HapticV1, PascalFrancis, Corpus, bibRecord, 000A00

Haptics in learning to read with children from low socio-economic status families

Identifieur interne : 000A00 ( PascalFrancis/Corpus ); précédent : 000999; suivant : 000A01

Haptics in learning to read with children from low socio-economic status families

Auteurs : Florence Bara ; Edouard Gentaz ; Pascale Cole

Source :

British journal of developmental psychology [ 0261-510X ] ; 2007.

RBID : Pascal:08-0056859

Descripteurs français

Pascal (Inist)
- Sensibilité tactile, Perception, Lecture, Apprentissage, Statut socioéconomique, Milieu familial, Vision, Perception intermodale, Enfant, Age préscolaire.

English descriptors

KwdEn :
- Child, Family environment, Intermodal perception, Learning, Perception, Preschool age, Reading, Socioeconomic status, Tactile sensitivity, Vision.

Abstract

This study assessed the effects of multi-sensory training on the understanding of the alphabetic principle in kindergarten children from low socio-economic status families. Two interventions were compared, called HVAM (visual and haptic exploration of letters) and VAM (visual exploration of letters). The interventions were conducted by either researchers or teachers. Results showed that performance in the letter recognition task and in the initial phoneme identification task were higher after HVAM training than after VAM training in kindergarten. Moreover, pseudo-word decoding scores improved more after HVAM training than after VAM training in first grade. This delayed effect on decoding was explained by the children's poor performance on some language skills necessary for reading acquisition. Visuo-haptic exploration enables the children first to increase performance on letter knowledge and initial phoneme awareness and then allowed better decoding skills. No differences were found between the interventions conducted by researchers and those conducted by teachers.

Notice en format standard (ISO 2709)

Pour connaître la documentation sur le format Inist Standard.

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A11	`03`	`1`		`@1 COLE (Pascale)`
A14	`01`			`@1 Psychology and Neurocognition Laboratory (CNRS UMR-5105), University of Savoie @3 FRA @Z 1 aut. @Z 3 aut.`
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A43	`01`			`@1 INIST @2 20186 @5 354000173831010100`
A44				`@0 0000 @1 © 2008 INIST-CNRS. All rights reserved.`
A45				`@0 4 p.`
A47	`01`	`1`		`@0 08-0056859`
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A64	`01`	`1`		`@0 British journal of developmental psychology`
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C01	`01`		`ENG`	@0 This study assessed the effects of multi-sensory training on the understanding of the alphabetic principle in kindergarten children from low socio-economic status families. Two interventions were compared, called HVAM (visual and haptic exploration of letters) and VAM (visual exploration of letters). The interventions were conducted by either researchers or teachers. Results showed that performance in the letter recognition task and in the initial phoneme identification task were higher after HVAM training than after VAM training in kindergarten. Moreover, pseudo-word decoding scores improved more after HVAM training than after VAM training in first grade. This delayed effect on decoding was explained by the children's poor performance on some language skills necessary for reading acquisition. Visuo-haptic exploration enables the children first to increase performance on letter knowledge and initial phoneme awareness and then allowed better decoding skills. No differences were found between the interventions conducted by researchers and those conducted by teachers.
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Format Inist (serveur)

