, even in the articulation of the English language which corresponds according to the theory to the same place of articulation as for the French language, that is to say dorso-palatal with lowering of the apex and elevation of the lingual base.

[0035] The tools of the kit according to the invention are distinguished by the fact that they correspond to the inhibition of a pathological gesture for the structuring of a healthy gesture on each point of articulation (tongue towards palate towards teeth and towards lips), which does not seem to be the case of the tongue guides which are shaped for a tongue / tool ​​contact but not for a tongue / palate contact or a tongue / palate / floor of the mouth / lip / teeth contact.

[0036] At the neuromotor level, it is necessary and essential for a patient to ensure contact with the actual articulation points of the oral cavity and not with a tool made of plastic or other material.

[0037] The neuromotor and neuromuscular (or even anoetic) function is therefore not ensured by the tongue guides since the tongue cannot come into contact with the points of articulation because of their tools which act as a barrier, not allowing the stimulation and neuromotor coordination of all the muscles necessary for oral and written speech, and not allowing the mastery of all the sounds and letters of a language in an exhaustive manner.

[0038] These language guides also do not allow for the fundamental distinctions between each sound / letter, close or distant, specific to a language and regularly subject to visual or auditory confusion which, when becoming chronic, transforms into a delay in oral or written language and then into an oral or written language disorder such as dysphasia, dyslexia, dysorthography), whatever the language of a human subject.

[0039] The sound / r / and / ch / cannot be produced by being in contact with a plastic as they are represented in the diagrams of the tongue guides since the articulation of these sounds requires a lingual / palatal / dental contact point. To take the example of the sound "ch", to allow the structuring of the articulated / ch / , it is necessary to bring the apex of the tongue into contact with the palate, as the tools of the kit according to the invention allow.

[0040] Thus, in the tools of the prior art, there is no contact provided between tongue / palate / lips, while the tools of the kit according to the invention make it possible to structure and coordinate the muscles in phonation, whether produced aloud or in the head, in the context of oral or written communication (reading, writing).

[0041] Furthermore, none of the tools of the prior art make it possible to inhibit a pathological gesture linked to the lips and to structure a bi-labial (p / b / m) or labio-dental (f / v) articulation, nor to structure the muscles of the lips and the tongue in relation to the palate and the teeth.

[0042] ,nor to coordinate the muscles of oral or written speech, nor to stimulate the neuromotor gesture corresponding to each of the sounds produced by a human subject, nor to allow the phoneme / grapheme and grapheme / phoneme conversion thanks to the association of neuromuscular structuring and coordination with visual and tactile structuring and stimulation.

[0043] It should be noted that the tools of the kit according to the invention, due to the aperture (or "opening") that they impose on the position of the lips and the floor of the mouth in relation to the teeth and the palate, allow not only the articulation of consonants but also of vowels.

[0044] These tools can be used in various positions / locations to allow not only the inhibition of a pathological gesture, the structuring of an articulation in phonation (therefore in movement) but also the sensitization / desensitization of the intra-oral zone by going to multiple locations.

[0045] An associated training protocol allows starting with anterior stimulation towards the most posterior stimulation possible, corresponding at the end of the protocol to the stimulation of a hypernausea / hyponausea patient.

[0046] The tools according to the invention can be used for the treatment of language disorders of neurological or neurodegenerative origin, by allowing patients to inhibit a pathological gesture typical of oral or written speech disorders and aphasias with neuromotor lesion and by allowing neuromotor structuring and coordination for the production of any sounds / letters of a language, in particular in post-stroke patients, those with head trauma or Parkinson's or any other pathologies having symptoms related to oral or written speech.

[0047] The tools according to the invention act more generally on the muscles of the lips and the tongue, unlike tongue guides ("speech buddies") which only have an action on certain muscles of the tongue, in contact with the plastic tool and not corresponding to the necessary coordination of the speech organs on a predefined point of articulation.

[0048] At least one of the tools may advantageously comprise, as a functional part, a tip removable from a handle. This handle may be designed to be vibrating.

[0049] The tips constituting the functional parts can be textured. They can also be modular, for example from a plastic material which transforms when heated.

