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ProVoc : An app to train vocabulary depth in order to foster children's reading comprehension
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In: ISSN: 0266-4909 ; EISSN: 1365-2729 ; Journal of Computer Assisted Learning ; https://hal.archives-ouvertes.fr/hal-03357789 ; Journal of Computer Assisted Learning, Wiley, 2021, 37 (5), pp.1324-1335. ⟨10.1111/jcal.12572⟩ (2021)
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| 2 |
ProVoc : An app to train vocabulary depth in order to foster children's reading comprehension
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In: ISSN: 0266-4909 ; EISSN: 1365-2729 ; Journal of Computer Assisted Learning ; https://hal.archives-ouvertes.fr/hal-03370021 ; Journal of Computer Assisted Learning, Wiley, 2021, 37 (5), pp.1324-1335. ⟨10.1111/jcal.12572⟩ (2021)
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Rhythm in the blood: The influence of rhythm skills on literacy development in third graders
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03117885 ; Journal of Experimental Child Psychology, Elsevier, 2020, 198, pp.104880. ⟨10.1016/j.jecp.2020.104880⟩ (2020)
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Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-02109341 ; Frontiers in Psychology, Frontiers, 2019, 10, pp.642. ⟨10.3389/fpsyg.2019.00642⟩ (2019)
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| 5 |
Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words
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| 6 |
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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The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence
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In: ISSN: 0891-4222 ; EISSN: 1873-3379 ; Research in Developmental Disabilities ; https://hal.archives-ouvertes.fr/hal-01950077 ; Research in Developmental Disabilities, Elsevier, 2016, 59, pp.318-327. ⟨10.1016/j.ridd.2016.09.009⟩ (2016)
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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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| 9 |
Computerized comprehension training for whom and under which conditions is it efficient?
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In: ISSN: 0266-4909 ; EISSN: 1365-2729 ; Journal of Computer Assisted Learning ; https://hal.archives-ouvertes.fr/hal-02076386 ; Journal of Computer Assisted Learning, Wiley, 2015, 31 (2), pp.162-175. ⟨10.1111/jcal.12087⟩ (2015)
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Abstract:
International audience ; The purpose of this study was to examine the differential impact of a computer‐based comprehension training programme according to second graders' comprehender profiles. These profiles differed in the children's abilities to process three types of textual information: literal information, text‐connecting inferences and gap‐filling inferences. The results showed that all the profiles improved significantly after the training on the question type that had caused them the greatest amount of difficulty on the pretest. In addition, factors that could a priori predict the effectiveness of the programme were investigated by comparing children who benefited from the instruction (responders) with those who did not benefit (nonresponders). Before instruction, these children differed in their lexical knowledge level and logical reasoning skills, but not in their memory or comprehension‐monitoring abilities. The results support the claim that children with comprehension difficulties form a heterogeneous group and emphasize the need to examine the differential impact of comprehension instruction according to the characteristics of poor comprehenders.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; comprehender profiles; comprehension; computer‐assisted instruction; inferences
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URL: https://hal.archives-ouvertes.fr/hal-02076386
https://doi.org/10.1111/jcal.12087
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| 11 |
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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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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