Lorsque les bons lecteurs sont confrontés à un texte, on peut les voir en train de s’appuyer fortement sur des zones séparées dans le côté gauche du cerveau. Ces zones sont employées de concert pour convertir les lettres en sons, ajuster les sons ensemble pour former des mots, et pour faire tout ceci rapidement. Les élèves en réussite ont appris les lettres de l’alphabet, les sons que les lettres représentent et comment les sons sont combinés pour former les mots. Sur les images du cerveau, on peut voir les trois zones en question s’allumer très clairement quand les élèves lisent.
Halfon, N., Schulman, E., & Hochstein, M. (2001). Brain development in early childhood. In N. Halfon, E, Schulman, & M. Hochstein (Ed.), Building community systems for young children (pp. 1-24). UCLA Center for Healthier Children Families and Communities.
Sciences cognitives et lecture
sur le blog ...
Cerveau et lecture (Stanislas Dehaene) : Le code visuel des lettres et des graphèmes
|Workshop Notes for Preventing & Overcoming Reading Failure: Programs and Practices Melbourne University Private, Hawthorn June 22, 2007. Audio: Session 1 (mp3), Session 2 (mp3) and Session 3 (mps).|
Professional Background and Interests
- I used Direct Instruction Programs in my research.
- Corrective Reading Program in secondary schools.
- What support is there for the style of teaching exemplified in Direct Instruction program?
For what populations have Direct Instruction programs proved useful?
- Here are Good News Stories from some schools that have been using Direct Instruction programs.
- Literacy quotes from the research: 1, 2.
- What whole language really implies
- Great Resources: 1, 2.
Invited Referee for Journals
- Member of Editorial Board, Australian Journal of Learning Disabilities
- Member of Editorial Board, Journal of Direct Instruction
- Behaviour Change
- Educational Psychology
- Australasian Journal of Special Education
- 2008:RMIT Media Awards (Science, Engineering, and Health College).
- 2007: RMIT Media Awards (Science, Engineering, and Technology).
- 2007: RMIT University Certificate of Achievement, University Teaching Awards.
- 2007: Science, Engineering, and Technology SET Student Choice Teaching Award.
- 2006: Mona Tobias Award. Learning Difficulties Australia publishes the Australian Journal of Learning Disabilities.
- 2004: Excellence in Education Award for Research (Association for Direct Instruction, Oregon, USA),
- 2004: RMIT Media Awards (Long Term Contributor).
Refereed Journal Articles
Non refereed journal articles and other publications
What about Early Intervention?
- Expectations for best practice in early reading & synthetic phonics
- Relationship to revised NLS Framework for Teaching and new EYFS.
- Best provision to help children with significant literacy difficulties catch up.
- Impact of leadership &management and practitioners’ subject knowledge & skills
- VFM/cost effectiveness of different approaches,
- Grapheme/phoneme correspondences taught in a clearly defined incremental sequence.
- Blends phonemes all through the word in the order they appear in real words.
- Segments words into their constituent phonemes to spell.
- Short, discrete, daily sessions taught within a broad and rich curriculum.
- Multi-sensory, engaging, enjoyable.
- Time-limited – balance changes from ‘learning to read’ to ‘reading to learn’
- Two distinct processes in learning to read: word recognition, and language comprehension.
- Practitioners should assess and support development in both.
- High quality phonic work is best means for securing word recognition.
- High quality phonic work underpins comprehension – the ultimate goal.
- Early years crucial for fostering communication skills
- Parents have a crucial role to play
- Valuable pre-reading activities – stories, songs, rhymes & drama – as part of rich curriculum
- Speaking and listening key: foundation for reading (& writing)
- Pave the way for systematic, high quality phonic work.
- Children should benefit from a rich curriculum that develops speaking & listening and reading & writing.
- Begin systematic, high quality phonic work for most by five, subject to professional judgement, as prime approach for learning to read.
- Should be part of ‘quality first’ teaching which reduces need for intervention.
- Children with difficulties should be identified early & appropriate support provided
- Leaders & managers should ensure high quality phonic work is implemented & monitored regularly
- Practitioner & teacher training should focus on principles of high quality phonic work
- Parents have vital role & should be involved.