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Direct linkRassel, Alicia; Facon, Bruno; Casalis, Séverine – Journal of Research in Reading, 2021
Background: In addition to phonological processing and vocabulary, morphological awareness has been clearly identified as contributing to learning to read. While the impact of socio-economic status (SES) has been identified for both phonological processing and vocabulary, less is known about the SES influence on morphological awareness and its…
Descriptors: Foreign Countries, Elementary School Students, Morphology (Languages), Socioeconomic Status
Ecalle, Jean; Magnan, Annie; Auphan, Pauline; Gomes, Christophe; Cros, Laurent; Suchaut, Bruno – European Journal of Psychology of Education, 2022
The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Intervention
Ecalle, Jean; Dujardin, Emilie; Gomes, Christophe; Cros, Laurent; Magnan, Annie – Reading & Writing Quarterly, 2021
Two large samples were assessed twice in Grade 1: the control group (Cont; N = 2302), which received no specific interventions, and the experimental group (Exp; N = 484), which received interventions associated with code-related skills (decoding and fluency). We estimated that a mean score of around 50 correctly read words per minute corresponded…
Descriptors: Decoding (Reading), Reading Comprehension, Reading Fluency, Correlation
