Regional
DISPARLEM (INSPE)
ECOLE (MESHS)
Date: Avril 2022 - Mars 2024
Funding: MESHS
Coordinator: Gwendoline Mahé & Clémence Roger
Collaborator on the lab: Ludivine Javourey, Fanny Grisetto
Abstract: The acquisition of expert reading skills is crucial for academic success as well as socio-professional integration. This is particularly important regarding the decline in reading skills among French children over the past 15 years. Determining the factors involved in reading acquisition is at the heart of current scientific research. Most of them report the importance of linguistic factors (i.e. phonological skills) in reading acquisition. However, some studies also suggest the role of non-linguistic factors. Among these, errormonitoring abilities may play a key role in learning to read. Indeed, being able to recognize one’s own errors would allow one to correct them quickly and avoid repeating them in the future. The ECOLE project aims to better understand the links between error-monitoring and reading abilities thanks to a study run with a partner school. The study will determine the existence of a relationship between a) error-monitoring abilities measured in non-linguistic contexts and traditional predictors of reading in kindergarten children, and b) error-monitoring abilities measured in linguistic and non-linguistic contexts and reading levels in first and second grade children. The results will clarify the importance of error-monitoring abilities in reading acquisition. In addition to leading to a better understanding of expert reading skills acquisition, the project will also address the important goal of better identifying children at risk for developing reading disabilities. Thanks to the partnership between the research team and the teaching staff, the project will open the door to innovative methods of reading acquisition and rehabilitation using digital tools. The partnership will play a fundamental role in this project by establishing lasting interactions between researchers with expertise in error-monitoring and reading acquisition and teachers with field experience.
ARéVir (CPER ENHANCE)
CoEditor (MESHS)
TANMALL (INSPE)
TANMALL : The place of a pseudoword learning task among the classically studied cognitive predictors of written language development: a cross-sectional study of first and second grade immigrate and non-immigrate children
Date: 2022-2023
Funding: INSPÉ de l’Académie d’Amiens – Hauts-de-France
Coordinator: Sandrine Mejias
MonitoREAD (INSPE)
Date: Septembre 2022 - Décembre 2023
Funding: INSPE ULille
Coordinator: Gwendoline Mahé
Collaborator: Clémence Roger
CATEBI 2 (INSPE)
SYPOVI (Conseil Régional Hauts de France)
L2 MORPHOCLE
EDULANG (I-Site ULNE)
Date: 2021-2022
Funding: I-Site ULNE
Coordinator: Bruno Facon
POC 2 (I-SITE ULNE)
SOBARAG (I-SITE ULNE)
SOBARAG (MEL)
EMOVIE K2 (CHU de Lille)
STIMP (MESHS)
TADAND (I-SITE ULNE)
DISYKNOW (I-SITE ULNE)
TEM (I-SITE ULNE)
FOCUS (MESHS)
APPEL À PROJETS DE LA MESHS - « MÉDIATION SCIENTIFIQUE »
FOCUS : The goal of the project is to develop a short explanatory video, allowing children to fully appropriate the breathing exercises offered through a tool, in order to become fully involved in the management of their stress and anxiety.
Date: 2021
Financement du projet: MESHS
Porteur du projet: Sandrine Mejias
COCOON (CHU de Lille)
SYLLAPPR (ESPE)
LOCEA (ESPE)
LNF KIDS E-STIM (ESPE)
PLAYFUL CITY (MEL)
Date: 2018-2021
Funding: Métropole Européenne de Lille (MEL)
Coordinator: Yvonne Delevoye-Turrell
Contributors: SATT-Lille, Centre Espoir, Université Lille Campus
DELOGAST (CHU de Lille)
Date: 2017-2021
Funding: Conseil Régional Hauts de France
Coordinator: Véronique Christophe & Guillaume PIESSEN
ANIMO (MESHS)
DEFLANG
Date: 2019-2020
Funding: Projet structurant MESHS
Coordinator: Gwendoline Mahé. Participants : Anahita Basirat, Angèle Brunellière, Dominique Knutsen, Cédric Patin, Caroline Moreau, Manon Jones (Université de Bangor, UK), Guillaume Thierry (Université de Bangor, UK), Marie Lallier (BCBL, San Sebastian, Espagne).