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Assessment of literacy skills in 4-5 year-old French children ; Évaluation des compétences en littératie chez les enfants français de 4-5 ans
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In: ISSN: 0995-3914 ; EISSN: 2104-3841 ; Santé Publique ; https://hal.archives-ouvertes.fr/hal-02890718 ; Santé Publique, Société Française de Santé Publique, 2020, 32 (1), pp.9-17. ⟨10.3917/spub.201.0009⟩ (2020)
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A Brief Screening Tool for Literacy Skills in Preschool Children: An Item Response Theory Analysis ...
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A Brief Screening Tool for Literacy Skills in Preschool Children: An Item Response Theory Analysis ...
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Profiles of French poor readers: Underlying difficulties and effects of computerized training programs
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In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-01941560 ; Learning and Individual Differences, Elsevier, 2017, 57, pp.45-57. ⟨10.1016/j.lindif.2017.05.009⟩ (2017)
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Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties
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In: ISSN: 0022-2194 ; Journal of Learning Disabilities ; https://hal.archives-ouvertes.fr/hal-01936360 ; Journal of Learning Disabilities, SAGE Publications, 2016, 50 (2), pp.128 - 142. ⟨10.1177/0022219415613080⟩ (2016)
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Concevoir des applications sur tablettes tactiles pour stimuler l’apprentissage de la lecture : avec quelles hypothèses scientifiques ?
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An analysis of reading skill development using E-Z Reader
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In: ISSN: 2044-5911 ; EISSN: 2044-592X ; Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01233179 ; Journal of Cognitive Psychology, Taylor & Francis edition, 2015, 27 (5), pp.657-676. ⟨10.1080/20445911.2015.1024255⟩ (2015)
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Sonority as a phonological cue for syllable segmentation in French: Evidence from a short-term longitudinal study using the illusory conjunction paradigm
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In: 19th Conference of the European Society for Cognitive Psychology (ESCoP 2015) ; https://hal.archives-ouvertes.fr/hal-03177020 ; 19th Conference of the European Society for Cognitive Psychology (ESCoP 2015), Sep 2015, Paphos, Cyprus (2015)
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Sonority-related markedness drives the misperception of unattested onset clusters in French listeners ; L’influence du marquage de sonorité sur la perception des attaques syllabiques en français
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In: ISSN: 0003-5033 ; EISSN: 1955-2580 ; Annee Psychologique ; https://hal.archives-ouvertes.fr/hal-03160667 ; Annee Psychologique, Centre Henri Pieron/Armand Colin, 2015, 115 (02), pp.197-222. ⟨10.4074/S0003503314000086⟩ (2015)
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What contributes to syllable-based effects in French dyslexic children?
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In: International Conference of British Dyslexia Association (BDA 2014) ; https://hal.archives-ouvertes.fr/hal-03182710 ; International Conference of British Dyslexia Association (BDA 2014), BDA, Mar 2014, Guildford, United Kingdom (2014)
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| 13 |
What contributes to syllable-based effects in French dyslexic children?
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In: 36th Annual Meeting of the Cognitive Science Society (CogSci 2014) ; https://hal.archives-ouvertes.fr/hal-03182715 ; 36th Annual Meeting of the Cognitive Science Society (CogSci 2014), Jul 2014, Québec, Canada (2014)
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What contributes to the frequency-modulated syllable effect in reading in French dyslexic children?
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In: Maïonchi-Pino, Norbert; Ecalle, Jean; & Magnan , Annie. (2014). What contributes to the frequency-modulated syllable effect in reading in French dyslexic children?. Proceedings of the Cognitive Science Society, 36(36). Retrieved from: http://www.escholarship.org/uc/item/9vc4f1rf (2014)
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Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study
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In: Computers & Education ; https://hal.archives-ouvertes.fr/hal-02089808 ; Computers & Education, 2013, 63, pp.131-140. ⟨10.1016/j.compedu.2012.12.011⟩ (2013)
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Abstract:
International audience ; This study examines the effects of a new CAI program designed to remediate text comprehension difficulties in less skilled comprehenders at the beginning of learning to read. In a randomized control trial design, two groups of second grade children experiencing comprehension difficulties were selected and trained using two CAI programs. One of these was designed to assist comprehension processes (experimental group) whereas the other encouraged word decoding (control group). Four tasks were administered using a classical pre-test/training/post-test design: listening comprehension, reading comprehension, vocabulary and comprehension monitoring. In addition, two post-test sessions were conducted: one just after the training and one 11 months later. The experimental group exhibited a greater level of progress in both listening and reading comprehension, with notable lasting effects. In contrast, the results relating to the vocabulary and comprehension monitoring tasks were more mixed. The results are discussed in the light of the possible use of CAI when training higher-level skills such as text comprehension.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; Elementary education; Evaluation of CAI systems; Improving classroom teaching; Pedagogical issues
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URL: https://doi.org/10.1016/j.compedu.2012.12.011
https://hal.archives-ouvertes.fr/hal-02089808
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| 18 |
Comprehension of written sentences as a core component of children's reading comprehension
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In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.archives-ouvertes.fr/hal-02089786 ; Journal of Research in Reading, Wiley, 2013, 36 (2), pp.117-131. ⟨10.1111/j.1467-9817.2011.01491.x⟩ (2013)
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Is the phonological deficit in developmental dyslexia related to impaired phonological representations and to universal phonological grammar?
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03468385 ; Journal of Experimental Child Psychology, Elsevier, 2013, 115 (1), pp.53-73. ⟨10.1016/j.jecp.2012.10.006⟩ (2013)
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Are syllabification and resyllabification strategies phonotactically-directed in French dyslexic children? A preliminary report
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In: ISSN: 1092-4388 ; EISSN: 1558-9102 ; Journal of Speech, Language, and Hearing Research ; https://hal.archives-ouvertes.fr/hal-03468411 ; Journal of Speech, Language, and Hearing Research, American Speech-Language-Hearing Association, 2012, 55 (2), pp.435-446 (2012)
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