Apports des neurosciences et pedagogie du langage ecrit

IWATA Makoto, 1986. Neural Mechanism of Reading and Writing in the Japanese Language. Functional Neurology. Vol 1.

KANDEL.E. 1979. Les petits systèmes de neurones. Pour la Sciences, N° 25, pp.37-47.
KANDEL,E., & HAWKINS,R. 1992. Les bases biologiques de l’pprentissage. Pour la Science, N°181.
KAMHI,A.G. & CATTS,H.W. 1989. Reading Disabilities : A Developmental Language Perspective. Boston : College-Hill Press.
KING,R., & TORGESEN, J.K. 2003. Improving the effectiveness of reading instruction in one elementary school. Technical Report N° 3. Tallahasse, FL : Florida Center for Reading Research.
KLINKENBERG,T., HEDEHUS,M., TEMPLE,E., SALZ,T., GABRIELI,J., MOSELEY,M., & POLDRACK,R. 2000. Microstructure of temporo-parietal white matter as a basis for reading ability : Evidence from diffusion tensor magnetic resonance imagin. Neuron, 25, 493-500.

LAVIGNE,F., VITU,F. & d’YDEWALLE,G. 2000. The influence of semantic context on initial eye landing sites in words. Acta Psychologica 104, 191-214.
LEEGE G.E., ANH S.J,. KLITZ,T.S, & LUEBKER,A. 1997. Psychophysics of reading : XVI. The Visual Span in Normal and Low Vision. Vision Research, Vol. 37, N°14, (pp.1999-2010).
LEONARD,C.M., LOMBARDINO,L.J., MERCADO,L.R., BROWD,S.R., BREIER,J.I., & AGEE,O.F. 1996. Cerebral asymmetry and cognitive development in children : A magnetic resonance imaging study. Psychological Science, 7, 89-95.
LEUNG,C.B. 1992. Effects of word-related variables on vocabulary growth repeated read-aloud events. In KINZER,C.K., & LEU,D.J. (Eds.). Literacy research, theory and practice : Views from many perspectives : Forthy-First Yearbook of the National Reading conference (pp. 491-198). Chicago, IL : the National Reading Conference.
LIBERMAN, A.M. 1996. Speech : A special code. Cambridge, Mass : MIT Press.
LIBERMAN,I.Y., SHANKWEILER,D.P, & LIBERMAN,A. 1989. The alphabetic principle and learning to read. Bethesda,MD : U.S.Department of Health and Human Services, National Institute of Child Health and Human Development. Bethesda, USA.
LIENARD J.S. 1999. Perception naturelle et perception artificielle. Cerveau et machines. Chapitre 4. Hermès Sciences publications.
LUNDBERG,I., FROST,J., & PETERSEN,O. 1988. Effects of an extensive program for stimulating phonoligical awareness in preschool children. Reading Research Quarterly, 23, 263-284.
LYON,G.R. 1995a. Research initiatives in learning disabilities : Contribution from scientists supported by the National Institute of Child Health and Human Development. Journal of child Neurology,10, 120-126.
LYON,G.R., & CHHABRA. 1996. The current state of science and the future of specific reading disability. Mental retardation and developmental disabilities research reviews 2 : 2-9.
LYON,G.R. & FLETCHER,J.M. 2001. Early identification, prevention and early intervention for children at-risk for reading failure. Publication of the Council for Basic Education, October 15.
LYON,G.R., FLETCHER,J.M., SHAYWITZ,S.E., SHAYWITZ,B.A., TORGENSEN,J.K., WOOD, F.B., SCHULTE,A.& OLSON,R. 2001. Rethinking learning disabilities. In.FINN,C.E.Jr., ROTHERMAN,R.A, & HOKANSON C.R.Jr.(Eds). Rethinking special education for a new century (pp.259-287). Washington,DC : Thomas B.Fordham Foundation and the Progressive Policy Institute.
LYON,G.R. & FLETCHER,J.M., & BARNES,M.C. 2002. Learning disabilities. In MASH,E.J. & BARKLEY,R.A. (Eds.) Child psychopathology (pp.520-586) (Second Edition). New York: Guilford.
MANN,V. 1987. Phonological awareness : The role of reading experience. In Bertelson.P.(Ed), The onset of literacy : Cognitive processes in reading acquisition, pp.65-92. Cambridge, MA : The MIT Press.
McCONKIE,G.W. & RAYNER,K. 1975. The span of the effective stimulus during a fixation in reading. Perception and Psychophysics, 17, 578-586.
McCONKIE,G.W. & ZOLA,D. 1981. Language constaints and the functional stimulus in reading. In A.M.LESGOLD and C.A.PERFETTI (Eds). Interactive processes in reading (pp. 155-175) Hilldsdale, NJ :Erlbaum

McCONKIE,G.W., BERTHOZ,A,. & PETIT, L. 1996. Les mouvements du regard : une affaire de saccades. La Recherche, n° 289, pp.58-65

MEDO,M.A., & RYDER,R.J. 1993. The effects of vocabulary instruction on reader’s ability to make causal connexions. Reading Research and Instruction, 33(2), 119-134.
MORAIS J., BERTELSON,P., CARY L. & ALEGRIA J. 1987. Literacy training and speech segmentation. In Bertelson,P. (Ed.) The onset of literacy : cognitive processes in reading acquisition (pp. 45-64). Cambridge, MA : the MIT Press.
NATIONAL READING PANEL 2000 : Teaching children to read : An evidence-based assessment of the scientific researh literature on reading and its implications for reading instruction.

Reports of the Subgroups. 2000.

