Effects of an early reading intervention based on grapho-syllabic decoding and fluency training in French elementary schools

Autor: C. Viriot-Goeldel, V. Leclercq, C. Gallet

Publikováno v: European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée
European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, Elsevier, 2020, 70 (1), pp.100471. ⟨10.1016/j.erap.2019.100471⟩

Introduction Studies conducted in recent decades have led to the development of instructional interventions to help prevent or eliminate a large proportion of reading difficulties. However, few experiments have been conducted in French schools. Objec

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1aaf89af8f267beb2411a035abb7884b
https://hal.archives-ouvertes.fr/hal-03517147

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.

How do teachers appropriate and implement a newly introduced reading and spelling instructional method? A qualitative investigation of barriers, levers, and recommendations.

Autor: Leclercq, Virginie, Bellocchi, Stéphanie, Blanc, Nathalie, Broc, Guillaume

Publikováno v: European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.); Sep2024, Vol. 39 Issue 3, p2325-2340, 16p

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.

The extraction of orthographic and phonological structure of printed words in adults with dyslexia.

Autor: Collette, Emilie¹ emilie.collette@uclouvain.be, Content, Alain², Schelstraete, Marie-Anne¹, Chetail, Fabienne²

Publikováno v: Dyslexia (10769242). Feb2022, Vol. 28 Issue 1, p4-19. 16p.