Skip to Main content

Keywords

Dyslexie Lecture Reading while listening Self-teaching Dyslexia Spelling Fluency Visual attention Visual attention span Apprentissage Traitement visuel Reading development Apprentissage de la lecture Orthographe Visual processing Phonological skills Children Acquisition Reading prosody Reading
› Full list

Researcher identifiers

Number of documents

66

Marie-Line Bosse, curriculum vitae.

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
Copy
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:
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".
2019-2021 : 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".
2018-2021 : 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".
2017-2020 : Erika Godde. Co-directed with Gérard Bailly, Gipsa-lab, UGA. Title : "Development and acquisition of prosody in reading aloud".
2017-2020 : Carole Hanner. Co-directed with Pascal Bressoux, LSE, UGA. Title : "Relations between reading and spelling from first to third grade".
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".

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:
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.

Journal articles30 documents

  • Erika Godde, Gérard Bailly, Marie-Line Bosse. Pausing and Breathing while Reading Aloud : Development from 2nd to 7th grade. Reading and Writing, Springer Verlag, In press. ⟨hal-02954071⟩
  • Marie-Line Bosse, Catherine Brissaud, Hélène Le Levier. French Pupils’ Lexical and Grammatical Spelling from Sixth to Ninth Grade: A Longitudinal Study. Language and Speech, SAGE Publications (UK and US), 2020. ⟨hal-02887461⟩
  • Erika Godde, Marie-Line Bosse, Gérard Bailly. Échelle Multi-Dimensionnelle de Fluence : nouvel outil d'évaluation de la fluence en lecture prenant en compte la prosodie, étalonné du CE1 à la 5ème. L'année Psychologique/ Trends in Cognitive Psychology, A paraître. ⟨hal-02954060⟩
  • Erika Godde, Marie-Line Bosse, Gérard Bailly. A review of reading prosody acquisition and development. Reading and Writing, Springer Verlag, In press, ⟨10.1007/s11145-019-09968-1⟩. ⟨hal-02185896⟩
  • Marie-Line Bosse, Cynthia Boggio, Céline Pobel-Burtin. Enseigner le code alphabétique au CP : quelles données scientifiques pour quelles recommandations pédagogiques ?. ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2019, 160, pp.415-421. ⟨hal-02159774⟩
  • Emilie Gerbier, Gérard Bailly, Marie-Line Bosse. Audio-visual synchronization in reading while listening to texts: Effects on visual behavior and verbal learning. Computer Speech and Language, Elsevier, 2018, 47 (january), pp.79-92. ⟨10.1016/j.csl.2017.07.003⟩. ⟨hal-01575227⟩
  • Isabelle Le Brun, Marie-Line Bosse, Sylviane Valdois. Améliorer l’orthographe chez les élèves de 10 à 13 ans : entrainement par dictées guidées. Nouveaux cahiers de la recherche en éducation, Faculté d'éducation de l'Université de Sherbrooke 2018, 19 (3), pp.55-71. ⟨10.7202/1045177ar⟩. ⟨hal-01836090⟩
  • Aline Frey, Marie-Line Bosse. Perceptual span, visual span, and visual attention span: Three potential ways to quantify limits on visual processing during reading. Visual Cognition, Taylor & Francis, 2018, 26 (6), pp.412-429. ⟨10.1080/13506285.2018.1472163⟩. ⟨hal-01820367⟩
  • Marie-Line Bosse, Daniel Zagar. La conscience phonémique en maternelle : Etat des connaissances et Proposition d’évolution des pratiques pédagogiques actuelles. ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2016. ⟨hal-01623137⟩
  • Florence Bara, Marie-France Morin, Denis Alamargot, Marie-Line Bosse. Learning different allographs through handwriting: The impact on letter knowledge and reading acquisition. Learning and Individual Differences, Elsevier, 2016, 45, pp.88 - 94. ⟨10.1016/j.lindif.2015.11.020⟩. ⟨hal-01419906⟩
  • Marie-Line Bosse, Daniel Zagar. La conscience phonémique en maternelle : état des connaissances et proposition d’évolution des pratiques pédagogiques actuelles . ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2015, 139 (27), pp.573-82. ⟨hal-01419955⟩
  • Renan de Almeida Sargiani, Regina Maluf, Marie-Line Bosse. O Papel da Amplitude Visuoatencional e da Consciência Fonêmica na Aprendizagem da Leitura . Psicologia Reflexão e Crítica, 2015, 28 (3), pp.593-602. ⟨10.1590/1678-7153.201528318⟩. ⟨hal-01218323⟩
