Marie-Line Bosse
8
Documents
Identifiants chercheurs
- marie-line-bosse
- 0000-0002-9864-380X
- IdRef : 084588136
Présentation
**University Professor of Psychology**
Université Grenoble Alpes, UFR SHS - Bâtiment Michel Dubois, CS 40700 38058 GRENOBLE Cedex 9 FRANCE
Laboratory LPNC Laboratoire de Psychologie et Neuro-Cognition (UMR 5105 CNRS)
http://lpnc.univ-grenoble-alpes.fr
**Research interests:**
I study the cognitive mechanisms of written language acquisition. My work aims to :
\- enhance the comprehension of reading and spelling acquisition mechanisms and of specific learning disabilities
\- improve efficiency of the educational methods in this field.
To reach these goals, I essentially use experimental, training and longitudinal studies on children and young adults with and without specific learning acquisition impairments.
I am particularly interested in:
\- the acquisition of lexical spelling
\- the visual processing of written words during reading acquisition
\- the mechanisms of the very beginning of learning to read
**Research keywords:**
Reading acquisition
Spelling and orthographic acquisition
Developmental dyslexia and dysgraphia
Visual attention span
Early literacy acquisition
Education and effective teaching
**Research main collaborators (alphabetic order):**
Gérard Bailly, Maryse Bianco, Pascal Bressoux, Nadège Doignon-Camus, Aline Frey, Emilie Gerbier, Jean-Luc Roulin, Sylviane Valdois, Daniel Zagar.
**Research, PhD supervision:**
2022-2025: Camille Charrier. Co-directed with Julien Diard, LPNC, UGA.Title: "Bayesian modeling of orthographic and phonological processes and representations, andtheir interaction in tasks related to reading and its acquisition".
2019-2023 : Céline Pobel-Burtin. Co-directed with Maryse Bianco, LARAC, UGA. Title: "The establishment of an effective protocol of "response to intervention" (RTI) of level 2 in first grade classroom: the optimal conditions".
2018-2023 : Hayat Sabri. Co-directed with Jean-Luc Roulin, LPNC, USMB. Title : "Psychométric evaluation of child intelligence in Morocco : from the study of biases when using WISC V to the elaboration of a relevant tool".
2017-2022 : Carole Hanner. Co-directed with Pascal Bressoux, LARAC, UGA. Title : "Relations between reading and spelling from first to third grade".
2019-2021 : Cynthia Boggio. Co-directed with Maryse Bianco, LARAC, UGA. Title : "Evaluation and ergonomy of a new method to teach reading in first grade". Cynthia Boggio is now Post-doc in the LPNC, Université Grenoble Alpes.
2017-2020 : Erika Godde. Co-directed with Gérard Bailly, Gipsa-lab, UGA. Title : "Development and acquisition of prosody in reading aloud". Erika Godde is now Lecturer at Bourgogne University (INSPE).
2008-2012 : Nathalie Chaves. PhD in developmental Psychology, co-directed with Pierre Largy, Université Toulouse 2 le Mirail. Title : " The role of visual attention span in the acquisition of lexical orthographic knowledge". Nathalie Chaves is now a clinical psychologist.
**Teaching:**
2015-now : Professor in cognitive psychology
2006-2015 : Lecturer in cognitive psychology
2002-2006 : temporary teacher in cognitive psychology
1986-2002 : Teacher for primary school children
**Teaching main contents :**
Reading and spelling acquisition
Learning processes
Developmental dyslexia and others specific learning disabilities
Developmental Neuropsychology
Methodology in experimental psychology
**Main responsabilities:**
2022 - 2024 : Team leader of the TRANS3 project
2020 - now : Team leader of the Action 3, PEGASE Project, Université Grenoble Alpes
2016 - now : Head of the Master 2 "Neuropsychologie de l’Enfant", UGA.
2013 - 2017 : Team leader of the Language team, LPNC.
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Enhancing literacy acquisition through spelling exercises: Comparing tasks for first gradersJournal of Educational Research, 2023, 116 (4), pp.187-197. ⟨10.1080/00220671.2023.2233000⟩
Article dans une revue
hal-04237579v1
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Enseigner la lecture au cours préparatoire.Éducation & formations, 2022, Varia, 104, pp.97-127. ⟨10.48464/ef-104-05⟩
Article dans une revue
hal-03526766v1
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Enseigner le code alphabétique au CP : quelles données scientifiques pour quelles recommandations pédagogiques ?A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, 2019, 160, pp.415-421
Article dans une revue
hal-02159774v1
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Réplication d’une expérimentation sur l’enseignement explicite de l’orthographe en CE1 dans le cadre du mémoire de master MEEF : un exemple de formation des professeurs des écoles stagiaires à et par la rechercheColloque international en hommage à Jacques Ginestié, Aix-Marseille Université, INSPE d'Aix-Marseille, Oct 2023, Marseille, France
Communication dans un congrès
hal-04235730v1
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Des résultats de la recherche aux pratiques pédagogiques : Rôle de l’implémentation dans la mise en place de séances de compréhension dans des classes françaises de 2ème année (CE1)Symposium International sur la Littéracie à l'Ecole (SILE), May 2021, Sherbrooke (à distance), France
Communication dans un congrès
hal-04235784v1
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What proportion of decodable words in a text is most beneficial for early reading instruction?British Dyslexia Association's International Conference 2021, May 2021, Oxford, United Kingdom
Poster de conférence
hal-03245270v1
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Spelling words at the end of first grade: Is it easier to spell after hearing the word than after seeing its picture?BCCCD20, Jan 2020, Budapest, Hungary
Poster de conférence
hal-02900846v1
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Evaluation des éléments moteurs de l'implémentation2022
Traduction
hal-03738813v1
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