The Emergence of Narrative Discourse in Two Young Deaf Children Astrid Vercaingne-Menard, Lucie G... more The Emergence of Narrative Discourse in Two Young Deaf Children Astrid Vercaingne-Menard, Lucie Godard, and Marie Labelle Children go from making ... In a longitudinal study, Peterson (1990) looked at the storytelling capa-bilities of young children as they pertained to the ...
We study the ability of children to provide an appropriate continuation for a stimulus sentence, ... more We study the ability of children to provide an appropriate continuation for a stimulus sentence, taking into account the joint demands of situational aspect and grammatical aspect. We hypothesize that the aspectual transitions required by some aspectual combinations play a role in the difficulty of providing an approrpriate continuation for them. We tested 130 French-speaking children of 5;06 to 9;0. In general, the data are consistent with the idea that the ability of children to construe an appropriate continuation for a stimulus clause is a function of both the situational aspect of the clause and the grammatical aspect provided by the verbal morpheme. There is a significant tense x situational aspect interaction in the number of continuations that children are able to provide in answer to the stimuli. Contrary to our expectations, there is no significant tense x situational aspect in the number of appropriate continuations, this being perhaps due to the small number of continuat...
We study the ability of children to provide an appropriate continuation for a stimulus sentence, ... more We study the ability of children to provide an appropriate continuation for a stimulus sentence, taking into account the joint demands of situational aspect and grammatical aspect. We hypothesize that the aspectual transitions required by some aspectual combinations play a role in the difficulty of providing an appropriate continuation for them. We tested 130 French-speaking children of 5;06 to 9;0. In general, the data are consistent with the idea that the ability of children to construe an appropriate continuation for a stimulus clause is a function of both the situational aspect of the clause and the grammatical aspect provided by the verbal morpheme. There is a significant tense×situational aspect interaction in the number of continuations that children are able to provide in answer to the stimuli. Contrary to our expectations, there is no significant tense×situational aspect in the number of appropriate continuations, this being perhaps due to the small number of continuations ...
Resume Cette etude vise a verifier si les eleves arabophones de 3 e et de 4 e annee du primaire s... more Resume Cette etude vise a verifier si les eleves arabophones de 3 e et de 4 e annee du primaire scolarises en francais developpent la conscience morphologique en francais et si cette conscience contribue dans l’identification des mots ecrits dans cette langue. Pour ce faire, des mesures de conscience morphologique, d’identification de mots ecrits, de conscience phonologique, d’intelligence non verbale et de denomination rapide ont ete prises. Nos resultats montrent que les eleves arabophones developpent la conscience morphologique en francais selon une trajectoire similaire a celle de leurs pairs en L1. Nos resultats suggerent egalement que la conscience morphologique aurait une contribution unique dans la precision de l’identification des mots ecrits plurimorphemiques. En revanche, cette capacite n’aurait pas de contribution unique dans la rapidite d’identification de ces mots pour les eleves de ces niveaux scolaires. Ces resultats corroborent les resultats de recherches en L1 et e...
Poor readers struggle in making inferences in reading comprehension tests (Cain &Oakhill 1999). B... more Poor readers struggle in making inferences in reading comprehension tests (Cain &Oakhill 1999). Both Second Language (L2) and Learning Disabled (LD) students demonstrate reading comprehension problems. In the Quebec context, L2 and LD students are found together in the same classrooms. To make better-informed decisions regarding classroom remedial measures in reading, it is important to determine if the reading problems of these two populations share a common ground or existing independently of each other. Do L2 and LD students have trouble with inferences? If so, are difficulties caused by the same sources for L2 and LD students? In a reading task, we tested 580 participants from grade 3 to grade 6 on inferences. We found differences between these students. First language speaker students were better than L2 students who were better than LD students. LD students are weaker because they lack of reading strategies and L2 students have a lack of vocabulary. Boys were weaker for both g...
