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Effects of Targeted Interventions and of Specific Instructional Time on Reading Ability in French Children in Grade 1
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Ecalle, Jean; Magnan, Annie; Auphan, Pauline; Gomes, Christophe; Cros, Laurent; Suchaut, Bruno – European Journal of Psychology of Education, 2022
The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Intervention
Computer-Based Assessment of Reading Ability and Subtypes of Readers with Reading Comprehension Difficulties: A Study in French Children from G2 to G9
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Auphan, Pauline; Ecalle, Jean; Magnan, Annie – European Journal of Psychology of Education, 2019
Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are few easy-to-use tools enabling teachers to assess reading ability. According to the Simple View of Reading (Hoover and Gough in "Reading and Writing", 2(2), 127-160, 1990), efficient…
Descriptors: Reading Difficulties, Computer Assisted Testing, Reading Tests, Reading Comprehension
French Nursery Schools and German Kindergartens: Effects of Individual and Contextual Variables on Early Learning
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Tazouti, Youssef; Viriot-Goeldel, Caroline; Matter, Cornelie; Geiger-Jaillet, Anemone; Carol, Rita; Deviterne, Dominique – European Journal of Psychology of Education, 2011
The present article investigates the effects of individual and contextual variables on children's early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the…
Descriptors: Nursery Schools, Foreign Countries, French, German
Social Utility, Social Desirability and Scholastic Judgments: Toward a Personological Model of Academic Evaluation
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Dompnier, Benoit; Pansu, Pascal; Bressoux, Pascal – European Journal of Psychology of Education, 2007
The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers' judgments. In addition to taking into account some of these determinants, the proposed model grants to pupils' social…
Descriptors: Social Desirability, Grade 3, Academic Achievement, Students
Academic Self-Concept and Academic Interest Measurement: A Multi-Sample European Study
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Corbiere, Marc; Fraccaroli, Franco; Mbekou, Valentin; Perron, Jacques – European Journal of Psychology of Education, 2006
Academic self-concept and academic interest are crucial concepts for understanding students' academic achievement. Yet, few questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest…
Descriptors: Measures (Individuals), Foreign Countries, Student Interests, Self Concept
Italian and French Teachers Faced with Pupil's Academic Failure: The "Norm of Effort"
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Matteucci, Maria Cristina; Gosling, Patrick – European Journal of Psychology of Education, 2004
115 Italian and French teachers of high school and junior high school participated in a study aimed at investigating the impact of causal attribution on judgments of responsibility in case of academic failure of their pupils. Results support the attribution theory as conceptualized by Weiner (1986, 1995) and confirm the predictive utility of the…
Descriptors: Foreign Countries, Academic Failure, French, Attribution Theory