Academic literature on the topic 'Grapho-phonemic'

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Journal articles on the topic "Grapho-phonemic"

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Robbins, Kelly P., John L. Hosp, Michelle K. Hosp, and Lindsay J. Flynn. "Assessing Specific Grapho-Phonemic Skills in Elementary Students." Assessment for Effective Intervention 36, no. 1 (2010): 21–34. http://dx.doi.org/10.1177/1534508410379845.

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Ecalle, Jean, Jean-Luc Vidalenc, Carine Ballet, and Annie Magnan. "From Fundamental Research to the Design of a Software Solution to Help Poor Readers." Journal of Educational Computing Research 58, no. 2 (2019): 297–318. http://dx.doi.org/10.1177/0735633119845447.

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Fundamental research has indicated that (a) difficulties in reading are linked to a deficit in phonemic awareness and word reading and (b) in French, decoding and word reading are based on the syllable as a functional unit. A software program involving two tasks, namely, phonemic discrimination and grapho-syllabic segmentation, was proposed to poor readers aged from 7 to 12 years in order to stimulate their reading skills. Two experiments were set up during which the children were trained for a total of 10 hours. In Experiment 1, conducted at home, we observed meaningful progress in phonemic awareness and decoding after training only in the poorest readers. In Experiment 2, which was conducted at school, we observed significant short- and medium-term effects on phonemic awareness, decoding, and word reading. These encouraging results support the use of evidence-based practices based on tools validated by means of experimental research in ecological situations.
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Ehri, Linnea C., Eric Satlow, and Irene Gaskins. "Grapho-Phonemic Enrichment Strengthens Keyword Analogy Instruction for Struggling Young Readers." Reading & Writing Quarterly 25, no. 2-3 (2009): 162–91. http://dx.doi.org/10.1080/10573560802683549.

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Cousin, Emilie, Marcela Perrone, and Monica Baciu. "Hemispheric specialization for language according to grapho-phonemic transformation and gender. A divided visual field experiment." Brain and Cognition 69, no. 3 (2009): 465–71. http://dx.doi.org/10.1016/j.bandc.2008.10.001.

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Ecalle, Jean, Jean-Luc Vidalenc, and Annie Magnan. "Computer-based Training Programs to Stimulate Learning to Read in French for Newcomer Migrant Children: A Pilot Study." Journal of Educational, Cultural and Psychological Studies (ECPS Journal), no. 22 (December 15, 2020). http://dx.doi.org/10.7358/ecps-2020-022-ecal.

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The integration of newcomer migrant children is a vital challenge for host countries. For such children, learning to read in a new language is a prerequisite for the acquisition of knowledge in all academic domains at school. To investigate this issue, two experiments were conducted: one with children who were just at the beginning of learning to read in French and another with children who could already read a few words in French. Two specific software programs were used for each group. Each group was exposed to the same experimental design, which included three assessment sessions, namely two before training to obtain a baseline of scores in different literacy skills and a third after training to examine the impact of 10 hours of training. In Experiment 1, the alphabetic code was stimulated: a significant effect on phonemic awareness was observed. In Experiment 2, the grapho-syllabic processing required to read words was stimulated: a significant effect on word reading was observed. Our initial results show that teachers can improve learning to read in ways tailored to the needs of newcomer migrant children.
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Dissertations / Theses on the topic "Grapho-phonemic"

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Goudet, Laura Renée Gabrielle. "Dialectologie grapho-phonématique de deux communautés virtuelles : pour une approche discursive des communaulectes." Thesis, Paris 13, 2014. http://www.theses.fr/2014PA131018/document.

