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Cognitive and environmental predictors of academic skills in French middle school students ; Prédicteurs cognitifs et environnementaux des apprentissages scolaires chez les élèves de collège en France
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In: https://tel.archives-ouvertes.fr/tel-03375054 ; Psychology. Sorbonne Université, 2020. English. ⟨NNT : 2020SORUS240⟩ (2020)
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Morphological awareness and learning to read: Impact of socio-economic status in French third graders
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In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.univ-lille.fr/hal-03119757 ; Journal of Research in Reading, Wiley, 2020, Advances in understanding the role of morphemes in literacy development, 44 (1), pp.228-246. ⟨10.1111/1467-9817.12321⟩ (2020)
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Abstract:
International audience ; In addition to phonological processing and vocabulary, morphological awareness has been clearly identified as contributing to learning to read. While the impact of socio‐economic status (SES) has been identified for both phonological processing and vocabulary, less is known about the SES influence on morphological awareness and its relationship to reading achievement. The study had two aims: to assess the net effect of SES on morphological awareness and to compare the independent contribution of morphological awareness to reading scores as a function of children's SES (middle vs low SES) when phonological processing and vocabulary are held constant. The sample included 162 French third graders from low‐SES and middle‐SES schools. Children were assessed on reading‐related and literacy tests (phonological processing, vocabulary, morphological awareness, reading accuracy, fluency and comprehension). First, while morphological awareness was lower for low‐SES children, regression analyses showed that SES did not explain the morphological awareness score when phonological processing and vocabulary were taken into account. Second, while the morphological awareness contribution to reading accuracy did not differ across SES, its contribution to reading fluency was weaker in low‐SES as compared to middle‐SES children. Only vocabulary score predicted reading comprehension in low‐SES. Interestingly, morphological awareness was stronger than vocabulary as a determinant of reading scores in middle‐SES children, while it seems more dissociated from vocabulary in accounting for reading scores in low‐SES children. The contribution of morphological awareness to low‐SES children's reading scores opens possibilities for morphological awareness‐based interventional studies in children with narrower vocabulary skills. ; En plus du traitement phonologique et du vocabulaire, la conscience morphologique a clairement été identifiée comme contribuant à l'apprentissage de la lecture. Alors que l'impact du statut socio-économique (SSE) a été identifié tant pour le traitement phonologique que pour le vocabulaire, on en sait moins sur l'influence du SSE sur la conscience morphologique et sa relation avec les résultats en lecture. L'étude avait deux objectifs : évaluer l'effet net du SSE sur la conscience morphologique et comparer la contribution indépendante de la conscience morphologique aux résultats en lecture en fonction du SSE des enfants (SSE moyen et faible) lorsque le traitement phonologique et le vocabulaire sont maintenus constants. L'échantillon comprenait 162 élèves français de troisième année issus d'écoles de SSE faible et de SSE moyen. Les enfants ont été évalués sur des tests liés à la lecture et à l'alphabétisation (traitement phonologique, vocabulaire, conscience morphologique, précision de lecture, fluidité et compréhension). Tout d'abord, si la conscience morphologique était plus faible chez les enfants de faible SSE, les analyses de régression ont montré que le SSE n'expliquait pas le score de conscience morphologique lorsque le traitement phonologique et le vocabulaire étaient pris en compte. Deuxièmement, alors que la contribution de la conscience morphologique à la précision de la lecture ne différait pas selon le SSE, sa contribution à la fluidité de la lecture était plus faible chez les enfants de SSE faible que chez les enfants de SSE moyen. Seul le score de vocabulaire permettait de prédire la compréhension de la lecture dans les enfants de SSE faible. Il est intéressant de noter que la conscience morphologique était plus forte que le vocabulaire comme déterminant des scores de lecture chez les enfants de SSE moyen, alors qu'elle semble plus dissociée du vocabulaire pour expliquer les scores de lecture des enfants de SSE faible. La contribution de la conscience morphologique aux résultats en lecture des enfants de faible SSE ouvre des possibilités d'études interventionnelles basées sur la conscience morphologique chez les enfants ayant des compétences en vocabulaire plus limitées.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; low socio-economic status; morphological awareness; phonological processing; reading achievement; vocabulary
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URL: https://hal.univ-lille.fr/hal-03119757
https://hal.univ-lille.fr/hal-03119757/file/Rassel%20Facon%20Casalis%20JIRR%20LilloA.pdf
https://hal.univ-lille.fr/hal-03119757/document
https://doi.org/10.1111/1467-9817.12321
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Dataset for: Socioeconomic Status, Executive Functions and Theory of Mind Ability in Adolescents: Relationships with Language Ability and Cortisol ...
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Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India
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In: Languages ; Volume 5 ; Issue 1 (2020)
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Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India ...
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Linguistic Diversity, Multilingualism, and Cognitive Skills : A Study of Disadvantaged Children in India
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In: Languages ; 5 (2020), 1. - 10. - MDPI Publishing. - eISSN 2226-471X (2020)
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Linguistic Diversity, Multilingualism, and Cognitive Skills: A Study of Disadvantaged Children in India
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Family socio-economic status (SES) influences early perception of turn-taking violation by 6-month-old infants
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In: XXI International Congress of Infant Studies Biennial Congress ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-01826658 ; XXI International Congress of Infant Studies Biennial Congress, Jun 2018, Philadelphie, United States ; infantstudies.org/congress-2018 (2018)
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HOW SOCIO-ECONOMIC STATUS CONTRIBUTES TO PARENTS’ VIEWS ON ENGLISH TEACHING FOR YOUNG LEARNERS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 5, Iss 2, Pp 279-298 (2018) (2018)
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The Impact of 1:1 Laptop Environments on the English Language Arts Achievement of Fifth Grade Students from Diverse Socio-Economic Backgrounds
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In: Doctoral Dissertations and Projects (2017)
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Cognitive and decoding correlates of reading comprehension in Nigerian children
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Consequences of late bilingualism for novel word learning : evidence from Tamil–English bilingual speakers
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Curricula and pedagogic potentials when educating diverse students in higher education: students’ Funds of Knowledge as a bridge to disciplinary learning
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Why poor children are more likely to become poor readers : the early years
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The LAMP Language and Communication Screen Used to Support Teachers to Identify Speech, Language, and Communication Difficulties in Four Primary Schools in Varied Social Contexts
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Cognitive abilities in children does speech depend on them?
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Young children’s performance on novel cognitive linguistic tests. What can we learn from it?
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Students ’ perspective on female dropouts in Nigeria
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In: http://www.academicresearchjournals.org/IJARER/PDF+2013/Oct/Kainuwa+and+Yusuf.pdf (2013)
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A Randomized controlled comparison of NAL and DSL prescriptions for young children : hearing-aid characteristics and performance outcomes at three years of age
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