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Monnery Sandrine Seigneuric Alix Zagar Daniel Robichon Fabrice 《Reading and writing》2002,15(5-6):589-612
Williams syndrome (WS) is a rareneuro-developmental disorder characterised byspared language in the face of serious deficitsin nonlinguistic cognitive abilities. Weconducted a study on ten WS individuals inwhich gender agreement and gender assignmentwere assessed by means of two tasks: gendercategorisation and gender concord. Subjectsperformed gender categorisation to real nounswhose gender was regular or exceptional giventheir ending, and to invented nouns which werecomposed of nonword or word stems and realword-endings. The same material was used in thegender concord task in which subjects had tomatch the items with the appropriate form ofthe article and the adjective carrying genderagreement. In the gender categorisation of realwords, WS were lower than controls but bothgroups demonstrated a similar sensitivity togender-ending regularities. In the gendercategorisation of nonwords, the results showeda clear dissociation. The WS subjects producedmore ending-consistent responses than thecontrols. Contrary to the controls, WS reliedheavily on the gender clue provided by theending even when the gender of the word evokedby the stem of the invented word was opposed tothat evoked by the ending. Participants with WSwere not influenced by the specific word evokedby the stem of the invented word. In the secondtask (concord task), the WS subjects performed well although lower than thecontrols. We concluded that the WS people werenot impaired in gender agreement which relieson syntactic rules and/or on the extraction ofregularities but experienced difficulties inretrieving lexical instances. 相似文献
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We examined the contribution of working memory capacity to the development of children’s reading comprehension. We present
data from three waves of a longitudinal study when the children were 7 years (Grade 1), 8 years (Grade 2) and 9 years (Grade
3). Two questions were raised: The first question concerned the developmental changes of the relative contribution of working
memory in predicting reading comprehension compared to vocabulary and decoding skills. The second question explored to what
extent reading comprehension could be predicted by working memory capacity measured at a prior time. At the end of each grade,
reading comprehension, nonword reading, vocabulary knowledge and working memory capacity were assessed. To test the first
question, the predictive power of working memory capacity was compared to vocabulary and decoding skills by performing concurrent
multiple-regression analyses in each grade. The results showed that working memory capacity emerged as a direct predictor
of reading comprehension in Grade 3. To address the second question, we performed multiple-regression analyses predicting
reading comprehension from working memory, nonword reading, and vocabulary measured at a prior time. In these analyses, the
autoregressive effect was taken into account to separately assess the unique contribution of each predictor to the development
of later reading comprehension. The results showed that Grade 1 vocabulary and Grade 2 working memory had additional effects
on Grade 3 reading comprehension after the autoregressive effect of reading comprehension had been accounted for. These findings
support the idea that, as word recognition becomes automated throughout the early grade levels, working memory becomes an
important determinant of reading comprehension. There is also evidence that working memory capacity directly influences the
development of reading comprehension skills. The direction of the causal flow is discussed. 相似文献
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Nadège Doignon-Camus Alix Seigneuric Emeline Perrier Aurélie Sisti Daniel Zagar 《Annals of dyslexia》2013,63(2):117-132
To evaluate the orthographic and phonological processing skills of developmental dyslexics, we (a) examined their abilities to exploit properties of orthographic redundancy and (b) tested whether their phonological deficit extends to spelling-to-sound connections for large-grain size units such as syllables. To assess the processing skills in dyslexics, we utilized the illusory conjunction paradigm to investigate the nature of reading units in French dyslexic and control children matched in reading age. In control children, reading units were defined by both orthographic redundancy and phonological syllable information. In dyslexics, however, reading units were defined only by orthographic redundancy. Therefore, despite their impairment in reading acquisition, developmental dyslexics have the ability to encode and exploit letter frequency co-occurrences. In contrast, their access to phonological syllables from letters was impaired, suggesting that their phonological deficit extends to large grain-size phonological units. 相似文献
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Working memory resources and children's reading comprehension 总被引：1，自引：0，他引：1
Seigneuric Alix Ehrlich Marie-France Oakhill Jane V. Yuill Nicola M. 《Reading and writing》2000,13(1-2):81-103
Reading and Writing - Working memory capacity is described as a pool of limited resources that carry out processing and storage functions. Its role has been emphasised in adults' reading... 相似文献
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This study explored pronominal resolution as a measure of reading comprehension beyond single sentences. Specifically, it was hypothesized that the ability to specify the referents of pronouns like this and these that have variable antecedents would be a good probe of the quality of the reader’s mental model. This idea was tested in a study of 123 French eight-year-olds. After controlling for word decoding, vocabulary and syntactic knowledge, various aspects of pronominal comprehension were found to contribute independent variance to reading comprehension: (1) pronominal knowledge as measured in a pronoun selection task, (2) referent specification of pronouns that refer to protagonists. In addition, (3) referent specification of pronouns (French y and en) with variable antecedents added further independent variance. The results support the idea that the ability to specify referents accounts for unique variance in reading comprehension and may tap the quality of the reader’s mental model of preceding text. 相似文献
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Hakima?MegherbiEmail author Alix?Seigneuric Marie-France?Ehrlich 《European Journal of Psychology of Education - EJPE》2006,21(2):135-147
This paper reports a study conducted with French first-grade and second-grade children (mean age: 6;8 and 7;8 respectively).
The first aim was to re-examine the Gough and Tunmer’s (1986) Simple View in assessing the specific contribution of decoding
ability and language comprehension to reading comprehension. The second one was to analyse the difficulties of children in
reading comprehension. Reading and listening comprehension were assessed using both visual and auditory version of the same
test. Decoding ability was assessed by means of a nonword reading test. On the basis of reading comprehension scores, skilled
and less skilled comprehenders were contrasted, and then two groups of less skilled comprehenders were differentiated on the
basis of the decoding scores.
Hierarchical regression analyses computed on the whole sample showed that listening comprehension was a more powerful predictor
than decoding ability in first- and second-grade children. In both grades, the pattern of performance in less skilled comprehenders
showed a relative independence between decoding and reading comprehension. The good decoders’ group and the poor decoders’
group showed similar poor performance in reading comprehension and poor performance in listening comprehension. However, their
difficulties could stem from different sources. Some instructional recommendations were formulated taking into account individual
differences in decoding and spoken language abilities, as soon as the first months of formal reading acquisition. 相似文献
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