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BODÉ Sylvie

Main Referenced Co-authors
Serres, Joyce (2)
UGEN, Sonja  (2)
AREND, Béatrice  (1)
Beffort, Antoinette (1)
Content, Alain (1)
Main Referenced Keywords
At-risk children (1); German (1); Intervention study (1); Phonological awareness (1); Reading acquisition (1);
Main Referenced Disciplines
Education & instruction (7)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (4)
Languages & linguistics (1)

Publications (total 7)

The most downloaded
4 downloads
BODÉ, S., Serres, J., & UGEN, S. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year old's spelling strategies in German and in French. Written Language and Literacy, 12 (1), 82-96. doi:10.1075/wll.12.1.04bod https://hdl.handle.net/10993/32337

The most cited

9 citations (OpenAlex)

BODÉ, S., & Content, A. (2011). Phonological awareness in kindergarten: a field study in Luxembourgish schools. European Journal of Psychology of Education, 26 (1), 109-128. doi:10.1007/s10212-010-0039-0 https://hdl.handle.net/10993/5337

BODÉ, S., Serres, J., & UGEN, S. (2011). Similarities and differences of Luxembourgish and Romanophone 12 year olds' spelling strategies in German and in French. In B. AREND & J.-J. WEBER, Penser l'éducation de demain. Etudes en l'honneur de Dominique Portante (pp. 147-164). Editions Phi.
Peer reviewed

BODÉ, S., & Content, A. (2011). Phonological awareness in kindergarten: a field study in Luxembourgish schools. European Journal of Psychology of Education, 26 (1), 109-128. doi:10.1007/s10212-010-0039-0
Peer reviewed

BODÉ, S., Serres, J., & UGEN, S. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year old's spelling strategies in German and in French. Written Language and Literacy, 12 (1), 82-96. doi:10.1075/wll.12.1.04bod
Peer reviewed

BODÉ, S. (2008). Profils de performances des enfants luxembourgeois en orthographe allemande et en orthographe française. In E. Loarer, J.-L. Mogenet, F. Cuisinier, H. Gottesdiener, P. Mallet, ... P. Vrignaud (Eds.), Perspectives différentielles en psychologie (pp. 423-428). Presses Universitaires de Rennes.

PORTANTE, D., AREND, B., BODÉ, S., ELCHEROTH, S., JAMINET, J., & MICK, C. (2008). Littératies plurilingues: diversité et avenirs socio-culturels des enfants. D'Lëtzebuerger Land, p. 14-15.

BODÉ, S., Beffort, A., Heinen, S., Jenn, P., Kinnen, M., Larosch, A., Lemmer, M., Mersch, T., & Rasqué, N. (2004). Phonologesch Bewosstheet am Spillschoulsalter. Luxembourg, Unknown/unspecified: Imprimerie Saint-Paul.

BODÉ, S. (2002). Minderung des LRS-Risikos durch die Anwendung eines Programmes zum Training der phonologischen Bewusstheit auch bei reduzierter Begleitung der Vorschullehrer/innen. In 43. Kongress der Deutschen Gesellschaft für Psychologie (pp. 330-330).

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