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What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach
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Manulex-MorphO, une base de données sur l’orthographe du français intégrant les morpho-phonogrammes
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In: Langue française, N 199, 3, 2018-08-29, pp.99-109 (2018)
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Introduction
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In: Langue française, N 199, 3, 2018-08-29, pp.5-16 (2018)
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Apprendre à lire-écrire en français
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In: Langue française, N 199, 3, 2018-08-29, pp.51-67 (2018)
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GraphoGame : un outil numérique pour enfants en difficultés d’apprentissage de la lecture
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In: ISSN: 0999-792X ; EISSN: 0999-792X ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant ; https://hal-amu.archives-ouvertes.fr/hal-01909660 ; ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2017 (2017)
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| 7 |
Differences in the Predictors of Reading Comprehension in First Graders from Low Socio-Economic Status Families with Either Good or Poor Decoding Skills
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In: ISSN: 1932-6203 ; EISSN: 1932-6203 ; PLoS ONE ; https://hal-amu.archives-ouvertes.fr/hal-01217794 ; PLoS ONE, Public Library of Science, 2015, 10 (e0119581), ⟨10.1371/journal.pone.0119581⟩ (2015)
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Review of neural rehabilitation programs for dyslexia: how can an allophonic system be changed into a phonemic one?
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal-amu.archives-ouvertes.fr/hal-01219663 ; Frontiers in Psychology, Frontiers, 2015, 6 (190), ⟨10.3389/fpsyg.2015.00190⟩ (2015)
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| 9 |
Reading impairment: from behavior to brain
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In: Handbook of Communication Disorders ; https://halshs.archives-ouvertes.fr/halshs-01823706 ; R. Bahr and E. Silliman. Handbook of Communication Disorders , Routledge, pp.34-45, 2015 (2015)
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Neural rehabilitation of dyslexia: How can an allophonic system be changed into a phonemic one ?
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In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://halshs.archives-ouvertes.fr/halshs-01823633 ; Frontiers in Psychology, Frontiers, 2015 (2015)
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| 11 |
Differences in the Predictors of Reading Comprehension in First Graders from Low Socio-Economic Status Families with Either Good or Poor Decoding Skills
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Review of neural rehabilitation programs for dyslexia: how can an allophonic system be changed into a phonemic one?
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Reading Comprehension in a Large Cohort of French First Graders from Low Socio-Economic Status Families: A 7-Month Longitudinal Study
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In: ISSN: 1932-6203 ; EISSN: 1932-6203 ; PLoS ONE ; https://hal.archives-ouvertes.fr/hal-00906680 ; PLoS ONE, Public Library of Science, 2013, 8 (11), pp.e78608. ⟨10.1371/journal.pone.0078608⟩ (2013)
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Abstract:
International audience ; Background: The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children's grade level and socioeconomic status (SES). This study investigated the relative contribution of the predictors of reading comprehension in a longitudinal design (from beginning to end of the first grade) in 394 French children from low SES families.Methodology/Principal findings: Reading comprehension was measured at the end of the first grade using two tasks one with short utterances and one with a medium length narrative text. Accuracy in listening comprehension and vocabulary, and fluency of decoding skills, were measured at the beginning and end of the first grade. Accuracy in decoding skills was measured only at the beginning. Regression analyses showed that listening comprehension and decoding skills (accuracy and fluency) always significantly predicted reading comprehension. The contribution of decoding was greater when reading comprehension was assessed via the task using short utterances. Between the two assessments, the contribution of vocabulary, and of decoding skills especially, increased, while that of listening comprehension remained unchanged.Conclusion/Significance: These results challenge the ‘simple view of reading’. They also have educational implications, since they show that it is possible to assess decoding and reading comprehension very early on in an orthography (i.e., French), which is less deep than the English one even in low SES children. These assessments, associated with those of listening comprehension and vocabulary, may allow early identification of children at risk for reading difficulty, and to set up early remedial training, which is the most effective, for them.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; [SDV.NEU.SC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences; [SHS.EDU]Humanities and Social Sciences/Education; Children; French people; Language; Regression analysis; Schools; Semantics; Vocabulary; Word recognition
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URL: https://hal.archives-ouvertes.fr/hal-00906680/file/journal.pone.0078608.PDF
https://hal.archives-ouvertes.fr/hal-00906680
https://hal.archives-ouvertes.fr/hal-00906680/document
https://doi.org/10.1371/journal.pone.0078608
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| 15 |
Early predictors of future reading skills: A follow-up of French-speaking children from the beginning of kindergarten to the end of the second grade (age 5 to 8)
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In: ISSN: 0003-5033 ; EISSN: 1955-2580 ; Annee Psychologique ; https://hal.inria.fr/hal-00925411 ; Annee Psychologique, Centre Henri Pieron/Armand Colin, 2013, 113 (4), pp.491-521. ⟨10.4074/S0003503313014012⟩ (2013)
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The contribution of morphology to the consistency of spelling-to-sound relations: A quantitative analysis based on French elementary school readers
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In: ISSN: 0003-5033 ; EISSN: 1955-2580 ; Annee Psychologique ; https://hal.archives-ouvertes.fr/hal-00965262 ; Annee Psychologique, Centre Henri Pieron/Armand Colin, 2013, 113 (1), pp.3-33 (2013)
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Stem and derivational-suffix processing during reading by French second and third graders
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-01440371 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2012, 33 (1), pp.97-120. ⟨10.1017/S0142716411000282⟩ (2012)
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Prevalence and reliability of phonological, surface, and mixed profiles in dyslexia: A review of studies conducted in languages varying in orthographic depth
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In: Scientific Study of Reading ; https://hal.archives-ouvertes.fr/hal-00733553 ; Scientific Study of Reading, 2011, 15 (6), pp.498-521 (2011)
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