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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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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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Abstract:
International audience ; Background: The literature suggests that a complex relationship exists between the three main skills involved in reading comprehension (decoding, listening comprehension and vocabulary) and that this relationship depends on at least three other factors orthographic transparency, children's grade level and socioeconomic status (SES). This study investigated the relative contribution of the predictors of reading comprehension in a longitudinal design (from beginning to end of the first grade) in 394 French children from low SES families.Methodology/Principal findings: Reading comprehension was measured at the end of the first grade using two tasks one with short utterances and one with a medium length narrative text. Accuracy in listening comprehension and vocabulary, and fluency of decoding skills, were measured at the beginning and end of the first grade. Accuracy in decoding skills was measured only at the beginning. Regression analyses showed that listening comprehension and decoding skills (accuracy and fluency) always significantly predicted reading comprehension. The contribution of decoding was greater when reading comprehension was assessed via the task using short utterances. Between the two assessments, the contribution of vocabulary, and of decoding skills especially, increased, while that of listening comprehension remained unchanged.Conclusion/Significance: These results challenge the ‘simple view of reading’. They also have educational implications, since they show that it is possible to assess decoding and reading comprehension very early on in an orthography (i.e., French), which is less deep than the English one even in low SES children. These assessments, associated with those of listening comprehension and vocabulary, may allow early identification of children at risk for reading difficulty, and to set up early remedial training, which is the most effective, for them.
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Keyword:
[SCCO.PSYC]Cognitive science/Psychology; [SDV.NEU.SC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences; [SHS.EDU]Humanities and Social Sciences/Education; Children; French people; Language; Regression analysis; Schools; Semantics; Vocabulary; Word recognition
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URL: https://hal.archives-ouvertes.fr/hal-00906680/file/journal.pone.0078608.PDF
https://hal.archives-ouvertes.fr/hal-00906680
https://hal.archives-ouvertes.fr/hal-00906680/document
https://doi.org/10.1371/journal.pone.0078608
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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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EVALEC, Batterie informatisée d'évaluation diagnostique des troubles spécifiques d'apprentissage de la lecture.
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In: https://hal.inria.fr/inria-00545950 ; 2010 (2010)
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Reading in French-speaking adults with dyslexia.
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In: ISSN: 0736-9387 ; EISSN: 1934-7243 ; Annals of Dyslexia ; https://hal.archives-ouvertes.fr/hal-00733530 ; Annals of Dyslexia, Springer Verlag, 2010, 60 (2), pp.238-64. ⟨10.1007/s11881-010-0043-8⟩ (2010)
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Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-00733554 ; Reading and Writing, Springer Verlag, 2009, 22 (7), pp.811-842. ⟨10.1007/s11145-008-9117-y⟩ (2009)
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Reading acquisition and developmental dyslexia
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In: https://hal.archives-ouvertes.fr/hal-00737571 ; Psychology Press, pp.247, 2006, Essays in Developmental Psychology (2006)
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French normative data on reading and related skills: From 7 to 10 year-olds
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In: ISSN: 1162-9088 ; EISSN: 1878-3457 ; European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée ; https://hal.archives-ouvertes.fr/hal-00733575 ; European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, Elsevier, 2005, 55, pp.157-186 (2005)
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MANULEX: a grade-level lexical database from French elementary school readers.
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In: ISSN: 0743-3808 ; EISSN: 1532-5970 ; Behavior Research Methods Instruments and Computers ; https://hal.archives-ouvertes.fr/hal-00733549 ; Behavior Research Methods Instruments and Computers, Psychonomic Society, 2004, 36 (1), pp.156-66 (2004)
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The visuo-haptic and haptic exploration of letters increases the kindergarten-children's reading acquisition
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In: ISSN: 0885-2014 ; Cognitive Development ; https://hal.archives-ouvertes.fr/hal-00733557 ; Cognitive Development, Elsevier, 2004, 19, pp.433-449 (2004)
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Lecture et Dyslexie: Approches cognitives
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In: https://hal.archives-ouvertes.fr/hal-00733571 ; Dunod, pp.291, 2003 (2003)
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