Lucie Broc
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View article: The acquisition of personal pronouns’ comprehension and production in French-speaking children: Toward the ability to embody characters’ perspectives in various pictured speech interactions
The acquisition of personal pronouns’ comprehension and production in French-speaking children: Toward the ability to embody characters’ perspectives in various pictured speech interactions Open
Language acquisition involves the ability to switch perspectives according to the partners’ roles in the speech context. This ability, involving morphosyntactic and pragmatic aspects, is fundamental in the acquisition process of personal p…
View article: Comparing the effects of typing and handwriting on spelling performance in school
Comparing the effects of typing and handwriting on spelling performance in school Open
View article: Est-ce qu’écrire sur un clavier aide les élèves présentant un Trouble Spécifique d’Apprentissage du Langage Écrit à améliorer leur orthographe ?
Est-ce qu’écrire sur un clavier aide les élèves présentant un Trouble Spécifique d’Apprentissage du Langage Écrit à améliorer leur orthographe ? Open
Context: Specific Written Language Learning Disorder is characterised by difficulties in learning to read (dyslexia) and write (dysorthographia), which can have an impact on school performance. In this context, various pedagogical arrangem…
View article: Effects of Transcription Mode on Word-Level Features of Compositional Quality among French Immersion Elementary Students
Effects of Transcription Mode on Word-Level Features of Compositional Quality among French Immersion Elementary Students Open
Transcription is an important component of the writing process that affects the quality of children’s compositions. However, little is known about how transcription mode influences productivity or spelling accuracy, two word-level markers …
View article: Repenser les collectifs. Quand on se donne les moyens
Repenser les collectifs. Quand on se donne les moyens Open
International audience
View article: Est-ce que les enfants avec un Trouble développemental du langage oral scolarisés en milieu ordinaire choisissent d’écrire des mots fréquents et consistants pour éviter les fautes d’orthographe ?
Est-ce que les enfants avec un Trouble développemental du langage oral scolarisés en milieu ordinaire choisissent d’écrire des mots fréquents et consistants pour éviter les fautes d’orthographe ? Open
Cette étude porte sur la qualité – en termes de fréquence et de consistance orthographique – du vocabulaire utilisé par des enfants et adolescents présentant un Trouble développemental du langage oral (TDL-O) scolarisés en milieu ordinaire…
View article: Point-light display: a new tool to improve verb recovery in patients with aphasia? A pilot study
Point-light display: a new tool to improve verb recovery in patients with aphasia? A pilot study Open
View article: Tracking the spelling performance of disadvantaged primary- and middle-school students enrolled on an innovative cross-grade program: Variations according to the nature of spelling errors considered
Tracking the spelling performance of disadvantaged primary- and middle-school students enrolled on an innovative cross-grade program: Variations according to the nature of spelling errors considered Open
Data set about the number of spelling errors (phonological, orthographical and morphological) produced in both 2020-2021 and 2021-2020 by students who enrolled on an innovative cross-grade program in a disadvantaged neighborhood. The secon…
View article: Tracking the spelling performance of disadvantaged primary- and middle-school students enrolled on an innovative cross-grade program: Variations according to the nature of spelling errors considered
Tracking the spelling performance of disadvantaged primary- and middle-school students enrolled on an innovative cross-grade program: Variations according to the nature of spelling errors considered Open
Data set about the number of spelling errors (phonological, orthographical and morphological) produced in both 2020-2021 and 2021-2020 by students who enrolled on an innovative cross-grade program in a disadvantaged neighborhood. The secon…
View article: Spelling Errors in French Elementary School Students: A Linguistic Analysis
Spelling Errors in French Elementary School Students: A Linguistic Analysis Open
Purpose: This study offers the first description of misspellings across elementary school using the Phonological, Orthographic and Morphological Assessment of Spelling (POMAS), a linguistic framework based on Triple Word Form theory, adapt…
View article: Focus on the Narrative Skills of Teenagers With Developmental Language Disorder and High Functioning Autism
Focus on the Narrative Skills of Teenagers With Developmental Language Disorder and High Functioning Autism Open
Purpose: Narratives of personal experiences emerge early in language acquisition and are particularly commonly experienced in children’s daily lives. To produce these stories, children need to develop narrative, linguistic, and social-cogn…
View article: Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review
Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review Open
Purpose This scoping review aims to identify and analyze the nature of the spelling errors produced by children with developmental language disorder (DLD) across different orthographies. Building on a previous meta-analysis identifying the…
View article: Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders
Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders Open
Background and aims: Children with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown t…
View article: Ecrire des narrations permet aux élèves dysphasiques de mobiliser leurs connaissances syntaxiques
Ecrire des narrations permet aux élèves dysphasiques de mobiliser leurs connaissances syntaxiques Open
Les élèves dysphasiques présentent un trouble spécifique, sévère et durable du développement du langage oral dans lequel les capacités cognitives sont préservées. Cette étude vise à montrer que l’apprentissage explicite, long et formel de …
View article: Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders
Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders Open
Background and aims Children with developmental language disorder (DLD) often perform below their typically developing peers on verbal memory tasks. However, the picture is less clear on visual memory tasks. Research has generally shown th…
View article: Reduced deficits observed in children and adolescents with developmental language disorder using proper nonverbalizable span tasks
Reduced deficits observed in children and adolescents with developmental language disorder using proper nonverbalizable span tasks Open
View article: Working memory impairments extend to non-verbal domains in post-stroke aphasia.
Working memory impairments extend to non-verbal domains in post-stroke aphasia. Open
International audience
View article: Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages
Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages Open
International audience
View article: The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence
The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence Open
View article: Evaluer les compétences syntaxiques des enfants et des adolescents dysphasiques à l’oral : Quand et pourquoi utiliser la narration ?
Evaluer les compétences syntaxiques des enfants et des adolescents dysphasiques à l’oral : Quand et pourquoi utiliser la narration ? Open
\nLe but général de l’étude est de montrer que pour évaluer les compétences syntaxiques orales des enfants et des adolescents dysphasiques l’utilisation d’épreuves standardisées, telle la répétition d’énoncés, n’est peut-être pas la plus p…
View article: Le langage des enfants et des adolescents dysphasiques : ce que nous apprennent les situations de narrations
Le langage des enfants et des adolescents dysphasiques : ce que nous apprennent les situations de narrations Open
Les enfants et adolescents dysphasiques presentent un trouble specifique du langage qui se manifeste, en absence d'un deficit cognitif, sous la forme d'une perturbation profonde a l'oral et qui persiste au-dela de l'âge de 6 ans. Basee sur…
View article: Le langage oral et écrit des enfants et adolescents dysphasiques : Ce que nous apprennent les situations de narrations
Le langage oral et écrit des enfants et adolescents dysphasiques : Ce que nous apprennent les situations de narrations Open
Children and adolescents with a specific language impairment (SLI) present a language disorder that appears in the absence of a cognitive impairment and persists beyond the age of 6. Based on elements of developmental pragmatics (Grice coo…