[0050] It is also possible to provide tools according to the invention which can be temperature regulated and become hot or cold to train and improve sensitivity.

[0051] The tools according to the invention can be produced with a predetermined number of sizes. By way of non-limiting example, a size 1 can be provided for children and a size 2 for adults, these sizes being able to be determined according to an articulatory average calculated in children and adults, in men or women, according to different pathologies / malformations or in different human populations.

[0052] The tools according to the invention can be produced using different techniques, such as injection molding or 3D printing.

[0053] The materials used to produce the tools according to the invention can be very varied, depending on the production technique adopted. For example non-limiting, these materials can be stainless steels or plastic materials.

[0054] According to another aspect of the invention, a system is proposed for producing a kit of tools for assisting in learning or relearning sounds or letters of a language, each of these tools comprising a functional part arranged at the end of a handle and shaped to come into contact with a given place of articulation among a plurality of predetermined places of articulation within the phonatory apparatus and to constrain one or more organs of said phonatory apparatus in a determined spatial configuration, each of said tools being associated with a set of consonants, this system comprising: - optical imaging means for acquiring a 3D representation of the speech apparatus of a human subject, - means to calculate: - from the 3D representation of the speech apparatus, a spatial configuration of determined places of articulation associated with sets of consonants / vowels and preferably sounds / letters specific to said language, - an adapted digital form of a functional part for one or more aid tools, from the calculated spatial configuration of the place(s) of articulation associated with said one or more tools, - 3D printing means for manufacturing the aid tool(s), from the digital shape(s) of the functional part thus calculated.

[0055] Preferably, the calculation means may further be arranged to calculate compensation that may be necessary for the manufacture of a tool when the human subject has a lesion on the speech muscles.

[0056] According to yet another aspect of the invention, there is proposed a method for producing a tool kit for assisting in learning or relearning sounds or letters of a language according to a system according to the preceding aspect, comprising the following steps: - acquisition of a 3D representation of the speech apparatus of a human subject, using an optical imager, - calculation, from the 3D representation of the phonatory apparatus, of the spatial configuration of specific places of articulation associated with sets of consonants / vowels and preferably of sounds / letters specific to said language, - for each tool associated with one of the said places of articulation: - calculation of an adapted digital form of a functional part of said tool, from the calculated spatial configuration of said place of articulation, - physical production of said functional part by 3D printing.

[0057] The production method according to the invention may further advantageously comprise a step of calculating a compensation necessary to be applied to the calculation of the spatial configuration of the places of articulation, to take into account a pathology of the human subject.

[0058] This compensation thus provides for the manufacture of tailor-made tools which ensure a transition from a pathological gesture to a healthy neuromotor gesture for a human subject who is the victim of an injury.

[0059] According to yet another aspect of the invention, there is proposed a method for assisting in learning or relearning the sounds or letters of a language implementing a tool kit according to the invention.

[0060] The tools for assisting in learning the sounds of the French language orally and in writing according to the invention are associated with a method of education and re-education of the sounds of the French language (orally and in writing) and exhaustively include neuromotor assistance in learning all the consonants and consonant sounds of the French language.

[0061] These tools according to the invention physically force the tongue, the floor of the mouth, the lips, the teeth and the palate to coordinate to take the desired position, leaving free their sensorimotor contact between each organ and not by applying plastic pressure on an isolated muscle of the tongue. They can also be used to treat childhood swallowing disorders, dysphagia or help in learning lip reading for deaf or hard of hearing people or the general public.

[0062] The neuromotor constraint produced by the tool according to the invention on the speech organs in coordination makes it possible to force the learning or relearning of oral or written sounds of a language for human subjects.

[0063] The tools for helping to learn the sounds of the French language according to the invention, which, thanks to the kinesthetic constraint that they exert on the speech muscles, help to correctly place one's speech organs according to the desired sound or letter and according to the confusion to be resolved.

[0064] These tools also make it easier to anchor the gesture in procedural memory. They also allow learners to gain an in-depth understanding of how to produce different sounds, thus facilitating the memorization and automation of oral or written communication between two human subjects.

