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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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Abstract:
In a large-scale study conducted in 4- to 5-year-old French-speaking preschoolers ( N = 12,162), early literacy skills were assessed with four short tasks designed to investigate three domains related to learning to read: letter knowledge, phonological skills, and vocabulary. This tool was developed in response to the lack of available literacy screening tools for this population. Item response theory (IRT) analyses were used to examine the discrimination and difficulty parameters of each item. Then, a structural model confirmed that all the scores contributed to a latent ability, namely, early literacy. Three variables, namely, sociodemographic zone, age, and gender, are related to performance on literacy skills. Finally, an IRT with these variables as covariates confirms that all of them explained the difference in the scores in each domain except for zone in the case of letter-name knowledge (without significant link). This initial tool for French-speaking preschoolers could be used to identify children ...
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Keyword:
170199 Psychology not elsewhere classified; Education; FOS Psychology
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URL: https://sage.figshare.com/collections/A_Brief_Screening_Tool_for_Literacy_Skills_in_Preschool_Children_An_Item_Response_Theory_Analysis/4998377/1 https://dx.doi.org/10.25384/sage.c.4998377.v1
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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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