Marie-Line Bosse

Biographic Data

ID1652735
NAMEMarie-Line Bosse
GIVEN NAMESMarie-Line
FAMILY NAMEBosse
SIGNATUREBOSSE M
AFFILIATIONSCentre National de la Recherche Scientifique
ORCID0000-0002-9864-380X
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS2
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2007
LATEST PUBLICATION YEAR2023
H-INDEX1

  • Enhancing literacy acquisition through spelling exercises

    Open AccessCynthia Boggio, Marie-Line Bosse et al.ARTICLEThe Journal of Educational Research2023

    Learning to spell is a difficult but essential task for children learning to read. Several spelling tasks involving different cognitive demands are used in classroom. To provide better guidance for teaching practices, a critical question is whether spelling performance of beginner readers is task dependent. The present study focuses on the performance of French first graders on two spelling tasks: picture to spelling and dictation to spelling. We…

  • Ecrimo , an app to train first graders' spelling

    Open AccessCynthia Boggio, Ahmed Zaher et al.ARTICLEBritish Journal of Educational…2023

    The present study assessed the effectiveness of the ECRIMO educational application designed to build first‐grade level spelling skills. We tested whether using the app to teach spelling would be as effective as providing the same training using traditional paper exercises. The effect of integrating gamification into mobile learning apps, which has been little studied in the context of young children, is also investigated. A pretest/training/postt…

  • Before Learning the Code

    Open AccessTeng Guo, Maria Vazeux et al.ARTICLEReading Research Quarterly2023

    In this commentary, we argue the importance of the period before learning the alphabetic code and develop a new theoretical framework for the cognitive processes involved at the very beginning of learning to read. According to our theory, prereaders begin to learn to read by associating letter clusters with concrete phonological units such as syllables, a process we refer to as “building the syllabic bridge” (Doignon‐Camus & Zagar, 2014). This pr…

  • Orthographic learning and transfer of complex words

    Open AccessEmilie Ginestet, Jalyssa Shadbolt et al.ARTICLEJournal of Research in Reading2021

    Background Efficient word identification is directly tied to strong mental representations of words, which include spellings, meanings and pronunciations. Orthographic learning is the process by which spellings for individual words are acquired. Methods In the present study, we combined the classic self‐teaching paradigm with eye tracking to detail the process by which complex pseudowords are learned. With this methodology, we explored the visual…

  • Varieties of Cognitive Profiles in Poor Readers

    Open AccessSylviane Valdois, Caroline Reilhac et al.ARTICLEJournal of Learning Disabilities2021

    A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a large sample of 948 sixth-grade children. We first assessed the contribution of phoneme awareness (PA), …

  • French Pupils’ Lexical and Grammatical Spelling from Sixth to Ninth Grade

    Open AccessMarie-Line Bosse, Catherine Brissaud et al.ARTICLELanguage and Speech2021Cited by: 2References: 42

    This paper presents the results of a longitudinal spelling study conducted among 496 school children, from sixth grade (the first year of middle school in France) to ninth grade (the fourth and final year of middle school in France). Its first objective is to examine the evolution of both lexical and grammatical spelling skills in a deep orthography and to present new findings on the advanced mastery of spelling skills. Its second aim is to provi…

  • O Papel da Amplitude Visuoatencional e da Consciência Fonêmica na Aprendizagem da Leitura

    Open AccessRenan De Almeida Sargiani, Maria Regina Maluf et al.ARTICLEPsicologia Reflexão e Crítica2015

    Este estudo objetivou verificar as relações entre amplitude visuoatencional (AVA), consciência fonêmica (CF) e desempenho em leitura em uma amostra de 48 alunos de 1o, 3o e 5o anos do ensino fundamental de uma escola pública de São Paulo. As crianças foram avaliadas em três sessões em tarefas de leitura de palavras isoladas, AVA, CF, inteligência não verbal, memória fonológica e limiar de identificação de letras. Os resultados indicam que a AVA e…

  • Developmental dyslexia

    Open AccessMarie-Line Bosse, Marie Josèphe Tainturier et al.ARTICLECognition2007