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Hits 1 – 5 of 5
1
Differences in the Components and Relations of a Multidimensional Model of Reading Comprehension in Low and Average 8- to 11-Year-Old French Readers.
Lima, Laurent
;
Bianco, Maryse
;
Joet, Gwenaelle
...
In: AERA Annual Meeting: "The Power of Education Research for Innovation in Practice and Policy" ; https://hal.archives-ouvertes.fr/hal-00958789 ; AERA Annual Meeting: "The Power of Education Research for Innovation in Practice and Policy", Apr 2014, Philadelphia, United States (2014)
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2
Impact of early code-skill and oral-comprehension training on reading achievement in first grade
Doyen, Anne Lise
;
Pellenq, Catherine
;
Lima, Laurent
...
In:
Journal of research in reading. - Leeds : Wiley-Blackwell
35 (2012) 4, 427-455
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OLC Linguistik
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3
Impact of early code-skill and oral compréhension training on reading achievement in first grade
Bianco, Maryse
;
Pellenq, Catherine
;
Lambert, Eric
...
In: ISSN: 0141-0423 ; EISSN: 1467-9817 ; Journal of Research in Reading ; https://hal.archives-ouvertes.fr/hal-00952433 ; Journal of Research in Reading, Wiley, 2012, 35 (4), pp.427-455. ⟨10.1111/j.1467-9817.2010.01479.x⟩ (2012)
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4
Intérêts et limites de la mise en œuvre d'un dispositif hybride pour le développement de la compétence langagière chez les étudiants scientifiques
Chafiq, Nadia
;
Benabid, Assia
;
Talbi, Mohammed
...
In:
Le langage et l'homme. - Louvain-la-Neuve : EME Éditions
47 (2012) 1, 111-120
OLC Linguistik
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5
Early training in oral comprehension and phonological skills: results of a three-year longitudinal study
Bianco, Maryse
;
Bressoux, Pascal
;
Doyen, Anne-Lise
;
Lambert, Eric
;
Lima, Laurent
;
Pellenq, Catherine
;
Zorman, Michel
In: ISSN: 1088-8438 ; EISSN: 1532-799X ; Scientific Studies of Reading ; https://hal.archives-ouvertes.fr/hal-00482532 ; Scientific Studies of Reading, Taylor & Francis (Routledge), 2010, 14 (3), pp.211-246. ⟨10.1080/10888430903117518⟩ (2010)
Abstract:
International audience
Keyword:
[SCCO.PSYC]Cognitive science/Psychology
URL:
https://hal.archives-ouvertes.fr/hal-00482532
https://doi.org/10.1080/10888430903117518
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