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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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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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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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Abstract:
International audience ; Purpose In this study, the authors queried whether French-speaking children with dyslexia were sensitive to consonant sonority and position within syllable boundaries to influence a phonological syllable-based segmentation in silent reading.Method Participants included 15 French-speaking children with dyslexia, compared with 30 chronological age–matched and reading level–matched controls. Children were tested with an audiovisual recognition task. A target pseudoword (TOLPUDE) was simultaneously presented visually and auditorily and then was compared with a printed test pseudoword that either was identical or differed after the coda deletion (TOPUDE) or the onset deletion (TOLUDE). The intervocalic consonant sequences had either a sonorant coda–sonorant onset (TOR.LADE), sonorant coda–obstruent onset (TOL.PUDE), obstruent coda–sonorant onset (DOT.LIRE), or obstruent coda–obstruent onset (BIC.TADE) sonority profile.Results All children processed identity better than they processed deletion, especially with the optimal sonorant coda–obstruent onset sonority profile. However, children preserved syllabification (coda deletion; TO.PUDE) rather than resyllabification (onset deletion; TO.LUDE) with intervocalic consonant sequence reductions, especially when sonorant codas were deleted but the optimal intersyllable contact was respected.Conclusions It was surprising to find that although children with dyslexia generally exhibit phonological and acoustic–phonetic impairments (voicing), they showed sensitivity to the optimal sonority profile and a preference for preserved syllabification. The authors proposed a sonority-modulated explanation to account for phonological syllable-based processing. Educational implications are discussed.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SCCO.PSYC]Cognitive science/Psychology; [SCCO]Cognitive science
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URL: https://hal.archives-ouvertes.fr/hal-03468411
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