Élaboration et validation d'un instrument de mesure de la conscience phonologique

Canadian Psychology

Volumn 40, Issue 3, 1999, Pages 255-264

  Boudreau, Monica ^a   Giasson, Jocelyne ^a   Saint Laurent, Lise ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033245846     PISSN: 07085591     EISSN: None     Source Type: Journal    
DOI: 10.1037/h0086841     Document Type: Article

References (29)

1. Ball, E.W., & Blachman B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
2. Bradley, L., & Bryant, P. (1985). Rhyme and reason in reading and spelling. Ann Arbor, MI: The University of Michigan Press.
3. Bruce, D.J. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34, 158-170.
4. Bryant, P. (1993). Conscience phonologique et apprentissage de la lecture. In J.P. Jaffré, L. Sprenger-Charolles & M. Fayol (Eds.), Lecture-Écriture: Acquisition (pp. 176-192). Paris: Nathan.
5. Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.
6. Chabon, S.S., & Prelock, P.A. (1987). Approaches used to assess phonemic awareness: There is more to an elephant than meets the eye. Journal of Childhood Communication Disorders, 10, 125-156.
7. Cunningham, A.E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
8. DeVellis, R.F. (1991). Scale development: Theory and applications. Newbury Park, CA: SAGE Publications.
9. Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Exeter: Heinemann.
10. French, V.L., & Feng, J. (1992). Phoneme awareness training with at-risk kindergarten children: A case study. Rapport de recherche, Georgie (Document ERIC Service de Reproduction No. ED 361 120)
11. Griffith, P.L., & Klesius, J.P. (1992, décembre). Kindergarten children's developing understanding of the alphabetic principle. Communication présentée au congrès annuel de la NRC, San Antonio, TX.
12. Griffith, P.L., & Olson, M.W. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45, 516-523.
13. Lecocq, P. (1991). Apprentissage de la lecture et dyslexie. Liège: Mardaga.
14. Liberman, I.Y., Shankweiler, D., Fischer, F.W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
15. MacDonald, G.W., & Cornwall, A. (1995). The relationship between phonological awareness and reading and spelling achievement eleven years later. Journal of Learning Disabilities, 28, 523-527.
16. Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-881.
17. Mann, V.A. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26, 259-269.
18. Marsh, G., & Mineo, R.J. (1977). Training preschool children to recognize phonemes in words. Journal of Educational Psychology, 69, 748-753.
19. Ministère de l'Education du Québec. (1992). Réussite éducative. Enseignement primaire et secondaire 1992-1993: Les indicateurs. Bâtiments des commissions scolaires selon la région. Québec: Gouvernement du Québec, Direction de la coordination des réseaux.
20. Préfontaine, R.R. (1979). Échelle de langage et d'acquisition orthographique. Ottawa: Le Sablier.
21. Share, D.L., Jorm, A.F., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
22. Stanovich, K.E., Cunningham, A.E., & Cramer, B.B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
23. Sulzby, E., Barnhart, J., & Hieshima, J.A. (1989). Forms of writing and rereading from writing. In J.M. Mason (Ed.), Reading and Writing Connections (pp. 31-63). Needham Heights, MA: Allyn and Bacon.
24. Tangel, D.M., & Blachman, B.A. (1992). Effect of phoneme awareness instruction on kindergarten children's invented spelling. Journal of Reading Behavior, 24, 233-261.
25. Ters, F., Mayer, G., & Reichenbach, D. (1977). L'échelle Dubois-Buyse d'orthographe usuelle française. Montréal, Canada: HMH.
26. Treiman, R., & Baron, J. (1981). Segmental analysis ability: Development and relation to reading ability. Reading Research: Advances in Theory and Practice, 3, 159-198.
27. Tunmer, W.E. (1991). Phonological awareness and literacy acquisition. In L. Rieben & C.A. Perfetti (Eds.), Learning to read (pp. 105-119). New Jersey: Lawrence Erlbaum Associates.
28. Yopp, H.K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.
29. Yopp, H.K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45, 696-703.