[0065] Given that each place of articulation corresponds to a tool, it was therefore necessary to measure the sizes and locations of the different places of articulation in order to repeat these measurements to create the aid tools according to the invention, in order to ensure the validity of the location of the tools to allow the structuring and neuromuscular coordination corresponding to the oral or written production of any sound or letter of a language.

[0066] It is also possible to provide for the tools according to the invention a child size (T1) and an adult size (T2), with dimensional characteristics determined by calculating the average of the articulatory places of children and adults attending a speech therapy practice.

[0067] In another embodiment, the tools according to the invention can be designed to be adjustable according to the oral morphology of a subject or the neuromuscular lesion to be corrected, for example by making them with a plastic material which is malleable when heated and which hardens when cooled to achieve even greater precision.

[0068] It is also possible to provide a motorized or active version of the assistance tool kit according to the invention, in which one or more of these tools comprises, in its functional part, means for measuring pressure exerted on a place of articulation, and means for stimulating muscles located at this place of articulation according to measurements generated by said measuring means. For this purpose, known technologies for measuring pressure, on-board energy storage in the form of rechargeable batteries or cells, processor and generator of continuous or vibratory mechanical force can be implemented. DESCRIPTION OF FIGURES

[0069] - [Fig.lA] [Fig.lB] [Fig.lC] [Fig.lD] [Fig.lE] [Fig.lF] Figures 1A to 1F constitute an overview of a first example of embodiment of a kit of six tools to aid in learning the sounds of the French language according to the invention; [Fig.2A] [Fig.2B] [Fig.2C] [Fig.2D] [Fig.2E] [Fig.2F] Figures 2A to 2F illustrate six learning aid tools according to the invention and their uses in the speech apparatus of a human subject; - [Fig.3] [Fig.3] represents a schematic sectional view of a phonatory apparatus in which places of articulation are represented; - [Fig.4] [Fig.4] represents digital images of a tip model designed for the first Pabama tool; - [Fig.5] [Fig.5] represents an example of 3D printing of the Pabama tip from [Fig.4]; - [Fig.6] [Fig.6] schematically illustrates an example of implementation of a method for producing tools according to the invention; and - [Fig.7] [Fig.7] represents an alphabet implementing the toolkit aid in learning the sounds of the French language according to the invention. DETAILED DESCRIPTION Example of making a tool kit

[0070] A tool kit for helping to learn the sounds of the French language comprises, with reference to figures 1 and 2, a set of six tools each dedicated to a set of sounds.

[0071] We will now describe, with reference to figures 1A to 1F and to figures 2A to 2F, examples of the embodiment of each of these tools, along with their use.

[0072] The Pabama tool 110, comprising a functional part 11 at the end of a handle 20, is used to help the lips position themselves correctly when learning the sounds / pbm / by lip contact, as illustrated in Figures 1A and 2A. The Pabama tool » corresponds to the bi-labial place of articulation 101, 101'. The tool 110 is placed on the lower lip. It is then touched with the upper lip. There is also the possibility of placing this tool on the upper lips or between the lips when the mouth is closed if the first technique was not sufficient.

[0073] Two sizes are available for the Pabama tool:

[0074] Size 1 - the pabama tip currently works with the following measurements: 3.2 cm long by 3 mm high and 3 mm thick

[0075] Tolerance:

[0076] Length: from 0.1 cm up to 6 cm long

[0077] Height: from 0.5 mm to 1.5 cm

[0078] Thickness: from 0.5 mm to 1.5 cm

[0079] Size 2 - the pabama tip currently works with the following measurements: 4 cm long by 4 mm high and 3 mm thick

[0080] Tolerance:

[0081] Length: from 0.1 cm up to 6 cm long

[0082] Height: from 0.5 mm to 1.5 cm

[0083] Thickness: from 1 mm to 1.5 cm

[0084] The Tadanalal20 tool, shown in [Fig.lB] concerns the learning of tdn-1 sounds, as illustrated in [Fig.2B]. This tool, comprising a functional part 12 at the end of a handle 20, corresponds to the apico-dental articulation site 103. It is placed just behind the upper teeth 103. The tongue 102 slides into the rounded part of the tip or functional part 12. “Tadanala” tool tolerance calculation:

[0085] Size 1 - The tadanala tip currently works with the following measurements: 12 mm length (6 + 6 mm height) by 4 mm thickness

