Search results for author:"Jean Ecalle"
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Computers & Education Vol. 46, No. 4 (May 2006) pp. 407–425
This study tested the effectiveness of audio-visual training in the discrimination of the phonetic feature of voicing on the recognition of written words by young children deemed to at risk of dyslexia (experiment 1) as well as on dyslexic children...
Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers
Computers & Education Vol. 52, No. 3 (April 2009) pp. 554–561
This study examines the effects of a computer-assisted learning (CAL) program in which syllabic units were highlighted inside words in comparison with a CAL program in which the words were not segmented, i.e. one requiring whole word recognition. In ...
Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study
Computers & Education Vol. 63, No. 1 (April 2013) pp. 131–140
This study examines the effects of a new CAI program designed to remediate text comprehension difficulties in less skilled comprehenders at the beginning of learning to read. In a randomized control trial design, two groups of second grade children...
Topics: Elementary Education
Dyslexia Vol. 15, No. 3 (August 2009) pp. 218–238
This study aims to show that training using a computer game incorporating an audio-visual phoneme discrimination task with phonological units, presented simultaneously with orthographic units, might improve literacy skills. Two experiments were...
Dyslexia Vol. 10, No. 2 (May 2004) pp. 131–140
A research project was conducted in order to investigate the usefulness of intensive audio-visual training administered to children with dyslexia involving daily voicing exercises. In this study, the children received such voicing training ...
Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 50, No. 1 (August 2015) pp. 102–113
In a randomized controlled trial with 3569 kindergarten children, evidence-based literacy practices (EBLP) were proposed by teachers to an experimental group (EG). A control group did not receive any specific interventions during the same period....