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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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| 2 |
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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| 3 |
Rapid automatized naming skills of children with intellectual disability
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In: Heliyon (2021)
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| 4 |
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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| 5 |
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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| 6 |
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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Abstract:
International audience ; Many studies show that it is challenging to encode morphosyntactic information while writing. Spelling plurals is especially demanding in French as these are inaudible. Even by the end of primary school, monolingual French pupils still have difficulties marking plurals of some grammatical categories. We investigate (1) how multilingual pupils learning French as a second written language deal with silent plural markers and (2) the effects of a morphosyntactic training explicitly focussing on grammatical categories and their markers, as well as visualizing the plural agreement. 228 fifth graders were quasi-randomly assigned to an intervention (n = 137) and a control group (n = 91) based on the results of a spelling pre-test. The results of the pre-test show that multilingual learners have similar spelling patterns as French monolinguals. They pluralize nouns more accurately than verbs and perform lowest on adjectives. After the pre-test, both groups were trained over six sessions of 20 minutes. The control group participated in French listening comprehension activities. The post-test shows that the intervention group significantly improved in spelling plurals compared to the control group. A greater focus on morphosyntactic structures is highly effective especially in second language contexts where children might lack broad lexical knowledge.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; French; Morphosyntactic processing; Plural markers; Second language; Silent morphosyntactic markers; Spelling acquisition
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URL: https://doi.org/10.1017/S0142716418000346
https://hal.archives-ouvertes.fr/hal-03162256
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| 7 |
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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| 8 |
Individual differences in lexical and grammar spelling across primary school
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| 9 |
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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| 10 |
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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| 11 |
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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| 12 |
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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| 13 |
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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| 14 |
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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| 15 |
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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| 16 |
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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| 17 |
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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| 18 |
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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| 19 |
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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| 20 |
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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