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— Ce travail portera sur le cas de l’adaptation de deux sociolectes, l’anglais standard d’Écosse (« Standard Scottish English »), des dialectes écossais régionaux, ainsi que de l’anglais afro- américain sur l’Internet dans des communautés virtuelles. Ces parlers sont représentés sur ce média, dans des discussions asynchrones entre leurs locuteurs, ou sur des sites de découverte de ces sociolectes. On se demandera dans quelle mesure les locuteurs de ces variétés de l’anglais l’utilisent pour communiquer par écrit, ce qu’ils perçoivent de leur idiolecte, et comment ils adaptent un parler, pour lequel les connaissances sont souvent orales, en un moyen de communication écrit. En effet, il existe une différence entre l’écrit et l’oral, et la « conversion » du parler est un des sujets les plus importants: existe-t-il une règle phonographématique qui sous-tend les transformations, commune aux formes de l’anglais étudiées ? Est-ce que le discours ainsi produit est intelligible pour les locuteurs d’autres formes d’anglais ? Est-ce que l’âge et l’utilisation du dialecte à l’oral ont un rapport avec la propension à utiliser une forme dialectale de l’anglais sur Internet ? La phonologie de l’afro-américain et de l’anglais d’Écosse seront donc étudiées pour vérifier les hypothèses mises en jeu par ce travail : d’abord, le profil moyen des utilisateurs sera dégagé, et les productions écrites seront comparées avec leurs productions orales. Ensuite, les systèmes phonographématiques et grammaticaux de ces formes de l’anglais, telles qu’elles sont décrites dans des ouvrages de référence, seront mis en parallèle avec les exemples du corpus afin de voir si les dialectes ont évolué grâce à l’oral, ou grâce à l’utilisation du média internet. Enfin, des extraits des corpus seront présentés à des locuteurs d’anglais tandard, pour estimer le degré d’opacité de ces dialectes pour les non-locuteurs et déterminer si la forme écrite est plus intelligible forme orale<br>This dissertation deals with two minority languages spoken in English-speaking countries, Scots and African American vernacular, used on two niche forums whose population is interested in Scottish culture for the former, Scotster, or mainly African American for the latter, Black Planet. The two linguistic domains which will be summoned are phonology dealing with minority languages and English, because both are discernible within alternative spellings ; as well as discourse analysis, because these asynchronous discourses allow unique data mining and insights into the creation of new lexical or graphic forms, which are more common on online communities they appear on. Thanks to a contrastive corpus made of works of fiction produced by native speakers, the grapho-phonemic traits of the two minority languages can be predicted on internet forums. The use of billboards also allows to study discursive phenomena which are specific to their ecology.The two languages practiced there are not used the same way : the users of Scots tend to teach it to others, while speakers of African American use it as a socio-cultural marker. This dissertation’s intent is to show that discourse practices on a forum create a platform-specific lect, called a communaulect. It is partly noticeable through alternative spellings. These are harbored by a will to lessen the difference between spelling and sound, and are even more detectable because members of BP and SC use a minority language they are mostly exposed to orally, hence twisting words more dramatically
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Boisson, Arthur. "Motricité et intégration multi-sensorielle : apprentissage des représentations grapho-phonémiques." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2126/document.

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Nous sommes, dans notre vie quotidienne entourés d'associations audio-visuelles : nous les percevons et les mémorisons tout au long de notre vie. Pourtant, les mécanismes impliqués dans leur apprentissage restent abscons. En particulier, les facteurs comme la motricité permettant de favoriser de tels apprentissages, sont rarement étudiés d'un point de vue mnésique.Ainsi, les objectifs généraux de cette thèse visent à : i) étudier les mécanismes cognitifs à la base de l'apprentissage d'associations audio-visuelles, ii) mieux comprendre l'impact de la motricité dans l'efficacité de ses mécanismes, et iii) proposer des méthodologies originales susceptibles d'augmenter l'efficacité de ces mécanismes et/ou de compenser d'éventuels déficits.Plus précisément, ce travail de thèse s'intéresse au bénéfice de la motricité dans l'apprentissage des correspondances grapho-phonémiques (CGP). En plus de l'intérêt purement théorique que suscite l'étude de cet apprentissage, l'importance de cette acquisition chez les jeunes enfants pré-lecteurs ajoute une portée pratique et pédagogique à ce travail. L’originalité de ce travail de thèse est de vouloir rapprocher deux grands domaines d'études, celui de l’apprentissage de la lecture/écriture et celui de la mémoire. Bien que les deux domaines traitent d'apprentissage et donc de mémoire, il n'y a jamais eu de véritable tentative d'application des modèles de la mémoire pour aider à la compréhension des mécanismes d'apprentissage de la lecture-écriture de mots, et inversement, les travaux sur la mémoire ont rarement regardé du côté des recherches sur l'apprentissage de la lecture-écriture pour valider leurs hypothèses. Or, l’un des intérêts du modèle Act-In servant de support à cette thèse est justement de proposer une approche intégrée du fonctionnement cognitif et pas seulement de la mémoire<br>In our daily lives, we are surrounded by audiovisual associations: we perceive and memorize them throughout our lives. However, the mechanisms involved in their learning are not fully understood. In particular, factors such as motor skills that promote such learning are rarely studied from a memory point of view.Thus, the general objectives of this thesis are to: i) study the cognitive mechanisms underlying the learning of audio-visual associations, ii) better understand the impact of motor skills on the effectiveness of its mechanisms, and iii) propose original methodologies likely to increase the effectiveness of these mechanisms and/or compensate for possible deficits.More precisely, this thesis work focuses on the benefit of motor exploration in learning grapho-phonemic correspondences (GPC). In addition to the purely theoretical interest in studying this learning, the importance of this acquisition for young pre-readers adds a practical and pedagogical dimension to this work. What stands out from this thesis is that two areas of study, the one of learning to read and the one of memory are combined. Though both of them deal with learning hence memory, there has never been a real attempt to apply memory models to help understand the mechanisms of learning word reading and writing, and conversely, memory research has rarely looked to research on learning to read and write to validate their assumptions. However, one of the interests of the Act-In model used to support this thesis is precisely to propose an integrated approach to cognitive functioning and not only to memory
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Book chapters on the topic "Grapho-phonemic"

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Russak, Susie, and Alon Fragman. "The Development of Grapho-Phonemic Representations among Native Hebrew Speakers Learning Arabic as a Foreign Language." In Literacy Studies. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8545-7_17.

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