Marie-Line Bosse
24
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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Acquisition du langage écrit et empan visuo-attentionnel : une étude longitudinaleN. Marec-Breton, A. S. Besse, F. de La Haye, N. Bonneton & E. Bonjour. Approche Cognitive de l'apprentissage de la langue écrite, PUR, pp.132-141, 2009, Psychologies
Chapitre d'ouvrage
hal-00817793v1
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Visual attention span at kindergarten predicts reading speed at grade 110th BDA International Conference, Mar 2016, Oxford, United Kingdom
Communication dans un congrès
hal-01838743v1
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Prevalence of phonological, RAN and VA span deficits in 6th grade poor readers16th annual meeting of the Society for the Scientific Study of Reading, Jul 2016, Porto, Portugal
Communication dans un congrès
hal-01916858v1
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Heterogeneous cognitive profiles of 6th grade poor readersInternational Conference of Applied Psychology ICAP, Jul 2014, Paris, France
Communication dans un congrès
hal-01917682v1
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Visual motor & attention aspects of dyslexiaConference on Visual Perception, Sep 2012, Alghero, Italy
Communication dans un congrès
hal-01917892v1
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Améliorer l'apprentissage de la lecture de la recherche fondamentale à la diffusion d'une application pour les élèvesPoster de conférence hal-04062326v1 |
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Orthographic learning of new words: from looking to memorizingConference of the European Society for Cognitive Psychology (ESCOP), Sep 2019, Tenerife, Spain
Poster de conférence
hal-03813446v1
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Lexical orthographic self-teaching during reading: effect of simultaneous versus sequential presentation19th annual meeting of the Society for the Scientific Study of Reading, Jul 2012, Montreal, Canada
Poster de conférence
hal-01917928v1
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COREVA, outil d’entrainement progressif de l’empan visuo-attentionnel. Ortho-Editions, Isbergues.2014
Autre publication scientifique
hal-01838772v1
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