Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Anne-Françoise de Chambrier"'
Autor:
Anne-Laure Linder, Megan Geyer, Myrto Atzemian, Natalina Meuli, Catherine Martinet, Anne-Françoise de Chambrier, Rachel Sermier Dessemontet
Publikováno v:
Frontiers in Education, Vol 8 (2023)
IntroductionThis study is an examination of the effects of a series of adaptations made to a phonics-based reading intervention program for students with an intellectual disability (ID). The adaptations were designed to make the program more accessib
Externí odkaz:
https://doaj.org/article/0eaaa23471474bee9955cf06922f0e75
Autor:
Marco Pedrotti, Anne-Françoise de Chambrier, Paolo Ruggeri, Jasinta Dewi, Myrto Atzemian, Catherine Thevenot, Catherine Martinet, Philippe Terrier
Publikováno v:
Data in Brief, Vol 49, Iss , Pp 109360- (2023)
This paper describes data from de Chambrier et al. (2023). The dataset [2] contains raw eye tracking data of 36 healthy adults, collected using an EyeLink 1000 (SR Research Ltd., ON, Canada) during an on-screen reading task. Participants read 96 item
Externí odkaz:
https://doaj.org/article/9b643a6373e448c7a6166314cc32bb1b
Autor:
Anne-Françoise de Chambrier, Marco Pedrotti, Paolo Ruggeri, Jasinta Dewi, Myrto Atzemian, Catherine Thevenot, Catherine Martinet, Philippe Terrier
Publikováno v:
Acta Psychologica, Vol 237, Iss , Pp 103942- (2023)
We recorded the eye movements of adults reading aloud short (four digit) and long (eight to 11 digit) Arabic numerals compared to matched-in-length words and pseudowords. We presented each item in isolation, at the center of the screen. Participants
Externí odkaz:
https://doaj.org/article/3316ebab20f747c98a57214db857dbc0
Autor:
Christophe Dierendonck, Anne-Françoise de Chambrier, Annick Fagnant, Christophe Luxembourger, Mélanie Tinnes-Vigne, Débora Poncelet
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
The few studies that have analyzed the factorial structure of early number skills have mainly used confirmatory factor analysis (CFA) and have yielded inconsistent results, since early numeracy is considered to be unidimensional, multidimensional or
Externí odkaz:
https://doaj.org/article/81d7b755b5754e398c946b93b624be3c
Publikováno v:
Heliyon, Vol 7, Iss 5, Pp e06944- (2021)
Background: A deficit in Rapid Automatized Naming (RAN), acknowledged to be linked to dyslexia, has rarely been investigated as a potential explanation of the reading difficulties that children with intellectual disability (ID) often face. The existi
Externí odkaz:
https://doaj.org/article/5856491bafd64069a5af7e489e2ebf46
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 39, Iss 2 (2017)
Le décrochage scolaire, phénomène complexe et processuel, est le résultat de facteurs tant internes qu’externes au système scolaire. La présente étude vise à analyser la conscience qu’ont les enseignant-es de l’importance des variables
Externí odkaz:
https://doaj.org/article/984cc99aa67a4ba59c5708d8aff03d59
Autor:
Joëlle Vlassis, Ariane Baye, Amélie Auquière, Anne-Françoise de Chambrier, Christophe Dierendonck, Nadine Giauque, Sylvie Kerger, Christophe Luxembourger, Débora Poncelet, Mélanie Tinnes-Vigne, Youssef Tazouti, Annick Fagnant
Publikováno v:
International Journal of Early Years Education. 31:419-434
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::382d1823a766b7f3f562b87ed0a4dc70
https://doi.org/10.1080/09669760.2022.2138740
https://doi.org/10.1080/09669760.2022.2138740
Publikováno v:
L’Année psychologique. 122:301-337
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aeffb6e34effedc4b8bf1318cf964a75
https://doi.org/10.3917/anpsy1.222.0301
https://doi.org/10.3917/anpsy1.222.0301
Publikováno v:
Revue de Mathématiques pour l’école. 236:13-26
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f779879e68c70a00632b5a70286046d2
https://doi.org/10.26034/vd.rm.2021.1441
https://doi.org/10.26034/vd.rm.2021.1441
Publikováno v:
Raisons éducatives. :215-233
De nombreux·euses chercheur·euse·s concoivent des outils pedagogiques pour les enseignant·e·s. Si les chercheur·euse·s en sciences de l’education se doivent de developper des outils integrant les recommandations issues de la recherche, il·e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::920bc6ca369467abfd521f6838e691d7
https://doi.org/10.3917/raised.025.0215
https://doi.org/10.3917/raised.025.0215