The Emergence of Narrative Discourse in Two Young Deaf Children Astrid Vercaingne-Menard, Lucie G... more The Emergence of Narrative Discourse in Two Young Deaf Children Astrid Vercaingne-Menard, Lucie Godard, and Marie Labelle Children go from making ... In a longitudinal study, Peterson (1990) looked at the storytelling capa-bilities of young children as they pertained to the ...
We study the ability of children to provide an appropriate continuation for a stimulus sentence, ... more We study the ability of children to provide an appropriate continuation for a stimulus sentence, taking into account the joint demands of situational aspect and grammatical aspect. We hypothesize that the aspectual transitions required by some aspectual combinations play a role in the difficulty of providing an approrpriate continuation for them. We tested 130 French-speaking children of 5;06 to 9;0. In general, the data are consistent with the idea that the ability of children to construe an appropriate continuation for a stimulus clause is a function of both the situational aspect of the clause and the grammatical aspect provided by the verbal morpheme. There is a significant tense x situational aspect interaction in the number of continuations that children are able to provide in answer to the stimuli. Contrary to our expectations, there is no significant tense x situational aspect in the number of appropriate continuations, this being perhaps due to the small number of continuat...
We study the ability of children to provide an appropriate continuation for a stimulus sentence, ... more We study the ability of children to provide an appropriate continuation for a stimulus sentence, taking into account the joint demands of situational aspect and grammatical aspect. We hypothesize that the aspectual transitions required by some aspectual combinations play a role in the difficulty of providing an appropriate continuation for them. We tested 130 French-speaking children of 5;06 to 9;0. In general, the data are consistent with the idea that the ability of children to construe an appropriate continuation for a stimulus clause is a function of both the situational aspect of the clause and the grammatical aspect provided by the verbal morpheme. There is a significant tense×situational aspect interaction in the number of continuations that children are able to provide in answer to the stimuli. Contrary to our expectations, there is no significant tense×situational aspect in the number of appropriate continuations, this being perhaps due to the small number of continuations ...
Resume Cette etude vise a verifier si les eleves arabophones de 3 e et de 4 e annee du primaire s... more Resume Cette etude vise a verifier si les eleves arabophones de 3 e et de 4 e annee du primaire scolarises en francais developpent la conscience morphologique en francais et si cette conscience contribue dans l’identification des mots ecrits dans cette langue. Pour ce faire, des mesures de conscience morphologique, d’identification de mots ecrits, de conscience phonologique, d’intelligence non verbale et de denomination rapide ont ete prises. Nos resultats montrent que les eleves arabophones developpent la conscience morphologique en francais selon une trajectoire similaire a celle de leurs pairs en L1. Nos resultats suggerent egalement que la conscience morphologique aurait une contribution unique dans la precision de l’identification des mots ecrits plurimorphemiques. En revanche, cette capacite n’aurait pas de contribution unique dans la rapidite d’identification de ces mots pour les eleves de ces niveaux scolaires. Ces resultats corroborent les resultats de recherches en L1 et e...
Poor readers struggle in making inferences in reading comprehension tests (Cain &Oakhill 1999). B... more Poor readers struggle in making inferences in reading comprehension tests (Cain &Oakhill 1999). Both Second Language (L2) and Learning Disabled (LD) students demonstrate reading comprehension problems. In the Quebec context, L2 and LD students are found together in the same classrooms. To make better-informed decisions regarding classroom remedial measures in reading, it is important to determine if the reading problems of these two populations share a common ground or existing independently of each other. Do L2 and LD students have trouble with inferences? If so, are difficulties caused by the same sources for L2 and LD students? In a reading task, we tested 580 participants from grade 3 to grade 6 on inferences. We found differences between these students. First language speaker students were better than L2 students who were better than LD students. LD students are weaker because they lack of reading strategies and L2 students have a lack of vocabulary. Boys were weaker for both g...
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