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See detailSuccessful written subject verb agreement: an online analysis of the procedure used by students in Grades 3, 5 and 12
Alamargot, Denis; Flouret, Lisa; Larocque, Denis et al

in Reading and Writing (2015), 28

This study was designed to (1) investigate the procedure responsible forsuccessful written subject–verb agreement, and (2) describe how it develops acrossgrades. Students in Grades 3, 5 and 12 were asked ... [more ▼]

This study was designed to (1) investigate the procedure responsible forsuccessful written subject–verb agreement, and (2) describe how it develops acrossgrades. Students in Grades 3, 5 and 12 were asked to read noun–noun–verb sen-tences aloud (e.g., Le chien des voisins mange [The dog of the neighbors eats]) andwrite out the verb inflections. Some of the nouns differed in number, thus inducingattraction errors. Results showed that third graders were successful because theyimplemented a declarative procedure requiring regressive fixations on the subjectnoun while writing out the inflection. A dual-step procedure (Hupet, Schelstraete,Demaeght, & Fayol, 1996) emerged in Grade 5, and was fully efficient by Grade 12.This procedure, which couples an automatized agreement rule with a monitoringprocess operated within working memory (without the need for regressive fixa-tions), was found to trigger a mismatch asymmetry (singular–plural [ plural–sin-gular) in Grade 5. The time course of written subject–verb agreement, the origin of agreement errors and differences between the spoken and written modalities are discussed. [less ▲]

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