[0086] Tolerances:

[0087] Length: from 3 mm to 20 mm

[0088] Thickness: from 1 mm to 1 cm

[0089] Size 2 - The Tadanala tip currently works with the following measurements: 18 mm length (10 + 8 mm) by 4 mm thickness

[0090] Tolerances:

[0091] Length: from 3 mm to 30 mm

[0092] Thickness: from 1mm to 10mm

[0093] The Chaja tool 130, shown in [Fig.lC], concerns the learning of the sounds ch-j as illustrated in [Fig.2C]. The Chaja tool 130, comprising a functional part or tip 13 at the end of a handle 20, corresponds to the dorso-palatal articulation site 104 or even “pre-palatal” according to certain articulation models which do not have the same degree of precision or the same names. The tool 130, in the form of a hook, is placed under the tongue 105, allowing the tip of the tongue to be raised behind the palate.

[0094] Size 1 - The Chaja tip currently works with the following measurements: 1.4 cm long, 1.2 cm high, 2 mm thick.

[0095] Tolerances:

[0096] Length: from 0 mm to 20 mm

[0097] Height: from 0.3 mm to 20 mm

[0098] Thickness: from 0.1 mm to 10 mm

[0099] Size 2 - The Chaja tip currently works with the following measurements: 1.5 cm long, 1.6 cm high, 2 mm thick

[0100] Length: from 0mm to 25mm

[0101] Height: from 0.3 to 25 mm

[0102] Thickness: from 0.1 mm to 10 mm

[0103] The Fava tool 140, shown in [Fig.lD], is used for learning fv sounds, as illustrated in [Fig.2D]. It comprises a fork-shaped functional part 14 at the end of a handle 20 and corresponds to the labio-dental articulation site. The two fork teeth 141,142 of the functional part 14 are placed at the level of the labial commissures 106,107 of the lower lip. By lowering the upper lip 108, the person is asked to come and touch the tool 140 while allowing air to pass through center of the lips. There is also the possibility of placing this tool on the upper lips or between the lips when the mouth is closed if the first technique was not sufficient. Calculation of the tolerance of the "Fa va" tool:

[0104] Size 1: The Fava tip currently works with the following measurements: 3.4 cm length, 2.6 cm height, 2 mm thickness

[0105] Tolerances:

[0106] Length: from 25 mm to 45 mm

[0107] Height: from 0 mm to infinity (say 10 cm)

[0108] Thickness: from 0.1 mm to 1.5 cm

[0109] Size 2: The Fava tip currently works with the following measurements: 4.25 cm length, 2.6 cm height, 2 mm thickness.

[0110] Tolerances:

[0111] Length: from 30 mm to 60 mm (6 cm)

[0112] Height: from 0 mm to infinity (say 10 cm)

[0113] Thickness: from 0.1 mm to 1.5 cm

[0114] The Kagara tool 150, shown in [Fig.lE], is used for learning kgr sounds, as illustrated in [Fig.2E]. The Kagara tool 150 comprises a functional part 15 at the end of a handle 20 and corresponds to the “dorso-velar” articulation site 109. The tool 150, the functional part 15 of which has a double curvature, is placed on the first part of the tongue, leaving only its rear part mobile.

[0115] Calculation of “kagara” tool tolerance:

[0116] Size 1: The kagara tool currently works with the following measurements: Length 0.8 cm +1.8 cm (total 2.6 cm), thickness 2 mm

[0117] Tolerances:

[0118] Length: from 5 mm to 4 cm

[0119] Thickness: from 0.1 mm to 2 cm

[0120] Size 2: The kagara tool currently works with the following measurements: Length of 0.8 cm + 2.25 cm (total of 3.05 cm), thickness of 2 mm.

[0121] Tolerances:

[0122] Length: from 3 mm to 5 cm

[0123] Thickness: from 0.1 mm to 2 cm.

[0124] The Saza tool 160, shown in [Fig.lF], processes the sounds “s” and “z” corresponding to the apico-alveolar place of articulation. This tool 160 comprises a functional part 16 substantially in the form of a seat at the end of a handle 20.

