Date: Avril 2022 - Mars 2024
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.