  • Marie-Line Bosse. Learning to Read and Spell: How Children Acquire Word Orthographic Knowledge. Child Development Perspectives, Wiley, 2015, 9 (4), pp.222 - 226. ⟨10.1111/cdep.12133⟩. ⟨hal-01419914⟩
  • Marie-Line Bosse, Nathalie Chaves, Pierre Largy, Sylviane Valdois. Orthographic learning during reading: the role of whole-word visual processing. Journal of Research in Reading, Wiley, 2015, 38, pp.141-158. ⟨10.1111/j.1467-9817.2012.01551.x⟩. ⟨hal-01218316⟩
  • Marie-Line Bosse, Nathalie Chaves, Sylviane Valdois. Lexical orthographic acquisition: Is handwriting better than spelling aloud?. Frontiers in Psychology, Frontiers, 2014, ⟨10.3389/fpsyg.2014.00056⟩. ⟨hal-00945207⟩
  • Marie-Line Bosse, Sonia Kandel, Chloé Prado, Sylviane Valdois. Does visual attention span relate to eye movements during reading and copying?. International Journal of Behavioral Development, SAGE Publications, 2013, pp.DOI: 10.1177/0165025413509046. ⟨hal-00945205⟩
  • Marie-Josèphe Tainturier, Marie-Line Bosse, Daniel J. Roberts, Sylviane Valdois, Brenda Rapp. Lexical neighborhood effects in pseudoword spelling. Frontiers in Psychology, Frontiers, 2013, doi: 10.3389/fpsyg.2013.00862. ⟨hal-00945204⟩
  • Corinne Totereau, Catherine Brissaud, Caroline Reilhac, Marie-Line Bosse. L'orthographe grammaticale au collège: une approche sociodifférenciée.. ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2013, 123, pp.164-171. ⟨hal-00945209⟩
  • Nathalie Chaves, Corinne Totereau, Marie-Line Bosse. Acquérir l'orthographe lexicale : quand savoir lire ne suffit pas.. ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2012, 118, pp.271-279. ⟨hal-00825970⟩
  • Nathalie Chaves, Céline Combes, Pierre Largy, Marie-Line Bosse. La mémorisation de l'orthographe des mots lus en CM2: effet du traitement visuel simultané.. Annee Psychologique, Centre Henri Pieron/Armand Colin, 2012, 112, pp.175-196. ⟨hal-00817744⟩
  • Nathalie Chaves, Marie-Line Bosse, Pierre Largy. Le traitement visuel est-il impliqué dans l'acquisition de l'orthographe lexicale ?. ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2010, 107-108, pp.133-141. ⟨hal-00825972⟩
  • Marie-Line Bosse, Sylviane Valdois. Influence of the visual attention span on child reading performance: A cross-sectional study. Journal of Research in Reading, Wiley, 2009, 32 (2), pp.230-253. ⟨hal-00817785⟩
  • Marie-Line Bosse, Pascale Commandeur-Lacôte, Liliane Limbert. La mémorisation de l'orthographe d'un mot lu en fonction du traitement visuel pendant la lecture. Psychologie et Education, AFPEN, 2007, 1, pp.47-58. ⟨hal-00854553⟩
  • Marie-Line Bosse, Marie-Josèphe Tainturier, Sylviane Valdois. Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, Elsevier, 2007, 104 (2), pp.198-230. ⟨hal-00817777⟩
  • Marie-Line Bosse. De la relation entre acquisition de l'orthographe lexicale et traitement visuo-attentionnel chez l'enfant. Rééducation orthophonique, Ortho édition, 2005, 222, pp.9-30. ⟨hal-00854547⟩
  • Sylviane Valdois, Marie-Line Bosse, Marie-Josèphe Tainturier. The cognitive deficits responsible for developmental dyslexia: Review of evidence for a visual attentional deficit hypothesis.. Dyslexia, Wiley, 2004, 10, pp.339-363. ⟨hal-00826009⟩
  • Sylviane Valdois, Marie-Line Bosse, Bernard Ans, Serge Carbonnel, Michel Zorman, et al.. Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing, Springer Verlag, 2003, 16, pp.541-572. ⟨hal-00826014⟩
  • Marie-Line Bosse, Sylviane Valdois, Marie-Josèphe Tainturier. Analogy without priming in early spelling development. Reading and Writing, Springer Verlag, 2003, 16, pp.693-716. ⟨hal-00826015⟩
  • Sylviane Valdois, Marie-Line Bosse, Bernard Ans, Serge Carbonnel, Michel Zorman, et al.. Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing, Springer Verlag, 2003, 16, pp.541-572. ⟨hal-00177610⟩
  • Marie-Line Bosse, Sylviane Valdois. Patterns of developmental dyslexia according to a multi-trace memory model of reading.. Current Psychology Letters/Behaviour, Brain and Cognition, de Boeck Université, 2003, 10 (1), pp.HTTP://CPL.REVUES.ORG/DOCUMENT92.HTML. ⟨hal-00826010⟩

