1 |
Spelling patterns of plural marking and learning trajectories in French taught as a foreign language
|
|
|
|
In: ISSN: 1387-6732 ; Written Language and Literacy ; https://hal.archives-ouvertes.fr/hal-03400934 ; Written Language and Literacy, John Benjamins Publishing, 2021, 24 (1), pp.81-109 (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Rapid automatized naming skills of children with intellectual disability
|
|
|
|
In: ISSN: 2405-8440 ; Heliyon ; https://hal.archives-ouvertes.fr/hal-03395923 ; Heliyon, Elsevier 2021, 7 (5), pp.e06944. ⟨10.1016/j.heliyon.2021.e06944⟩ (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Rapid automatized naming skills of children with intellectual disability
|
|
|
|
In: Heliyon (2021)
|
|
BASE
|
|
Show details
|
|
4 |
When one-two-three beats two-one-three: Tracking the acquisition of the verbal number sequence
|
|
|
|
In: ISSN: 1069-9384 ; Psychonomic Bulletin and Review ; https://hal.archives-ouvertes.fr/hal-02978629 ; Psychonomic Bulletin and Review, Psychonomic Society, 2020, 27 (1), pp.122-129. ⟨10.3758/s13423-019-01704-8⟩ (2020)
|
|
BASE
|
|
Show details
|
|
5 |
Implicit Statistical Learning of Graphotactic Knowledge and Lexical Orthographic Acquisition
|
|
|
|
In: Spelling and Writing Words ; https://hal.archives-ouvertes.fr/hal-02974881 ; Cyril Perret; Thierry Olive. Spelling and Writing Words, 39, BRILL, pp.41-66, 2019, ⟨10.1163/9789004394988_004⟩ (2019)
|
|
BASE
|
|
Show details
|
|
6 |
The effect of morphosyntactic training on multilingual fifth graders’ spelling in French
|
|
|
|
In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-03162256 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2018, 39 (6), pp.1319-1343. ⟨10.1017/S0142716418000346⟩ (2018)
|
|
BASE
|
|
Show details
|
|
7 |
L’orthographe et ses difficultés
|
|
|
|
In: 11e Colloque international RIPSYDEVE ; https://hal.archives-ouvertes.fr/hal-03168083 ; 11e Colloque international RIPSYDEVE, May 2018, Lille, France (2018)
|
|
BASE
|
|
Show details
|
|
8 |
Individual differences in lexical and grammar spelling across primary school
|
|
|
|
BASE
|
|
Show details
|
|
9 |
The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development
|
|
|
|
In: ISSN: 1041-6080 ; Learning and Individual Differences ; https://hal.archives-ouvertes.fr/hal-03161902 ; Learning and Individual Differences, Elsevier, 2017, 57, pp.85-102. ⟨10.1016/j.lindif.2017.06.006⟩ (2017)
|
|
BASE
|
|
Show details
|
|
10 |
From language to text: The development and learning of translation
|
|
|
|
In: Handbook of Writing Research, Second Edition ; https://hal.archives-ouvertes.fr/hal-03166544 ; Charles A. MacArthur; Steve Graham; Jill Fitzgerald. Handbook of Writing Research, Second Edition, Guilford Press, pp.130-143, 2016, 9781462529315 (2016)
|
|
BASE
|
|
Show details
|
|
11 |
Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
|
|
|
|
In: ISSN: 0829-5735 ; Canadian Journal of School Psychology ; https://hal.archives-ouvertes.fr/hal-03160752 ; Canadian Journal of School Psychology, SAGE Publications, 2016, 31 (4), pp.305-321. ⟨10.1177/0829573516640336⟩ (2016)
|
|
BASE
|
|
Show details
|
|
12 |
Producing written noun phrases in French
|
|
|
|
In: ISSN: 1387-6732 ; Written Language and Literacy ; https://hal.archives-ouvertes.fr/hal-03160614 ; Written Language and Literacy, John Benjamins Publishing, 2015, 18 (1), pp.1-24. ⟨10.1075/wll.18.1.01mag⟩ (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Producing written noun phrases in French
|
|
|
|
In: ISSN: 1387-6732 ; Written Language and Literacy ; https://halshs.archives-ouvertes.fr/halshs-01178747 ; Written Language and Literacy, John Benjamins Publishing, 2015, 18 (1), pp.1-24 (2015)
|
|
BASE
|
|
Show details
|
|
14 |
Phonological similarity can also impair transcoding
|
|
|
|
In: Neuropsycholinguistic Perspectives on Language Cognition: Essays in honour of Jean-Luc Nespoulous (1st ed.) ; https://hal.archives-ouvertes.fr/hal-03166533 ; Corine Astésano; Mélanie Jucla. Neuropsycholinguistic Perspectives on Language Cognition: Essays in honour of Jean-Luc Nespoulous (1st ed.), Psychology Press, pp.77-87, 2015, 9780203797365 (2015)
|
|
BASE
|
|
Show details
|
|
15 |
Words: Learning to read, spell, and to produce texts
|
|
|
|
In: 2e édition du Symposium International sur la Littératie à l’École (SILE 2015) ; https://hal.archives-ouvertes.fr/hal-03177269 ; 2e édition du Symposium International sur la Littératie à l’École (SILE 2015), Aug 2015, Orford, Canada (2015)
|
|
BASE
|
|
Show details
|
|
16 |
Optimizing learning. From lab to real life
|
|
|
|
In: European Association for Practitioner Research on Improving Learning Conference 2015 (EAPRIL) ; https://hal.archives-ouvertes.fr/hal-03177326 ; European Association for Practitioner Research on Improving Learning Conference 2015 (EAPRIL), Jul 2015, Belval, Luxembourg (2015)
|
|
BASE
|
|
Show details
|
|
17 |
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
|
|
|
|
In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
|
|
BASE
|
|
Show details
|
|
18 |
Interword and intraword pause threshold in writing
|
|
|
|
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-03157962 ; Frontiers in Psychology, Frontiers, 2014, 5, pp.182. ⟨10.3389/fpsyg.2014.00182⟩ (2014)
|
|
BASE
|
|
Show details
|
|
19 |
Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
|
|
|
|
In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
|
|
Abstract:
International audience ; Adults often learn to spell words during the course of reading for meaning, without intending to do so. We used an incidental learning task in order to study this process. Spellings that contained double n, r and t which are common doublets in French, were learned more readily by French university students than spellings that contained less common but still legal doublets. When recalling or recognizing the latter, the students sometimes made transposition errors, doubling a consonant that often doubles in French rather than the consonant that was originally doubled (e.g., tiddunar recalled as tidunnar). The results, found in three experiments using different nonwords and different types of instructions, show that people use general knowledge about the graphotactic patterns of their writing system together with word-specific knowledge to reconstruct spellings that they learn from reading. These processes contribute to failures and successes in memory for spellings, as in other domains.
|
|
Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SCCO]Cognitive science; Double letters; Graphotactic regularities; Implicit learning; Spelling
|
|
URL: https://hal.archives-ouvertes.fr/hal-03158128 https://doi.org/10.1080/17470218.2013.846392
|
|
BASE
|
|
Hide details
|
|
20 |
Les difficultés de la production écrite
|
|
|
|
In: Symposium sur la littératie post-secondaire ; https://hal.archives-ouvertes.fr/hal-03182545 ; Symposium sur la littératie post-secondaire, May 2014, Ottawa, Canada (2014)
|
|
BASE
|
|
Show details
|
|
|
|