Liste  >>  Résultats  >>  Monique Sénéchal
Carte  >>  Résultats  >>  Monique Sénéchal
Liste  >>  Résultats  >>  Monique Sénéchal
Monique Sénéchal
Professeur.e des universités, directeur.rice de recherche ou assimilé
Carleton University
Canada
monique.senechal [at] carleton.ca

Adresse Professionnelle
Child Language and Literacy Research Lab, Université Carleton
550 Loeb Building
1125 colonel by drive
K1S 5B6 OTTAWA
Canada
Sur le web
https://carleton.ca/psychology/people/monique-senechal/


  Disciplines
  •  Psychologie

    •   Équipe(s) de recherche ou département
  • Child Language and Literacy Research Lab (Univ. Carleton)

    • Thématiques de recherche

    "En tant que chercheur en psychologie du développement, je vise à mieux comprendre comment les enfants apprennent à partir d’événements dans leur quotidien. De plus, je cherche à mieux comprendre les processus de base qui sous-tendent l’apprentissage de la lecture et de l’écriture."


    Catégorie(s)
  • Apprentissages et difficultés d'apprentissage

    • Niveau
  • petite enfance et éducation pré-primaire

    • Mots clés
  • apprentissage de la lecture
  • littératie
  • écriture
  • lecture
  • apprentissage de l'écriture

    • Publications majeures
    • Ouellette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53, 77-88.
    • Sénéchal, M. (2017). Testing a Nested Skills Model of the relations among invented spelling, accurate spelling, and word reading from kindergarten to grade 1. Early Child Development and Care, 197, 358-370. DOI :10.1080/03004430.2016.1205044
    • Gingras, M., & Sénéchal, M. (2016, online first). Silex: A database for silent-letter endings in French words. Behavior Research Methods. doi: 10.3758/s13428-016-0832-z
    • Sénéchal, M., Gingras, M., & L’Heureux, L. (2016). Modeling spelling acquisition: The effect of orthographic regularities on silent-letter representations. Scientific Studies of Reading, 20, 155-162. DOI: 10.1080/10888438.2015.1098650.
    • Pagan, S., & Sénéchal, M. (2014). Involving Parents in a Summer Book Reading Program to Promote Reading Fluency, Comprehension and Vocabulary in Grade 3 and 5 Children. Canadian Journal of Education/Revue canadienne de l’éducation, 37, 1-26.
    • Sénéchal, M., & LeFevre, J. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85, 1535-1551. doi: 10.1111/cdev.12222.
    • Jubenville, K., Sénéchal, M., & Malette, M. (2014). The Moderating Role of Orthographic Consistency on Oral Vocabulary Learning in Monolingual and Bilingual Children. Journal of Experimental Child Psychology, 126, 245-263. doi: 10.1016/j.jecp.2014.05.002.
    • Ouellette, G., & Sénéchal, M. (2013). Guiding children’s invented spellings: A gateway into literacy learning. The Journal of Experimental Education, 81, 261-272.
    • Martini, F., & Sénéchal, M. (2012). Learning Literacy Skills at Home:  Parent Teaching, Expectations and Child Interest. Canadian Journal of Behavioral Sciences, 44, 210-221. doi: 10.1037/a0026758
    • Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2011). The role of invented spelling on learning to read in low-phoneme-awareness kindergartners: A randomized-control-trial study. Reading and Writing: An Interdisciplinary Journal. DOI: 10.1007/s11145-011-9310-2
    • Lever, R., & Sénéchal, M. (2011). Discussing stories: How a dialogic reading intervention improves kindergarteners’ oral narrative construction. Journal of Experimental Child Psychology, 108, 1-24. DOI: 10.1016/j.jecp.2010.07.002
    • Rahbari, N., &  Sénéchal, M. (2010). Learning to read and spell in Persian: A cross-sectional study from grades 1 to 4. Developmental Psychology, 46, 1514-1527. DOI: 10.1037/a0020377
    • Rahbari, N., & Sénéchal, M. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing: An Interdisciplinary Journal, 22, 511-530. DOI: 10.1007/s11145-008-9122-1
    • Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78, 880-907. DOI: 10.3102/0034654308320319