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Automatic assessment of oral readings of young pupils
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In: ISSN: 0167-6393 ; EISSN: 1872-7182 ; Speech Communication ; https://hal.archives-ouvertes.fr/hal-03585934 ; Speech Communication, Elsevier : North-Holland, 2022, 138, pp.67-79. ⟨10.1016/j.specom.2022.01.008⟩ ; https://www.sciencedirect.com/science/article/pii/S0167639322000164?via%3Dihub (2022)
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L’acquisition de l’orthographe à l’école élémentaire et au collège, en France : erreurs persistantes, facteurs déterminants et relations entre connaissances lexicales et grammaticales
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In: ISSN: 0999-792X ; EISSN: 0999-792X ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant ; https://hal.archives-ouvertes.fr/hal-03298649 ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2021, 170 (2021)
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Lexical orthographic knowledge acquisition in adults: The whole-word visual processing impact
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In: ISSN: 1162-9088 ; EISSN: 1878-3457 ; European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée ; https://hal.archives-ouvertes.fr/hal-03298686 ; European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, Elsevier, 2020, 70 (1), pp.100520. ⟨10.1016/j.erap.2019.100520⟩ (2020)
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Syllable‑first rather than letter‑first to improve phonemic awareness
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In: ISSN: 2045-2322 ; EISSN: 2045-2322 ; Scientific Reports ; https://hal.archives-ouvertes.fr/hal-03079694 ; Scientific Reports, Nature Publishing Group, 2020, pp.22130. ⟨10.1038/s41598-020-79240-y⟩ (2020)
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Predicting Multidimensional Subjective Ratings of Children' Readings from the Speech Signals for the Automatic Assessment of Fluency
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In: LREC 2020 - 12th Conference on Language Resources and Evaluation (LREC 2020) ; https://hal.archives-ouvertes.fr/hal-03039160 ; LREC 2020 - 12th Conference on Language Resources and Evaluation (LREC 2020), May 2020, Marseille, France. pp.317-322 ; https://lrec2020.lrec-conf.org/en/ (2020)
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Syllable-first rather than letter-first to improve phonemic awareness
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In: Sci Rep (2020)
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Audio-visual synchronization in reading while listening to texts: Effects on visual behavior and verbal learning
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In: ISSN: 0885-2308 ; EISSN: 1095-8363 ; Computer Speech and Language ; https://hal.archives-ouvertes.fr/hal-01575227 ; Computer Speech and Language, Elsevier, 2018, 47 (january), pp.79-92. ⟨10.1016/j.csl.2017.07.003⟩ (2018)
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Prevalence of phonological, RAN and VA span deficits in 6th grade poor readers
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In: 16th annual meeting of the Society for the Scientific Study of Reading ; https://hal.archives-ouvertes.fr/hal-01916858 ; 16th annual meeting of the Society for the Scientific Study of Reading, Jul 2016, Porto, Portugal (2016)
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Orthographic learning during reading: the role of whole-word visual processing
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In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.archives-ouvertes.fr/hal-01218316 ; Journal of Research in Reading, Wiley, 2015, 38, pp.141-158. ⟨10.1111/j.1467-9817.2012.01551.x⟩ (2015)
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Using Karaoke to enhance reading while listening: impact on word memorization and eye movements
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In: Speech and Language Technology for Education (SLaTE) ; SLaTE 2015 - ISCA Workshop on Speech and Language Technology in Education ; https://hal.archives-ouvertes.fr/hal-01192870 ; SLaTE 2015 - ISCA Workshop on Speech and Language Technology in Education, Sep 2015, Leipzig, Germany. pp.59-64 (2015)
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La conscience phonémique en maternelle : état des connaissances et proposition d’évolution des pratiques pédagogiques actuelles
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In: ISSN: 0999-792X ; EISSN: 0999-792X ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant ; https://hal.archives-ouvertes.fr/hal-01419955 ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2015, 139 (27), pp.573-82 (2015)
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The Role of Visual Attention Span and Phonemic Awareness in Learning to Read ; O Papel da Amplitude Visuoatencional e da Consciência Fonêmica na Aprendizagem da Leitura
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In: Psicologia Reflexão e Crítica ; https://hal.archives-ouvertes.fr/hal-01218323 ; Psicologia Reflexão e Crítica, 2015, 28 (3), pp.593-602. ⟨10.1590/1678-7153.201528318⟩ (2015)
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The lexical orthographic knowledge acquisition for reading: role of visual simultaneous processing
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In: SILE conference Initial Reading: “I read and become a reader” ; https://hal.archives-ouvertes.fr/hal-01917656 ; SILE conference Initial Reading: “I read and become a reader”, Sep 2014, Prague, Czech Republic (2014)
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Lexical orthographic knowledge acquisition in adults: the simultaneous visual processing impact
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In: Colloque APPREC ; https://hal.archives-ouvertes.fr/hal-01917739 ; Colloque APPREC, Dec 2014, Strasbourg, France (2014)
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Lexical orthographic acquisition: Is handwriting better than spelling aloud?
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In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-00945207 ; Frontiers in Psychology, Frontiers, 2014, ⟨10.3389/fpsyg.2014.00056⟩ (2014)
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Lexical orthography acquisition: Is handwriting better than spelling aloud?
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Does visual attention span relate to eye movements during reading and copying?
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In: ISSN: 0165-0254 ; EISSN: 1464-0651 ; International Journal of Behavioral Development ; https://hal.archives-ouvertes.fr/hal-00945205 ; International Journal of Behavioral Development, SAGE Publications, 2013, pp.DOI:10.1177/0165025413509046. ⟨10.1177/0165025413509046⟩ (2013)
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Abstract:
International audience ; This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the number of letters that are processed simultaneously. The tasks were designed to assess visual attention span abilities (VA). The results for both grades revealed that the children who reported more letters, i.e., processed more consonants in parallel, produced fewer rightward fixations during text reading suggesting they could process more letters at each fixation. They also copied more letters per gaze lift from the same text. Furthermore, a regression analysis showed that VA span predicted variations in copying independently of the influence of reading skills. The findings support a role of VA span abilities in the early extraction of orthographic information, for both reading and copying tasks.
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Keyword:
[SDV.NEU.PC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Psychology and behavior
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URL: https://hal.archives-ouvertes.fr/hal-00945205 https://doi.org/10.1177/0165025413509046 https://hal.archives-ouvertes.fr/hal-00945205/document https://hal.archives-ouvertes.fr/hal-00945205/file/BosseKandelPradoValdois2014-IJBD-versionAUTEUR.pdf
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Lexical orthographic acquisition: is handwriting better than spelling aloud?
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In: International Workshop on Reading and Developmental Dyslexia ; https://hal.archives-ouvertes.fr/hal-01917925 ; International Workshop on Reading and Developmental Dyslexia, May 2013, San Sebastian, Spain (2013)
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