Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)

Guo, Teng; Vazeux, Maria; Doignon‐Camus, Nadège; Bosse, Marie‐Line; Mahe, Gwendoline; Zagar, Daniel

Type de document :

Article dans une revue scientifique

DOI :

10.1002/rrq.487

URL permanente :

http://hdl.handle.net/20.500.12210/93519

Titre :

Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)

Auteur(s) :

Guo, Teng [Auteur]
Analyse et Traitement Informatique de la Langue Française [ATILF]
Vazeux, Maria [Auteur]
Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication [LISEC]
Savoirs, Textes, Langage (STL) - UMR 8163
Doignon‐Camus, Nadège [Auteur]
Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication [LISEC]
Bosse, Marie‐Line [Auteur]
Laboratoire de Psychologie et NeuroCognition [LPNC ]
Mahe, Gwendoline [Auteur]

Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Zagar, Daniel [Auteur]
Analyse et Traitement Informatique de la Langue Française [ATILF]

Titre de la revue :

Reading Research Quarterly

Nom court de la revue :

Reading Research Quarterly

Numéro :

Pagination :

p. 103-112

Éditeur :

Wiley

Date de publication :

2022-11-23

Discipline(s) HAL :

Sciences cognitives

Résumé en anglais : [en]

In this commentary, we argue the importance of the period before learning the alphabetic code and develop a new theoretical framework for the cognitive processes involved at the very beginning of learning to read. According ...
Lire la suite >In this commentary, we argue the importance of the period before learning the alphabetic code and develop a new theoretical framework for the cognitive processes involved at the very beginning of learning to read. According to our theory, prereaders begin to learn to read by associating letter clusters with concrete phonological units such as syllables, a process we refer to as “building the syllabic bridge” (Doignon‐Camus & Zagar, 2014). This procedure may trigger statistical learning to extract regularities of grapheme–phoneme correspondences. We assume that statistical learning facilitates access to phonemic awareness and then the acquisition of the alphabetic code. Our arguments are partly based on the comparison between the studies conducted by Vazeux et al. (2020) and Sargiani et al. (2022), whose results might have seemed contradictory at first sight. Finally, we suggest pedagogical implications and some perspectives for future research.Lire moins >

Langue :

Anglais

Comité de lecture :

Oui

Audience :

Internationale

Vulgarisation :

Non

Établissement(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Équipe(s) de recherche :

Équipe Langage

Date de dépôt :

2023-12-18T15:30:24Z
2023-12-19T14:21:13Z

Fichiers

Guo et al.,2022_accepted_version.pdf
Version finale acceptée pour publication (postprint)
Accès libre
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Numéro de version	Lien	Date de modification
2	20.500.12210/93519*	2023-12-19T14:16:13Z
1	20.500.12210/93519.1	2023-12-18T15:30:24Z

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