Publications 

Potocki*, A., Ecalle, J., & Magnan, A. (2017)  Early cognitive and linguistic profiles of different types of 7-to 8-year-old. Journal of Research in Reading, . doi:10.1111/1467-9817.12076

Potocki*, A., Sanchez, M., Ecalle, J., & Magnan, A. (2017). Linguistic and cognitive profiles of 7- to 15-year-old children with specific reading comprehension difficulties: The role of executive functions. Journal of Learning Disabilities,  50(2), 128-142.   doi: 10.1177/0022219415613080.

Ecalle, J., *Labat, H., Le Cam, M., Rocher, T., Cros, L., & Magnan, A. (2015). Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study. Teaching and Teacher Education, 50, 102-113. doi: 10.1016/j.tate.2015.05.002

Maïonchi-Pino*, N., de Cara, B., Ecalle, J., & Magnan, A. (2015). Is syllable segmentation developmentally constrained by consonant sonority within syllable boundaries in silent reading? Evidence in French children. Journal of Research in Reading, 226-248. DOI:10.1111/1467-9817.12038

*Potocki, A., Ecalle, J., & Magnan, A. (2015). Computerized comprehension training in young readers: For whom and under which conditions is it efficient? Journal in Computer Assisted Learning, 31(2), 162-175.  DOI: 10.1111/jcal.12087

Labat*, H., Ecalle, J., Baldy, R., & Magnan, A. (2014). How can low-skilled 5-year-old children benefit from multisensory training on the acquisition of the alphabetic principle.Learning and Individual Differences, 29, 106-113.

Ecalle, J., Bouchafa, H., Potocki*, A., & Magnan, A. (2013). Comprehension of written sentences as a core component of children’s reading compréhension. Journal of Research in Reading, 36(2), 117-131.

Girard*, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219.

Ecalle, J., Kleinsz*, N., & Magnan, A. (2013) Computer-assisted learning in young poor readers: The effect of grapho-syllabic training on word reading and reading comprehension. Computers in Human Behavior, 29(4), 1368-1376.

Potocki*, A., Ecalle, J., & Magnan, A., (2013). Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. Computers and Education, 63, 131-140.

Potocki*, A., Ecalle, J., & Magnan, A. (2013). Narrative comprehension skills in five-year old children: Correlational analysis and comprehender profiles. Journal of Educational Research, 106, 14-26. 

Maïonchi-Pino*, N., de Cara, B., Ecalle, J., & Magnan, A. (2012). Do consonant sonority and status influence syllable-based segmentation strategies in a visual letter detection task ? Developmental evidence in French children. Scientific Studies of Reading, 16(6),550-562.

Ouvrage

Ecalle, J., & Magnan, A. (2015). L’apprentissage de la lecture et ses difficultés. Paris: Junod. 2ème édition actualisée

Activités de Diffusion en langue française

Ecalle, J., & Magnan, A. (2015). Comment lutter contre les difficultés en lecture à l’école : de la prévention précoce à l’aide informatisée. Développements, 18-19, 93-108.

Ecalle, J., & Magnan, A. (2015). L’apport des entraînements informatisés à la réduction des difficultés de lecture. Revue Française de Linguistique Appliquée, 2 (20), 35-50. 

Labat*, H., Fahrat, S.-L., Andreu, S., Rocher, T., Cros, L., Magnan, A., & Ecalle, J. (2013). Evaluation des connaissances précoces prédictives de l’apprentissage de la lecture en grande section de maternelle. Revue Française de Pédagogie, 184,41-54.

Sanchez*, M., Ecalle, J., Magnan, A. (2010). Sensibilité précoce à la structure du mot oral et écrit: quels liens prédictifs avec les performances ultérieures en lecture? Approche Neuropsychologique des Apprentissages chez l’enfant, 107-108(22), 111-118.