Book sections4 documents

  • Marie-Line Bosse, Sylviane Valdois, Benoit Dompnier. Acquisition du langage écrit et empan visuo-attentionnel : une étude longitudinale. N. 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. ⟨hal-00817793⟩
  • Marie-Line Bosse, Sébastien Pacton. Comment l'enfant produit-il l'orthographe des mots ?. Philippe Dessus & Edouard Gentaz. Apprendre et enseigner à l'école, Dunod, pp.43-58, 2006. ⟨hal-00826018⟩
  • Marie-Line Bosse. Activités et adaptations pédagogiques pour la prévention et la prise en compte de la dyslexie à l'école. Valdois, Colé et David. Apprentissage de la lecture et dyslexies développementales, Solal, pp.233-258, 2004. ⟨halshs-00174026⟩
  • Marie-Line Bosse. Activités et adaptations pédagogiques pour la prévention et la prise en compte de la dyslexie à l'école. S. Valdois, P. Colé, & D. David. Apprentissage de la lecture et dyslexies développementales : de la théorie à la pratique, Solal, pp.233-258, 2004. ⟨hal-00854540⟩

Conference papers20 documents

  • Erika Godde, Gérard Bailly, Marie-Line Bosse. Un Karaoké pour Entraîner Prosodie et Compréhension en Lecture. EIAH 2019 - Environnements Informatiques pour l'Apprentissage Humain, Jun 2019, Paris, France. ⟨hal-02141164⟩
  • Erika Godde, Gérard Bailly, Marie-Line Bosse. Reading Prosody Development: Automatic Assessment for a Longitudinal Study. Speech & Language Technology for Education (SLaTE), Sep 2019, Graz, Austria. ⟨10.21437/SLaTE.2019-20⟩. ⟨hal-02181469⟩
  • Erika Godde, Gérard Bailly, David Escudero, Marie-Line Bosse, Estelle Gillet-Perret. Evaluation of Reading Performance of Primary School Children: Objective Measurements vs. Subjective Ratings. International Workshop on Child Computer Interaction (WOCCI), Nov 2017, Glasgow, United Kingdom. ⟨10.21437/WOCCI.2017-4⟩. ⟨hal-01638355⟩
  • Erika Godde, Gérard Bailly, David Escudero, Marie-Line Bosse, Maryse Bianco, et al.. Improving fluency of young readers: introducing a Karaoke to learn how to breath during a Reading-while-Listening task. 7th ISCA Workshop on Speech and Language Technology in Education (SLaTE 2017), Aug 2017, Stockholm, Sweden. pp.CXXXV-CXXXIX. ⟨hal-01575223⟩
  • Marie-Line Bosse, Jean-Luc Roulin, Sylviane Valdois. Visual attention span at kindergarten predicts reading speed at grade 1. 10th BDA International Conference, Mar 2016, Oxford, United Kingdom. ⟨hal-01838743⟩
  • Sylviane Valdois, Caroline Reilhac, Marie-Line Bosse. Prevalence of phonological, RAN and VA span deficits in 6th grade poor readers. 16th annual meeting of the Society for the Scientific Study of Reading, Jul 2016, Porto, Portugal. ⟨hal-01916858⟩
  • Emilie Gerbier, Gérard Bailly, Marie-Line Bosse. The effect of audio-visual synchronization in reading while listening to texts: An eye-tracking study. 19th Meetings of the European Society for Cognitive Psychology (ESCOP), Sep 2015, Paphos, Cyprus. ⟨hal-01838760⟩