NO :	PASCAL 08-0056859 INIST
ET :	Haptics in learning to read with children from low socio-economic status families
AU :	BARA (Florence); GENTAZ (Edouard); COLE (Pascale)
AF :	Psychology and Neurocognition Laboratory (CNRS UMR-5105), University of Savoie/France (1 aut., 3 aut.); CNRS, Psychology and Neurocognition Laboratory (CNRS UMR-5105), University Pierre Mendès France/France (2 aut.)
DT :	Publication en série; Niveau analytique
SO :	British journal of developmental psychology; ISSN 0261-510X; Coden BJDPE4; Royaume-Uni; Da. 2007; Vol. 25; No. p. 4; Pp. 643-663; Bibl. 4 p.
LA :	Anglais
EA :	This study assessed the effects of multi-sensory training on the understanding of the alphabetic principle in kindergarten children from low socio-economic status families. Two interventions were compared, called HVAM (visual and haptic exploration of letters) and VAM (visual exploration of letters). The interventions were conducted by either researchers or teachers. Results showed that performance in the letter recognition task and in the initial phoneme identification task were higher after HVAM training than after VAM training in kindergarten. Moreover, pseudo-word decoding scores improved more after HVAM training than after VAM training in first grade. This delayed effect on decoding was explained by the children's poor performance on some language skills necessary for reading acquisition. Visuo-haptic exploration enables the children first to increase performance on letter knowledge and initial phoneme awareness and then allowed better decoding skills. No differences were found between the interventions conducted by researchers and those conducted by teachers.
CC :	002A26J03B; 002A26I04
FD :	Sensibilité tactile; Perception; Lecture; Apprentissage; Statut socioéconomique; Milieu familial; Vision; Perception intermodale; Enfant; Age préscolaire
FG :	Homme; Langage; Processus acquisition; Facteur sociodémographique; Environnement social
ED :	Tactile sensitivity; Perception; Reading; Learning; Socioeconomic status; Family environment; Vision; Intermodal perception; Child; Preschool age
EG :	Human; Language; Acquisition process; Sociodemographic factor; Social environment
SD :	Sensibilidad tactil; Percepción; Lectura; Aprendizaje; Estatuto socioeconómico; Medio familiar; Visión; Percepción intermodal; Niño; Edad preescolar
LO :	INIST-20186.354000173831010100
ID :	08-0056859

Links to Exploration step

Pascal:08-0056859

Le document en format XML

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<fC07 i1="05" i2="X" l="SPA"><s0>Contexto social</s0>
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<server><NO>PASCAL 08-0056859 INIST</NO>
<ET>Haptics in learning to read with children from low socio-economic status families</ET>
<AU>BARA (Florence); GENTAZ (Edouard); COLE (Pascale)</AU>
<AF>Psychology and Neurocognition Laboratory (CNRS UMR-5105), University of Savoie/France (1 aut., 3 aut.); CNRS, Psychology and Neurocognition Laboratory (CNRS UMR-5105), University Pierre Mendès France/France (2 aut.)</AF>
<DT>Publication en série; Niveau analytique</DT>
<SO>British journal of developmental psychology; ISSN 0261-510X; Coden BJDPE4; Royaume-Uni; Da. 2007; Vol. 25; No. p. 4; Pp. 643-663; Bibl. 4 p.</SO>
<LA>Anglais</LA>
<EA>This study assessed the effects of multi-sensory training on the understanding of the alphabetic principle in kindergarten children from low socio-economic status families. Two interventions were compared, called HVAM (visual and haptic exploration of letters) and VAM (visual exploration of letters). The interventions were conducted by either researchers or teachers. Results showed that performance in the letter recognition task and in the initial phoneme identification task were higher after HVAM training than after VAM training in kindergarten. Moreover, pseudo-word decoding scores improved more after HVAM training than after VAM training in first grade. This delayed effect on decoding was explained by the children's poor performance on some language skills necessary for reading acquisition. Visuo-haptic exploration enables the children first to increase performance on letter knowledge and initial phoneme awareness and then allowed better decoding skills. No differences were found between the interventions conducted by researchers and those conducted by teachers.</EA>
<CC>002A26J03B; 002A26I04</CC>
<FD>Sensibilité tactile; Perception; Lecture; Apprentissage; Statut socioéconomique; Milieu familial; Vision; Perception intermodale; Enfant; Age préscolaire</FD>
<FG>Homme; Langage; Processus acquisition; Facteur sociodémographique; Environnement social</FG>
<ED>Tactile sensitivity; Perception; Reading; Learning; Socioeconomic status; Family environment; Vision; Intermodal perception; Child; Preschool age</ED>
<EG>Human; Language; Acquisition process; Sociodemographic factor; Social environment</EG>
<SD>Sensibilidad tactil; Percepción; Lectura; Aprendizaje; Estatuto socioeconómico; Medio familiar; Visión; Percepción intermodal; Niño; Edad preescolar</SD>
<LO>INIST-20186.354000173831010100</LO>
<ID>08-0056859</ID>
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Haptics in learning to read with children from low socio-economic status families

Haptics in learning to read with children from low socio-economic status families

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