[0125] Calculation of “Saza” tool tolerances:

[0126] Size 1 - The Saza tip currently works with the following measurements: 1.1 cm length, 0.5 cm height, 3 mm thickness.

[0127] Tolerances:

[0128] Length: from 1 mm to 20 mm

[0129] Height: from 1 mm to 15 mm

[0130] Thickness: from 0.1 mm to 9 mm

[0131] Size 2 - The Saza tip currently works with the following measurements: 1.5 cm length, 0.8 cm height, 4 mm thickness.

[0132] Tolerances:

[0133] Length: from 1 mm to 25 mm

[0134] Height: from 1 mm to 20 mm

[0135] Thickness: from 0.1 mm to 10 mm

[0136] In order to create the learning aid tools according to the invention, it is necessary to precisely identify the points of contact with the air which passes through the mouth when pronouncing a phoneme.

[0137] A vowel triangle of consonants has been specifically designed to provide theoretical support for the present invention. The cross-sectional diagrams of Figures 3 locate in the phonatory apparatus 100 all the vowels (3a) and consonants (3b) in the mouth. In the diagram of [Fig.3], five places of articulation are represented with which five aid tools are associated: - The bi-labial place of articulation (pbm) 101 corresponding to the pabama tool - The apico-dental articulation site (tdn-1) 103 corresponding to the tool tadanala - The apico-alveolar articulation site (sz) corresponding to the saza tool - The corresponding dorsopalatal or prepalatal place of articulation (ch-j) 104 to the chaja tool - The labio-dental articulation site (fv) 111 corresponding to the fava tool - The dorso-velar place of articulation (kgr) 109 corresponding to the tool kagara

[0138] We thus have the association of the sounds produced by the vowels with the association of the sounds produced by the consonants, and the determination of the places of impact of the breath during phonation for these sounds.

[0139] The tools which have just been described each have on the surface of their handle a mention of the combination of syllables concerned. This mention is either in relief or in hollow and can be produced directly during 3D printing or by molding. Example of implementation of the “Pabama” tool

[0140] We will now describe an example of implementation of the “Pabama” tool for learning the sound / b / .

[0141] After having presented the diagram and the Pabama tongue guide, in the first instance, the latter is positioned on the lower or upper lip depending on the case and we ask the person should come and touch the device with their upper lip in a quick movement, blowing gently or strongly through the mouth depending on the desired sound: p / b / or / m / .

[0142] If this does not work, ask the subject to close their lips and slide the Pabama tool between them.

[0143] He is then asked to issue, in order:

[0144] 1) isolated sounds;

[0145] 2) syllables;

[0146] 3) logatomes (defined as sequences of sounds or syllables without meaning);

[0147] 4) words;

[0148] 5) sentences;

[0149] 6) texts.

[0150] Logatomes are used to test the intelligibility of a speaker's pronunciation, followed by sentences and texts containing the sound / b / , and from which all nearby sounds, likely to be the subject of confusion, have been removed.

[0151] As a non-limiting example, the following sequence can be used in the order of acquisition: 1. Sounds (isolated); 2. Syllables; 3. Non-words (or logatomes) - allowing the assembly route to be trained and automated; 4. Words - to train and automate the addressing path; 5. Sentences.

[0152] Once the sound has been mastered while being free of any nearby sounds or letters likely to cause visual or auditory confusion, the second phase of the protocol consists of reproducing the same pattern - mastery of isolated sounds, syllables, non-words, words and then sentences by adding the disturbing phonemes, that is to say the sounds or letters that are visually or auditorily close.

[0153] Then the person is asked to emit logatomes, sentences and texts presenting risks of confusion between the sound / b / and the sound / d / .

[0154] The tools can be used alone or in combination with the exercises, for more effective training and empowerment of learning. They can be used simply as part of touch or awareness, resensitization and desensitization, but also as part of awareness of the coordination and positions of the muscles of the speech apparatus, or muscular constraint. The resistance that is put on the tool will influence its role.

[0155] It should be noted that the learning aid tools can be equipped with on-board active devices, for example motorized, designed to provide pressure or mechanical, continuous or vibratory stimulation, at the points of articulation, linked to muscle tone.