  • Emilie Gerbier, Gérard Bailly, Marie-Line Bosse. Using Karaoke to enhance reading while listening: impact on word memorization and eye movements. ISCA Workshop on Speech and Language Technology in Education (SLaTE 2015), Sep 2015, Leipzig, Germany. pp.59-64. ⟨hal-01192870⟩
  • Nathalie Chaves, Marie-Line Bosse. The lexical orthographic knowledge acquisition for reading: role of visual simultaneous processing. SILE conference Initial Reading: “I read and become a reader”, Sep 2014, Prague, Czech Republic. ⟨hal-01917656⟩
  • Marie-Line Bosse, Caroline Reilhac, Sylviane Valdois. Heterogeneous cognitive profiles of 6th grade poor readers. International Conference of Applied Psychology ICAP, Jul 2014, Paris, France. ⟨hal-01917682⟩
  • Renan de Almeida Sargiani, Regina Maluf, Marie-Line Bosse. Visual attention span, phonemic awareness and reading performance: evidence from Brazilian children. International Conference of Applied Psychology ICAP, Jul 2014, Paris, France. ⟨hal-01917677⟩
  • Marie-Line Bosse. First written word processing in kindergarten: evaluation of the educational practice of “offered words”.. SILE conference Initial Reading: “I read and become a reader”, Sep 2014, Prague, Czech Republic. ⟨hal-01916861⟩
  • Nathalie Chaves, Marie-Line Bosse. Implication of whole-word processing in orthographic learning. 6th International Cognitive Load Theory Conference, Jun 2013, Toulouse, France. ⟨hal-01917891⟩
  • Nathalie Chaves, Marie-Line Bosse. Le traitement visuel simultané est-il impliqué dans l'apprentissage de l'orthographe lexicale à tous les niveaux scolaires ?. 6ème Colloque international du RIPSYDEVE; Actualités de la Psychologie du Développement et de l'Éducation, May 2013, Toulouse, France. pp.49-56. ⟨hal-01018603⟩
  • Sylviane Valdois, Marie-Line Bosse. Visual motor & attention aspects of dyslexia. Conference on Visual Perception, Sep 2012, Alghero, Italy. ⟨hal-01917892⟩
  • Marie-Line Bosse. Les facteurs cognitifs impliqués dans l'acquisition de l'orthographe lexicale. 3ème journée scientifique CERTA-Résodys, May 2012, Marseille, France. ⟨hal-00961236⟩
  • N. Chaves, Marie-Line Bosse. Du décodage à l'expertise, que savons-nous ?. Les troubles du langage écrit : de l'enfance à l'âge adulte, Mar 2012, Toulouse, France. ⟨hal-00959991⟩
  • Nathalie Chaves, Marie-Line Bosse, Pierre Largy. Le traitement visuel simultané est-il un facteur cognitif impliqué dans l'apprentissage de l'orthographe lexicale chez l'adulte?. Congrès SFP, Sep 2011, Metz, France. ⟨hal-01917902⟩
  • Marie-Line Bosse, Nathalie Chaves, Pierre Largy, Eric Guinet. Orthographic learning during reading: The role of whole-word visual processing. ESCOP Congress, Sep 2011, San Sebastian, Spain. ⟨hal-01917895⟩
  • Nathalie Chaves, Marie-Line Bosse, Pierre Largy. L’acquisition des connaissances orthographiques lexicales pendant la lecture: le traitement visuel serait-il impliqué?. All European Dyslexia Conference, Apr 2010, Brugges, Belgique. ⟨hal-01917897⟩

