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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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Abstract:
Cet article répond à quatre questions à propos des débuts de l’apprentissage de la lecture en français. Les deux premières concernent les capacités spécifiques à la lecture (le décodage des mots écrits par une procédure phonologique et leur identification par une procédure lexicale) : comment ces capacités se mettent-elles en place et quels en sont les prédicteurs ? Les deux autres sont centrées, d’une part, sur les relations entre compréhension écrite, décodage et compréhension orale et, d’autre part, sur l’influence du milieu social sur ces différentes capacités. ; Four issues are addressed in this paper, which is concerned with the early stages of learning to read in French. The first two relate to the abilities that are specific to reading (written word decoding with a phonological procedure and written word identification with a lexical procedure): how are these procedures set and what are the variables that predict their development? The next two issues focus on the interrelations between reading comprehension, phonological decoding and oral comprehension, and the impact of socio-environmental variables on the development of these abilities.
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Keyword:
compréhension de l’écrit; décodage; decoding skills; discrimination phonémique; milieu socio-économique; phonemic discrimination; phonemic segmentation; reading comprehension; segmentation phonémique; socio-economic background
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URL: https://www.cairn.info/article.php?ID_ARTICLE=LF_199_0051
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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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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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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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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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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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