[0156] These aid tools according to the invention, which must have biomedical compatibility, can for example be made of USP class IV biomedical plastic or steel. They can therefore be in contact with the mucous membranes for several consecutive minutes without any consequences for health.

[0157] In a particular embodiment, the learning aid tools according to the invention are produced with the objective of ergonomics and comfort in the mouth.

[0158] In a particular version of the invention, each tool in the kit may include a dedicated tip that can be screwed onto a single handle that may or may not be surgical. Several sizes may be provided for the tips. Measurements may also be provided for each tool in modeled children's and adult sizes, with degrees of tolerance.

[0159] Example of implementation of the method for manufacturing an aid tool kit

[0160] The dedicated tips 11a, 11b, 11c can be designed using a software tool CAD (Computer Aided Design) as illustrated in [Fig.4] in the example of a Pabama tool, and manufactured IIP in 3D printing, with reference to [Fig.5]. Each tool tip can be screwed onto a surgical type handle or fitted into a surgical type handle.

[0161] We will now describe, with reference to [Fig.6], an example of implementation of a method for manufacturing a kit of assistance tools according to the invention, at the same time as the manufacturing system implementing this method.

[0162] This manufacturing system S comprises an optical imager 2, for example of the laser scanning type, a computer 3 designed to receive the imaging data produced by the imager 2 and to calculate personalized shapes adapted to the specific morphology of the person and to the compensation of his disorder in the event of injury for each of the aid tools, and a 3D printer 4 designed to receive from the computer 3 the personalized digital shapes of the tip and to produce the corresponding tips.

[0163] In a first step, a practitioner uses an optical imager 2 to perform a 3D acquisition of the phonatory apparatus 100 of a patient or learner. The acquired 3D data are transmitted to a computer 3 which is programmed to locate the six places of articulation in the 3D model of the phonatory apparatus and to calculate the mouthpiece shapes morphologically adapted to the actual phonatory apparatus.

[0164] The computer 3 is further programmed to calculate any compensation that may be necessary for manufacturing the tool when there is a lesion on the speech muscles. In a second step, the computer 3 transmits manufacturing data for each of the five tools 11-16 to a 3D printer 4. The practitioner can thus have a kit 1 containing a set 10 of personalized tips which can be coupled to a surgical type handle 2. The use of personalized tools should constitute an operational advantage for helping to learn the sounds and letters of a language.

[0165] The method which has just been described for the production of six tools can easily be transposed for the production of a larger number of tools.

[0166] It should be noted that certain tools also work according to different modes of articulation and different close languages: thus the sound / 1 / of the tool "tadanala" can be transposed onto the tool "chaja" or "saza", while the sounds / s / and / z / can also be considered on the tool "tadana", the same for the sound / r / .

[0167] Learning and rehabilitation software for implementing a tool kit

[0168] The tool kit according to the invention is implemented in a learning and rehabilitation method implemented in the form of software which is designed to enable speech therapists, doctors, teachers, carers and learners (preventive function) or patients (treatment function) to have an exhaustive base of exercises relating to learning or relearning speech and written language, and also to enable them to better understand the use of the tools and to optimise their effectiveness thanks to a method and protocols for oral language and written language including several thousand exercises.

[0169] The learning and rehabilitation software also implements evidence-based practice (EBP) in order to be able to create baselines to quantify the contribution of the method and possibly process the data in the context of research. This also makes it possible to prove the usefulness of the tools and the software, in addition to monitoring the progress of the person's or patient's learning.

[0170] Learning exercises are developed in two ways: - oral language: functions of display, generation and repetition of sounds, syllables, logatomes, words and then sentences, - written language: reading and writing, integrating a flash reading system to promote good memorization and automation of information, flash reading being an appearance of a few seconds then disappearance of the sound, the syllable, the logatomes, words or sentences, forcing the person to anchor the notion in memory before restoring it.

[0171] They allow: - to ensure step-by-step monitoring of language acquisition and to serve as a basis for education and re-education with the use of the tools according to the invention, - to integrate artificial intelligence techniques so that patients can be corrected in real time, without the intervention of a specialist, - to standardize practices and learning in different languages, by providing assistance in differential diagnosis between a disorder linked to bilingualism or a disorder of neurological, neurodevelopmental or other origin.

