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Article scientifique
Anglais

Poor reading in French elementary school: the interplay of cognitive, behavioral, and socioeconomic factors

Publié dansJournal of developmental and behavioral pediatrics, vol. 30, no. 3, p. 206-216
Date de publication2009
Résumé

: Reading impairment is the major learning disability in childhood. Most previous studies were done on English-speaking populations. Yet, it has been argued that the English writing system exacerbates phonological deficits because of its exceptionally high inconsistency between spelling and sound. Thus, cross-language studies are needed to explore the universal versus language-specific factors underlying reading impairment. The goal of the present research was to study biological, socioeconomic, cognitive, and behavioral factors underlying poor reading in French-speaking second grade children.

Mots-clés
  • Attention Deficit Disorder with Hyperactivity/epidemiology
  • Behavior
  • Child
  • Cognition
  • Dyslexia/epidemiology
  • Female
  • Humans
  • Language Tests
  • Male
  • Mothers
  • Neuropsychological Tests
  • Paris/epidemiology
  • Phonetics
  • Prevalence
  • Reading
  • Regression Analysis
  • Schools
  • Socioeconomic Factors
Citation (format ISO)
FLUSS, Joel Victor et al. Poor reading in French elementary school: the interplay of cognitive, behavioral, and socioeconomic factors. In: Journal of developmental and behavioral pediatrics, 2009, vol. 30, n° 3, p. 206–216. doi: 10.1097/DBP.0b013e3181a7ed6c
Fichiers principaux (1)
Article (Published version)
accessLevelRestricted
Identifiants
ISSN du journal0196-206X
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Création07/10/2014 14:37:00
Première validation07/10/2014 14:37:00
Heure de mise à jour14/03/2023 22:30:26
Changement de statut14/03/2023 22:30:26
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