Pascale Colé
Biographic Data
| ID | 5020264 |
|---|---|
| NAME | Pascale Colé |
| GIVEN NAMES | Pascale |
| FAMILY NAME | Colé |
| SIGNATURE | COLE P |
| AFFILIATIONS | Centre National de la Recherche Scientifique |
| ORCID | 0000-0003-2614-8620 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Can pictures in comics improve reading accessibility in university students with dyslexia? An eye-tracking study
Iconic gestures on L1 vocabulary acquisition in kindergarteners
In typically developing children, language and motor skills are closely interconnected, and gestures may support vocabulary acquisition. Previous research has demonstrated that iconic gestures—those illustrating part of a word's meaning—can enhance learning when observed or imitated. However, most studies have focused on second language (L2) or artificial language learning, with few examining first language (L1) vocabulary acquisition. This preli…
Assessing Language Skills in Children Aged 4 to 6 Years with Autism Spectrum Disorder
Background/Objectives: Language impairments are highly prevalent in children with Autism Spectrum Disorder (ASD). In preschoolers (3-6 years), language development predicts future social outcomes. Despite the availability of standardized tests for typically developing children, few studies have specifically examined language impairments in preschool-aged children with ASD using these tools. This study aimed to comprehensively assess receptive and…
Is Comprehension in Comics More Effective Than in Traditional Texts in Skilled Adult Readers? An Eye Movement‐Based Study
Reading comprehension has been mostly studied using traditional texts and very little is known about reading comprehension in comics. We wanted to find out whether comics could enhance comprehension processes, compared to traditional text and what cognitive processes might be involved in this effect. Furthermore, we explored the functional role of pictures in understanding comics. Forty skilled readers read the comic and text versions of two alre…
Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis
Activation time-course of phonological code in silent word recognition in adult readers with and without dyslexia
E-book reading hinders aspects of long-text comprehension for adults with dyslexia
Phonemic—Morphemic dissociation in university students with dyslexia
A burden for the boys
Reading and Reading-Related Skills in Children Using Cochlear Implants
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed…
Reading in French-speaking adults with dyslexia
On the relationship between morphological and phonological awareness
This study examined the relationship between phonological and morphological awareness in kindergarten, and their respective influence on learning to read in first grade, through an experimental training design with three groups of children. One experimental group received phonological awareness training while the other received morphological awareness training. The control group did not receive any training. Both training sessions were efficient …
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
Manulex
Morphological awareness in developmental dyslexia
On the representation and processing of prefixed and suffixed derived words
On the representation and processing of prefixed and suffixed derived words
Manulex
Morphological awareness in developmental dyslexia
Differing sequences of metaphonological development in French and English
Phonological awareness is thought to become increasingly analytic during early childhood. This study examines whether the proposed developmental sequence (syllable→onset-rime→phoneme) varies according to the characteristics of a child's native language. Experiment 1 compares the phonological segmentation skills of English speakers aged 4;11 ( N =10), 5;3 ( N =21), and 6;5 ( N =23) and French speakers aged 5;6 ( N =35), and 6;8 ( N =34). Experimen…
On the relationship between morphological and phonological awareness
This study examined the relationship between phonological and morphological awareness in kindergarten, and their respective influence on learning to read in first grade, through an experimental training design with three groups of children. One experimental group received phonological awareness training while the other received morphological awareness training. The control group did not receive any training. Both training sessions were efficient …
Reading in French-speaking adults with dyslexia
Reading and Reading-Related Skills in Children Using Cochlear Implants
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed…
A burden for the boys
Phonemic—Morphemic dissociation in university students with dyslexia
E-book reading hinders aspects of long-text comprehension for adults with dyslexia
Activation time-course of phonological code in silent word recognition in adult readers with and without dyslexia
Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10–17) diagnosis
Assessing Language Skills in Children Aged 4 to 6 Years with Autism Spectrum Disorder
Background/Objectives: Language impairments are highly prevalent in children with Autism Spectrum Disorder (ASD). In preschoolers (3-6 years), language development predicts future social outcomes. Despite the availability of standardized tests for typically developing children, few studies have specifically examined language impairments in preschool-aged children with ASD using these tools. This study aimed to comprehensively assess receptive and…
Is Comprehension in Comics More Effective Than in Traditional Texts in Skilled Adult Readers? An Eye Movement‐Based Study
Reading comprehension has been mostly studied using traditional texts and very little is known about reading comprehension in comics. We wanted to find out whether comics could enhance comprehension processes, compared to traditional text and what cognitive processes might be involved in this effect. Furthermore, we explored the functional role of pictures in understanding comics. Forty skilled readers read the comic and text versions of two alre…
Can pictures in comics improve reading accessibility in university students with dyslexia? An eye-tracking study
Iconic gestures on L1 vocabulary acquisition in kindergarteners
In typically developing children, language and motor skills are closely interconnected, and gestures may support vocabulary acquisition. Previous research has demonstrated that iconic gestures—those illustrating part of a word's meaning—can enhance learning when observed or imitated. However, most studies have focused on second language (L2) or artificial language learning, with few examining first language (L1) vocabulary acquisition. This preli…
Reading and Literacy Development (13 works) · Linguistics (12 works) · Psychology (12 works) · Cognition (9 works) · Cognitive psychology (9 works) · Phonological awareness (8 works) · Dyslexia (7 works) · Phonology (7 works) · Psycholinguistics (7 works) · Cognitive and developmental aspects of mathematical skills (6 works)