The purpose of this study was to determine the natureand role of knowledge constructed by the chi... more The purpose of this study was to determine the natureand role of knowledge constructed by the child at thevery beginning of his or her contact with printedwords, i.e., during the logographic phase. The resultsof four experiments conducted with 5-year-oldsprovided no supporting evidence for global processingof words. They did suggest, however, that childrenrely on the letters in words, which act as wordidentifiers. A few letters appear to suffice,particularly if they are rare or in word-initialposition. Moreover, letter order is not processed bysome children. The results as a whole indicate thatthe letters in a word serve as its identifying visualproperties as long as, for the child, the solefunction of the written language is to encode meaning.This phase appears to be crucial in learning to read,since it supplies the precursors upon which lateracquisitions are based.
Two tasks of word identification were proposed to children in their last year of upper preschool ... more Two tasks of word identification were proposed to children in their last year of upper preschool classes. The results show that identification is not based on an holistic processing but on an analytic one: some letters are enough, especially the first ones. Moreover, their order does not matter. During this period where reading is visuo-semantic in nature, children process letters as words properties. This kind of processing provides them with an “epilinguistic” knowledge about visual properties of the words, which is one of those precursors of decoding acquisition. Cette étude, qui s’insère dans une recherche longitudinale en cours, a pour objectif de préciser la nature des indices prélevés par l’enfant lorsqu’il identifie les mots de manière logographique. Deux tâches de reconnaissance de mots écrits, pilotées par ordinateur, ont été proposées à des enfants de Grande Section de maternelle. Les résultats montrent que l’identification des mots repose sur un traitement analytique et non sur un traitement global. Quelques lettres suffisent à reconnaître un mot, surtout si ce sont celles situées au début. Par ailleurs l’ordre des lettres n’est pas traité. Pendant cette période où l’écrit a comme unique fonction celle de coder du. sens, le mot est, traité à partir de ses constituants graphiques, c’est-à-dire, des lettres qui le composent. Ce mode de traitement fournit à l’enfant une connaissance épi linguistique sur les propriétés visuelles des mots, connaissance qui constitue un des précurseurs de l’apprentissage du codage grapho-phonologique.
... iam±myriam, vale rie±tale rie, nicolas±kicolas, zorro±zorro). The children's atten... more ... iam±myriam, vale rie±tale rie, nicolas±kicolas, zorro±zorro). The children's attention was attracted to the ®rst letter, and they were told immediately whether their answer was correct or incorrect. No feedback was given during the actual test, however. ...
The purpose of this study was to determine the natureand role of knowledge constructed by the chi... more The purpose of this study was to determine the natureand role of knowledge constructed by the child at thevery beginning of his or her contact with printedwords, i.e., during the logographic phase. The resultsof four experiments conducted with 5-year-oldsprovided no supporting evidence for global processingof words. They did suggest, however, that childrenrely on the letters in words, which act as wordidentifiers. A few letters appear to suffice,particularly if they are rare or in word-initialposition. Moreover, letter order is not processed bysome children. The results as a whole indicate thatthe letters in a word serve as its identifying visualproperties as long as, for the child, the solefunction of the written language is to encode meaning.This phase appears to be crucial in learning to read,since it supplies the precursors upon which lateracquisitions are based.
Two tasks of word identification were proposed to children in their last year of upper preschool ... more Two tasks of word identification were proposed to children in their last year of upper preschool classes. The results show that identification is not based on an holistic processing but on an analytic one: some letters are enough, especially the first ones. Moreover, their order does not matter. During this period where reading is visuo-semantic in nature, children process letters as words properties. This kind of processing provides them with an “epilinguistic” knowledge about visual properties of the words, which is one of those precursors of decoding acquisition. Cette étude, qui s’insère dans une recherche longitudinale en cours, a pour objectif de préciser la nature des indices prélevés par l’enfant lorsqu’il identifie les mots de manière logographique. Deux tâches de reconnaissance de mots écrits, pilotées par ordinateur, ont été proposées à des enfants de Grande Section de maternelle. Les résultats montrent que l’identification des mots repose sur un traitement analytique et non sur un traitement global. Quelques lettres suffisent à reconnaître un mot, surtout si ce sont celles situées au début. Par ailleurs l’ordre des lettres n’est pas traité. Pendant cette période où l’écrit a comme unique fonction celle de coder du. sens, le mot est, traité à partir de ses constituants graphiques, c’est-à-dire, des lettres qui le composent. Ce mode de traitement fournit à l’enfant une connaissance épi linguistique sur les propriétés visuelles des mots, connaissance qui constitue un des précurseurs de l’apprentissage du codage grapho-phonologique.
... iam±myriam, vale rie±tale rie, nicolas±kicolas, zorro±zorro). The children's atten... more ... iam±myriam, vale rie±tale rie, nicolas±kicolas, zorro±zorro). The children's attention was attracted to the ®rst letter, and they were told immediately whether their answer was correct or incorrect. No feedback was given during the actual test, however. ...
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