Bibliographie
From Foundations For Literacy
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Dalton, T. et N. Strangman (2006). Improving struggling readers' comprehension through scaffolded hypertexts and other computer-based literacy programs. Dans M. C. McKenna, L. D. Labbo, R. D. Kieffer, et D. Reinking (éditeurs), International handbook of literacy and technology (Vol. 2, pp. 75-92). Mahwah (New Jersey) : Lawrence Erlbaum.
D’Angiulli, A., L. S. Siegel et S. Maggi (2004). Literacy instruction, SES, and word-reading achievement in English-language learners and children with English as a first language: A longitudinal study. Learning Disabilities Research & Practice, 19(4), pp. 202-213.
Desrochers, A., P. Cormier et G. Thompson (2005). Sensibilité phonologique et apprentissage de la lecture. Parole, 34-35-36, pp. 113-138.
Desrochers, A. et V. Glickman (2007). Criteria for the evaluation of reading assessment tools. Stratégie nationale d'alphabétisation précoce. London (Ontario) : Réseau canadien de recherche sur le langage et l'alphabétisation. Page consulté le 25 avril 2008 à l'adresse http://cllrnet.ca/Docs/NLS/NSEL_AssessmentTools_2.pdf
DeTemple, J. M. (2001). Parents and children reading books together. Dans D. K. Dickenson et P.O. Tabors (éditeurs), Beginning literacy with language (p. 31-51). Baltimore (Maryland) : Brookes Publishing.
Dion, E., L. Bergeron, L. Lemire-Théberge, M.-H. Guay, C. Roux et M. Brodeur (2008). Apprendre à lire à deux. Activités de stratégies de 2e année. Document non publié. Université du Québec à Montréal.
Dion, E., C. Borri-Anadon, N. Vanier, M.-C. Potvin et C. Roux (2005). Apprendre à lire à deux. Manuel de l’enseignante et matériel de lecture. Document non publié. Université du Québec à Montréal.
Dion, É., M. Brodeur, M. È Campeau, C. Roux, L. Laplante et D. Fuchs (2008). Prévenir les difficultés d’apprentissage en lecture. Le défi de la présentation du contenu et de l’organisation des services. [Prevention of Reading Disabilities : The Challenge of Delivery of Instruction and Organisation of Educational Services]. Numéro spécial Literacy Development in Canada de la revue Psychologie canadienne. Canadian Psychology, 49(2), pp. 155-161.
Dion, E., P. L. Morgan, D. Fuchs et L. S. Fuchs (2004). The promise and limitations of reading instruction in the mainstream: The need for a multilevel approach. Exceptionality, 12(3), pp. 163-173.
Dion, E., M.-C. Potvin et C. Roux (2005). Attention je lis! Manuel de l’enseignante. Document non publié. Université du Québec à Montréal.
Dion, E., C. Roux, L. Bergeron, L. Lemire-Théberge, M.-H. Guay et R. Cliche (2008). Apprendre à comprendre. Document non publié. Université du Québec à Montréal.
Edwards, L. (2003). Writing instruction in kindergarten: Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, 36(12), pp. 136-149.
Ehri, L. C., S. R. Nunes, D. M. Willows, B. Schuster, Z. |Yaghoub Zadeh et T. Shanahan (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, pp. 250-287.
Ehri, L .C. et M. J. Snowling (2004). Developmental variation in word recognition. Dans C. Addison Stone, E. R. Silliman, B. J. Ehren et K. Apel (éditeurs), Handbook of language and literacy: Development and disorders (p. 433-460). New York : The Guilford Press.
Evans, M. A., K. Williamson et T. Pursoo (2008). Preschoolers' attention to print during shared book reading. Scientific Studies of Reading, 12(1), pp. 106-129.
Fan, X. et M. Chen (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13, pp. 1-22.
Fayol, M. (2000). La lecture au Cycle 3. Dans Les journées de l’Observatoire. La lecture dans les trois cycles du primaire, janvier 2000 (pp. 73-86). Paris : Observatoire national de la lecture.
Fayol, M. (2001). Un parti pris : promouvoir une lecture autonome en mettant l’accent sur la compréhension. Dans Les journées de l’Observatoire. La lecture de 8 à 11 ans, janvier 2001 (pp. 15-33). Paris : Observatoire national de la lecture.
Fayol, M. (2006). L’orthographe et son apprentissage. Dan Les journées de l’Observatoire. Enseigner la langue : orthographe et grammaire, mars 2006 (pp. 53-73). Paris : Observatoire national de la lecture.
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