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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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Apprendre à lire-écrire en français
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In: Langue française, N 199, 3, 2018-08-29, pp.51-67 (2018)
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Abstract:
Cet article répond à quatre questions à propos des débuts de l’apprentissage de la lecture en français. Les deux premières concernent les capacités spécifiques à la lecture (le décodage des mots écrits par une procédure phonologique et leur identification par une procédure lexicale) : comment ces capacités se mettent-elles en place et quels en sont les prédicteurs ? Les deux autres sont centrées, d’une part, sur les relations entre compréhension écrite, décodage et compréhension orale et, d’autre part, sur l’influence du milieu social sur ces différentes capacités. ; Four issues are addressed in this paper, which is concerned with the early stages of learning to read in French. The first two relate to the abilities that are specific to reading (written word decoding with a phonological procedure and written word identification with a lexical procedure): how are these procedures set and what are the variables that predict their development? The next two issues focus on the interrelations between reading comprehension, phonological decoding and oral comprehension, and the impact of socio-environmental variables on the development of these abilities.
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Keyword:
compréhension de l’écrit; décodage; decoding skills; discrimination phonémique; milieu socio-économique; phonemic discrimination; phonemic segmentation; reading comprehension; segmentation phonémique; socio-economic background
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URL: https://www.cairn.info/article.php?ID_ARTICLE=LF_199_0051
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Differences in the Predictors of Reading Comprehension in First Graders from Low Socio-Economic Status Families with Either Good or Poor Decoding Skills
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In: ISSN: 1932-6203 ; EISSN: 1932-6203 ; PLoS ONE ; https://hal-amu.archives-ouvertes.fr/hal-01217794 ; PLoS ONE, Public Library of Science, 2015, 10 (e0119581), ⟨10.1371/journal.pone.0119581⟩ (2015)
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| 4 |
Differences in the Predictors of Reading Comprehension in First Graders from Low Socio-Economic Status Families with Either Good or Poor Decoding Skills
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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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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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