[0172] Artificial intelligence makes it possible to treat and identify possible delays and disorders in learners, by providing screening, pre-diagnosis (or diagnostic assistance) and redirection functions to a health or education profession when necessary.

[0173] A report is issued after each session if the patient wishes to take stock of their progress and remaining achievements, and can be accessible to parents or patients or any authorized person, via their electronic messaging.

[0174] In addition, a protocol for using the software can be provided in the context of learning lip reading, but also in the context of intraoral sensory desensitization or resensitization, following facial paralysis, an oral disorder, due to sensory deficiencies, or in the case of atypical or infantile swallowing.

[0175] Sharing an exercise remotely via videoconference is possible for speech therapists who provide teleconsultation or in the event of a pandemic, medical desert, in the event of inability to travel or absence for any reason.

[0176] With this software, parents of learners can resume the exercises at home, and speech therapists, doctors, members of educational establishments or private teachers can become prescribers of the learning and rehabilitation method according to the invention and patients can consider acquiring the tools according to the invention and accessing the exercises at home by subscription.

[0177] The software is able to assess the learner's level and target what they have learned and what still needs to be learned. Once the results of the assessment are obtained, the learner can use the software to continue their learning (education or rehabilitation). The software can also be implemented independently, without requiring a medical consultation.

[0178] The exercises are presented to him according to the chosen modality: oral language, reading or writing. It is possible to correct the exercises yourself (as a referent / professional) or to let the artificial intelligence analyze the learner's answers and determine whether the latter is correct or not.

[0179] Example of the structure of the learning and rehabilitation method

[0180] Learning follows a natural logic of acquisition: first isolated sounds, then syllables, non-words (or logatomes), words and sentences, then texts to finish.

[0181] Once the sound has been mastered in isolation, it is possible to work, using the software associated with the tools according to the invention, on the sounds in opposition, in particular in the context of confusions, in order to promote the mastery and automation of confusions frequently encountered in learning the French language: b / d confusion, p / b confusion, t / d confusion, p / q confusion, s / ch confusion, s / z confusion, j / z confusion, ch / j confusion, k / g confusion, f / v confusion, m / n confusion.

[0182] These confusions are typical symptoms of a delay or a specific learning disorder when they develop over time and become chronic.

[0183] The software associated with the tools according to the invention also makes it possible to understand and train contextual rules (with a view to automation): - The contextual rule of the letter “g”; - The contextual rule of the letter “c”; - The contextual rule of the letter “s”.

[0184] Also, the software finally allows you to work on irregular words (exceptions in the French language).

[0185] This software is developed on an evolving platform dedicated to learning and can be supplemented by other packages (software), allowing training of all the prerequisites for learning a language (sustained attention, divided attention, auditory attention, visual attention, observation, memorization, comprehension, mental flexibility, inhibition).

[0186] It is important to note that the learning and rehabilitation method according to the invention also allows the processing of semi-vowels W, GN and -LLE (for example: fille) as well as all vowels. There is therefore a complete alphabet of this method, as illustrated in [Fig.7]. The alphabet 200 thus represented shows that all of the tools 110-160 of a learning aid kit according to the invention are used for the processing of consonants.

[0187] Of course, the invention is not limited to the examples which have just been described and many other embodiments can be envisaged without departing from the scope of the invention. In particular, the learning assistance system according to the invention can be adapted to the learning of languages ​​other than French, while retaining the principle of a kit comprising a predetermined number of tools making it possible to cover all the vocal characteristics of the language concerned.

Claims

Claims

1. Kit (1) of tools for assisting in learning or relearning the sounds or letters of a language, intended to be applied to the phonatory apparatus (100) of a human subject, each of these tools (110,120,130,140,150,160) comprising a functional part (11-16) arranged at the end of a handle (20) and shaped to come into contact with a given place of articulation among a plurality of predetermined places of articulation (101,103,104,109,111,112) within the phonatory apparatus (100) and to constrain one or more organs of said phonatory apparatus (100) in a determined spatial configuration to provide coordination of said phonatory organs with each other, each of said tools (110,120,130,140,150,160) being associated with a set of consonants and comprising on its handle means for transmitting to said human subject information relating to said set of consonants simultaneously with the application of said tool.