NICHD (National Institute Of Child Health and Human Development)

Bethesda, USA.

O’CONNOR,R., & JENKINS,J. 1995. Improving the generalization of sound/symbol knowledge : Teaching spelling to kindergarten children with disabilities. The Journal of Special Education, 29, 255-275.
PAILLARD.J.1999. Cerveau et machines. Hermès Science. Chapitre 3.
PAPANICOLAOU,AC., & BILLINGSLEY,R.L. 2003. Functional neuroimaging contributions to neurolinguistics. Journal of Neurolinguistics, 16, 251-254.
PENNINGTON,B.F., FILIPEK,P.A., CHURCHWELL,J., KENNEDY,D.N., LEFLEY,D., SIMON,J.H., FILLEY,C.M., GALABURDA,A., ALARCON,M., & DeFRIES,J.C. 1996. Brain morphometry in reading-disabled twins. Neurology,53, 723-729.
PERFETTI,C. 1985. Reading Ability. New-York :Oxford Press.
PLOURDE G, SPERRY, RW. 1984. Interhemispheric communication after section of the forebrain commissures. Brain;Mar:(ptl):95-106
POGORZELSKI,S., & WELDALL,K. 2002. Do Differences in Phonological Processing Performance Predict Gains Made by Older Low-progress Readers Following Intensive Literacy Intervention ? Educational psychology, Vol.22, N°4. ? ? ? ? ?
POSNER M.I. et ABDULLAEV Y.G. 1996. Dévoiler la dynamique de la lecture. La recherche n° 289, pp.66-69.
PUGH,K.R., MENCL,W.E., SHAYWITZ,B.A., SHAYWITZ,S.E., FULBRIGHT,R.K., CONSTABLE,R.T., SKUDLARSKI,P., MARCHIONE,K.E., JENNER,A.R., FLETCHER,J.M., LIBERMAN,A.M., SHANKWEILER,D.P., KATZ,L., LACADIE,C., & GORE,J.C. 2000. The angular gyrus in developmental dyslexia : Task-specific differences in functional connectivity within posterioi cortex. Psychological Science, 11, 51-56.
RADACH,R., & KEMPE,V., 1993. An individual analysis of initial fixation positions in reading. In G.d’YDEWALLE & J.Van RENSBERGEN (Eds.), Perception and cognition : Advances in eye movement research (pp.213-226). Amsterdam : North Holland.
RAYNER,K. 1986. Eye movements and the perceptual span in beginning and skilled readers. Journal of Experimental Child Psychology, 41, 211-236.
RAYNER,K. 1998. Eye movements in reading and information processing : 20 years of research. Psychological Bulletin, 124, 372-422.
RAYNER,K., & DUFFY,S.A. 1988. On-line comprehension processes and eye movements in reading. In M.DANEMAN, G.E.MacKINNON, & T.G.WALLER (Eds.), Reading research : advances in theory and Practice (pp.13-66). San Diego,C.A : Academic Press.
RAYNER,K & POLLATSEK,A. 1994. The psychology of Reading. Mahwah, NJ. : Erlbaum.
RAYNER,K., SEREONO,S.C., LESCH,M.F. & POLLATSEK,A. 1995. Phonological codes are  automatically activated during reading: Evidence from an eye movement priming paradigm. Psychological Science 6: 26-31.
READ, C., ZHANG, Y., NIE, H., & DING,B. 1987. The ability to manipulate speech sounds depends on knowing alphabetic wrigting. In P.Bertelson (Ed), The Onset of Literacy : Cognitive Processes in Reading Acquisition. (pp. 31-44) Cambridge, MA : The MIT Press.
RIBEN,L. & PERFETTI,C.A. 1991. Learning to Read : Basic Research and its Implications. Hillsdale, NJ : Lauwrence Erlbaum.
RINALDI,L., SELLS,D., & McLAUGHLIN,T.F. 1997. The effects of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7(2), 219-233.
ROBBINS,C., & EHRI,L.C. 1994. Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 541-64.
RUMSEY.J.M., ANDREASON P., ZAMETKIN,A.J., AQUINO,T., KING,A., HAMBURGER,S., PILEUS,A., RAPPORT,J., & COHEN,R. 1992. Failure to activate the left temporoparietal cortex in dyslexia. An oxygen 15 positron emission tomographic study. Archives of Neurology, 49, 527-534.
RUMSEY.J.M., NACE,K., DONOHUE,B., WISE,D., MAISOG,J.M., & ANDREASON P. 1997. A positron emission tomographic study of impaired word recognition and phonological processing in dyslexic men. Archives of neurology,54, 562-573.
RUMSEY.J.M., HORWITZ B., DONOHUE B.C., NACE K., MAISON J.M. , ANDREASON P. 1997. Phonological and orthographic component of recogniton. A PET-rCBF study. Brain, 120, 739-759.

SCANLON,D.M. & VELLUTINO,F. 1996. Prerequisite skills, early instruction, and succes in first-grad reading : Selected results from a longitudinal study. Mental Retardation and Developmental Disabilities. Research Rewiews, 2, 54-63.

SENECHAL,M. 1997. The diffential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123-138.
SENECHAL,M., & CORNELL,E.H. 1993. Vocabulary acquisition trough shared reading experiences. Reading Research Quarterly, 28(4), 360-374.
SHARE,D.L. 1995. Phonological recoding and self-teaching : Sine qua non of reading acquisition. Cognition, 55, 151-218.
SHARE, D., JORM, A, MACLEAN,R., & MATTHEWS, R. 1984. Sources of individual differences in reading achievement .Journal of Educational Psychology, 76, 1309-1324.