Poster communications11 documents

  • Cynthia Boggio, Maryse Bianco, Céline Pobel-Burtin, Marie-Line Bosse. 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. ⟨hal-02900846⟩
  • Erika Godde, Gérard Bailly, Marie-Line Bosse. Un Karaoké pour Entrainer la Prosodie en Lecture. EIAH 2019, Jun 2019, Paris, France. ⟨hal-02141234⟩
  • Hayat Sabri, Marie-Line Bosse, Jean-Luc Roulin. Évaluation du fonctionnement différentiel des items pour les sous tests de l'Indice de Compréhension Verbal du WISC V dans le contexte marocain.. 23èmes journées internationales de psychologie différentielle, Jul 2018, Luxembourg, Luxembourg. ⟨hal-01838787⟩
  • Carole Hanner, Marie-Line Bosse, Laurent Lima, Maryse Bianco, Pascal Bressoux. Predictors of orthographic knowledge in grade 3 : beyond decoding skills, what is the part of previous word-specific knowledge and of sensitivity to orthographic constraints ?. 25th annual meeting of the Society for the Scientific Study of Reading, Jul 2018, Brighton, United Kingdom. ⟨hal-01917723⟩
  • Nathalie Chaves, Marie-Line Bosse. Lexical orthographic knowledge acquisition in adults: the simultaneous visual processing impact. Colloque APPREC, Dec 2014, Strasbourg, France. ⟨hal-01917739⟩
  • Marie-Line Bosse, Jennifer Alloix, Nathalie Chaves. Lexical orthographic acquisition: is handwriting better than spelling aloud?. International Workshop on Reading and Developmental Dyslexia, May 2013, San Sebastian, Spain. ⟨hal-01917925⟩
  • Marie-Line Bosse, Nathalie Chaves. The role of handwriting and of spelling aloud on orthographic acquisition. 18th Meetings of the European Society for Cognitive Psychology (ESCOP), Aug 2013, Budapest, Hungary. ⟨hal-01917913⟩
  • Marie-Line Bosse, Nathalie Chaves. The role of handwriting on orthographic acquisition. 4th All-European Dyslexia Conference (EDA), Sep 2013, Växjö, Sweden. ⟨hal-01917909⟩
  • Marie Abbès, Marie-Line Bosse. L’acquisition de l’orthographe lexicale par la copie : quel est le rôle de la composante grapho-motrice ?. Congrès de la SFP, Sep 2012, Montpellier, France. ⟨hal-01917930⟩
  • Marie-Line Bosse, Nathalie Chaves, Sylviane Valdois. Lexical orthographic self-teaching during reading: effect of simultaneous versus sequential presentation. 19th annual meeting of the Society for the Scientific Study of Reading, Jul 2012, Montreal, Canada. ⟨hal-01917928⟩
  • Nathalie Chaves, Marie-Line Bosse, Pierre Largy. Rôle du traitement visuel dans l’acquisition des connaissances orthographiques lexicales. Colloque « L’apprentissage de la lecture : convergences, innovations et perspectives », Dec 2011, Gennevilliers, France. ⟨hal-01917937⟩

Other publications1 document

  • Sylviane Valdois, Marie-Line Bosse, Carole Peyrin. COREVA, outil d’entrainement progressif de l’empan visuo-attentionnel. Ortho-Editions, Isbergues.. 2014. ⟨hal-01838772⟩