2. Kit (1) of tools according to the preceding claim, characterized in that it comprises a first tool (110) whose functional part (11) is shaped to be placed in contact with the bilabial articulation site of the phonatory apparatus (100) of the human subject and to maintain a predetermined distance between the lips of said human subject.

3. Tool kit (1) according to any one of the preceding claims, characterized in that it comprises a second tool (120) whose functional part (12) is shaped to be placed in contact with the apico-dental articulation site of the phonatory apparatus (100) of the human subject, and has a rounded shape adapted to be placed behind the upper teeth and receive the tongue of the human subject.

4. Tool kit (1) according to any one of the preceding claims, characterized in that it comprises a third tool (130) whose functional part (13) is shaped to be placed in contact with the dorso-palatal articulation site of the phonatory apparatus (100) of the human subject, and has a U-shape adapted to be placed under the tongue and to raise the tip of said tongue on the back of the palate of the human subject.

5. Tool kit (1) according to any one of the preceding claims, characterized in that it comprises a fourth tool (140) whose functional part (14) is shaped to be placed in contact with the labio-dental articulation site of the phonatory apparatus (100) of the human subject, and has a forked shape adapted to be placed at the level of the labial corners of the human subject.

6. Tool kit (1) according to any one of the preceding claims, characterized in that it comprises a fifth tool (150) whose functional part (15) is shaped to be placed in contact with the dorso-velar articulation site of the phonatory apparatus (100) of the human subject, and has an offset end adapted to be placed on the front part of the tongue while keeping the rear part of said tongue mobile.

7. Tool kit (1) according to any one of the preceding claims, characterized in that it comprises a sixth tool (160) whose functional part (16) is shaped to be placed in contact with the apico-alveolar articulation site of the phonatory apparatus (100) of the human subject.

8. Tool kit (1) according to any one of the preceding claims, characterized in that all or part of the tools (110,120,130,140,150,160) comprises, in its functional part, means for measuring pressure exerted on a place of articulation, and means for stimulating muscles located at this place of articulation as a function of measurements generated by said measuring means.

9. System (S) for producing a kit (1) of tools for assisting in learning or relearning sounds or letters of a language according to any one of the preceding claims, each of these tools (110,120,130,140,150,160) comprising a functional part (11-16) arranged at the end of a handle (20) and shaped to come into contact with a given place of articulation among a plurality of predetermined places of articulation (101,103,104,109,111,112) within the phonatory apparatus (100) and to constrain one or more organs of said phonatory apparatus (100) in a determined spatial configuration, each of said tools (110,120,130,140,150,160) being associated with a set of consonants, this system (S) comprising: - optical imaging means (2) for acquiring a 3D representation of the speech apparatus (100) of a human subject, - means for calculating: - from the 3D representation of the phonatory apparatus, a spatial configuration of determined places of articulation associated with sets of consonants / vowels, - an adapted digital form of a functional part (11,12,13,14,15,16) for one or more aid tools, from the calculated spatial configuration of the articulation location(s) associated with said one or more tools, - 3D printing means for manufacturing the aid tool(s), from the digital shape(s) of the functional part thus calculated.

10. Production system according to the preceding claim, characterized in that the calculation means are further arranged to calculate compensation possibly necessary for the manufacture of a tool when the human subject has a lesion on the speech muscles.

11. Method for producing a kit (1) of tools for assisting in learning or relearning sounds or letters of a language, implemented in the system according to claim 9 or 10, this method comprising the following steps: - acquisition of a 3D representation of the speech apparatus (100) of a human subject, by means of an optical imager (2), - calculation, from the 3D representation of the phonatory apparatus, of the spatial configuration of specific places of articulation associated with sets of consonants / vowels, - for each tool (110,120,130,140,150,160) associated with one of said places of articulation, - calculation of an adapted digital form of a functional part (11,12,13,14,15,16) of said tool, from the calculated spatial configuration of said place of articulation, - physical realization of said functional part (11,12,13,14,15,16) by 3D printing.

12. A method for assisting in learning the sounds of a language, implementing a tool kit according to any one of claims 1 to 8.

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