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Spelling patterns of plural marking and learning trajectories in French taught as a foreign language
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In: ISSN: 1387-6732 ; Written Language and Literacy ; https://hal.archives-ouvertes.fr/hal-03400934 ; Written Language and Literacy, John Benjamins Publishing, 2021, 24 (1), pp.81-109 (2021)
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Rapid automatized naming skills of children with intellectual disability
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In: ISSN: 2405-8440 ; Heliyon ; https://hal.archives-ouvertes.fr/hal-03395923 ; Heliyon, Elsevier 2021, 7 (5), pp.e06944. ⟨10.1016/j.heliyon.2021.e06944⟩ (2021)
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Rapid automatized naming skills of children with intellectual disability
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In: Heliyon (2021)
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When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence
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In: ISSN: 1069-9384 ; Psychonomic Bulletin and Review ; https://hal.archives-ouvertes.fr/hal-02978629 ; Psychonomic Bulletin and Review, Psychonomic Society, 2020, 27 (1), pp.122-129. ⟨10.3758/s13423-019-01704-8⟩ (2020)
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Implicit Statistical Learning of Graphotactic Knowledge and Lexical Orthographic Acquisition
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In: Spelling and Writing Words ; https://hal.archives-ouvertes.fr/hal-02974881 ; Cyril Perret; Thierry Olive. Spelling and Writing Words, 39, BRILL, pp.41-66, 2019, ⟨10.1163/9789004394988_004⟩ (2019)
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The effect of morphosyntactic training on multilingual fifth graders’ spelling in French
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-03162256 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2018, 39 (6), pp.1319-1343. ⟨10.1017/S0142716418000346⟩ (2018)
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L’orthographe et ses difficultés
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In: 11e Colloque international RIPSYDEVE ; https://hal.archives-ouvertes.fr/hal-03168083 ; 11e Colloque international RIPSYDEVE, May 2018, Lille, France (2018)
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Individual differences in lexical and grammar spelling across primary school
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The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development
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In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-03161902 ; Learning and Individual Differences, Elsevier, 2017, 57, pp.85-102. ⟨10.1016/j.lindif.2017.06.006⟩ (2017)
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Abstract:
International audience ; The main purpose of this study was to examine the specific contributions of rapid automatized naming (RAN) measures with different visually presented stimuli (e.g., vowels, consonants, digits) to reading outcomes in first and second grade. Previous studies have shown that RAN is an independent and robust predictor for reading skills in children. Less research investigated the incremental contributions of distinct RAN measures to reading skills in beginning readers. Ninety-three children from kindergarten and first grade completed four different RAN measures involving color, digit, vowel, and consonant naming at the end of the school year. Six months later these children were either in first or in second grade and completed several reading measures. The results emphasize that vowel RAN was a strong and unique predictor for reading accuracy in first grade. Vowel RAN and digit RAN were both significant predictors for reading speed in second grade. The current findings underline that vowel RAN is a promising predictor for reading outcomes (i.e., accuracy and speed) at the beginning of elementary school. RAN performance did however not significantly predict second grade reading comprehension. Results and practical implications will be discussed.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SHS.EDU]Humanities and Social Sciences/Education
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URL: https://doi.org/10.1016/j.lindif.2017.06.006 https://hal.archives-ouvertes.fr/hal-03161902
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From language to text: The development and learning of translation
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In: Handbook of Writing Research, Second Edition ; https://hal.archives-ouvertes.fr/hal-03166544 ; Charles A. MacArthur; Steve Graham; Jill Fitzgerald. Handbook of Writing Research, Second Edition, Guilford Press, pp.130-143, 2016, 9781462529315 (2016)
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Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
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In: ISSN: 0829-5735 ; Canadian Journal of School Psychology ; https://hal.archives-ouvertes.fr/hal-03160752 ; Canadian Journal of School Psychology, SAGE Publications, 2016, 31 (4), pp.305-321. ⟨10.1177/0829573516640336⟩ (2016)
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Producing written noun phrases in French
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In: ISSN: 1387-6732 ; Written Language and Literacy ; https://hal.archives-ouvertes.fr/hal-03160614 ; Written Language and Literacy, John Benjamins Publishing, 2015, 18 (1), pp.1-24. ⟨10.1075/wll.18.1.01mag⟩ (2015)
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Producing written noun phrases in French
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In: ISSN: 1387-6732 ; Written Language and Literacy ; https://halshs.archives-ouvertes.fr/halshs-01178747 ; Written Language and Literacy, John Benjamins Publishing, 2015, 18 (1), pp.1-24 (2015)
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Phonological similarity can also impair transcoding
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In: Neuropsycholinguistic Perspectives on Language Cognition: Essays in honour of Jean-Luc Nespoulous (1st ed.) ; https://hal.archives-ouvertes.fr/hal-03166533 ; Corine Astésano; Mélanie Jucla. Neuropsycholinguistic Perspectives on Language Cognition: Essays in honour of Jean-Luc Nespoulous (1st ed.), Psychology Press, pp.77-87, 2015, 9780203797365 (2015)
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Words: Learning to read, spell, and to produce texts
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In: 2e édition du Symposium International sur la Littératie à l’École (SILE 2015) ; https://hal.archives-ouvertes.fr/hal-03177269 ; 2e édition du Symposium International sur la Littératie à l’École (SILE 2015), Aug 2015, Orford, Canada (2015)
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Optimizing learning. From lab to real life
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In: European Association for Practitioner Research on Improving Learning Conference 2015 (EAPRIL) ; https://hal.archives-ouvertes.fr/hal-03177326 ; European Association for Practitioner Research on Improving Learning Conference 2015 (EAPRIL), Jul 2015, Belval, Luxembourg (2015)
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Does graphotactic knowledge influence the learning of new spellings presented in isolation?
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
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Interword and intraword pause threshold in writing
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-03157962 ; Frontiers in Psychology, Frontiers, 2014, 5, pp.182. ⟨10.3389/fpsyg.2014.00182⟩ (2014)
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Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
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Les difficultés de la production écrite
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In: Symposium sur la littératie post-secondaire ; https://hal.archives-ouvertes.fr/hal-03182545 ; Symposium sur la littératie post-secondaire, May 2014, Ottawa, Canada (2014)
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