Marie-Line Bosse
15
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.
Publications
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Orthographic learning during reading: the role of whole-word visual processingJournal of Research in Reading, 2015, 38, pp.141-158. ⟨10.1111/j.1467-9817.2012.01551.x⟩
Article dans une revue
hal-01218316v1
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Acquérir l'orthographe lexicale : quand savoir lire ne suffit pas.A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, 2012, 118, pp.271-279
Article dans une revue
hal-00825970v1
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Le traitement visuel est-il impliqué dans l'acquisition de l'orthographe lexicale ?A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, 2010, 107-108, pp.133-141
Article dans une revue
hal-00825972v1
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Lexical orthographic knowledge acquisition in adults: the simultaneous visual processing impactColloque APPREC, Dec 2014, Strasbourg, France
Poster de conférence
hal-01917739v1
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The role of handwriting and of spelling aloud on orthographic acquisition18th Meetings of the European Society for Cognitive Psychology (ESCOP), Aug 2013, Budapest, Hungary
Poster de conférence
hal-01917913v1
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The role of handwriting on orthographic acquisition4th All-European Dyslexia Conference (EDA), Sep 2013, Växjö, Sweden
Poster de conférence
hal-01917909v1
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Lexical orthographic acquisition: is handwriting better than spelling aloud?International Workshop on Reading and Developmental Dyslexia, May 2013, San Sebastian, Spain
Poster de conférence
hal-01917925v1
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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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Rôle du traitement visuel dans l’acquisition des connaissances orthographiques lexicalesColloque « L’apprentissage de la lecture : convergences, innovations et perspectives », Dec 2011, Gennevilliers, France
Poster de conférence
hal-01917937v1
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