Before Learning the Code: A Commentary on ...
Type de document :
Article dans une revue scientifique
DOI :
URL permanente :
Titre :
Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)
Auteur(s) :
Guo, Teng [Auteur]
Vazeux, Maria [Auteur]
Doignon‐Camus, Nadège [Auteur]
Bosse, Marie‐Line [Auteur]
Mahé, Gwendoline [Auteur]
Zagar, Daniel [Auteur]
Vazeux, Maria [Auteur]
Doignon‐Camus, Nadège [Auteur]
Bosse, Marie‐Line [Auteur]
Mahé, Gwendoline [Auteur]
Zagar, Daniel [Auteur]
Titre de la revue :
Reading Research Quarterly
Nom court de la revue :
Reading Research Quarterly
Numéro :
58
Pagination :
103-112
Éditeur :
Wiley
Date de publication :
2022-11-23
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 >
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
CNRS
CHU Lille
Équipe(s) de recherche :
Équipe Langage
Date de dépôt :
2023-12-18T15:30:24Z
Fichiers
- Guo et al.,2022_accepted_version.pdf
- Version finale acceptée pour publication (postprint)
- Accès restreint 2024-12-31
- Accéder au document