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Corrosion noted on a number of nineteenth and twentieth century indoor bronze sculptures in the collection of the National Gallery of Canada was the cause for a major condition survey of its Canadian, American, and European bronzes. The results led to a comprehensive study, which included material analysis. This article outlines the steps undertaken to determine the extent and type of corrosion, its possible cause(s), and potential remediation. The survey included 136 bronzes, of which 40 were selected for an in-depth study. Indoor air quality tests of the current building, housing the collection since 1988, were carried out. The dossiers and database records of the selected sculptures were reviewed to investigate their condition, treatment, and storage history. The metal, patina, and corrosion products were subjected to analysis. More areas of corrosion were generally associated with predominantly green patinas and chloride-containing compounds identified in either patina or corrosion samples. The most frequently identified compounds in the patina samples were atacamite, a copper(II) chloride hydroxide, and cuprite, a copper(I) oxide. The most frequently identified compounds in the corrosion samples were atacamite and rouaite, a copper(II) hydroxide nitrate. The analysis determined that the current environment is not contributing to the surface alterations of the sculptures; however, past storage conditions, chemical residues from artificial patination, and likely casting residues are the main causes of the current condition.

Dé partement d'é tudes sur l'enseignement et l'apprentissage, Faculté des sciences de l'é ducation, Université Laval, Qué bec, Canada Given the problems experienced by hearing-impaired individuals in learning the written language, a pedagogical approach was tested. The study examined the links between the development of representations of alphabetic system and the results in reading and writing of first graders. In the study, there were 31 hearing-impaired children and 25 hearing ones. Invented spelling was measured three times during the school year. Reading and writing tests were given at the end of the year. The results obtained revealed a similarity between the learning profile of the hearing-impaired children and that of the hearing children. It also demonstrated the importance of the work done through invented spelling, among the hearing-impaired children. Thus, like their hearing peers, hearing-impaired children are able to use procedures to process the written word based on the alphabetic principle, but continuous supportimplying invented spelling constantly adjusted to the progression of their representations must be provided.It has often been reported that the reading ability of many hearing-impaired students does not go beyond a fourth grade level (Allen, 1986;Kelly, 1995; Gallaudet Research Institute, 2003). This levelling-off, which prevents them from reaching a functional writing level, probably takes root much earlier. Thus, for many years now, the study of foundations of written language learning and reading comprehension has been a central element of the research conducted by the GRIES (Groupe de recherche et d'intervention auprès des enfants sourds, Université Laval). Similarly, a pedagogical approach focused on hearing-impaired children's entry into the writing process has been developed and tested. This approach strongly emphasises the interaction between reading and writing and the development of representations of the writing system. It targets the development of reading autonomy in the initial months of the formal learning of the written language.