Marie-Line Bosse
2
Documents
Identifiants chercheurs
- marie-line-bosse
- 0000-0002-9864-380X
- IdRef : 084588136
Présentation
**University Professor of Psychology**
Université Grenoble Alpes, UFR SHS - Bâtiment Michel Dubois, CS 40700 38058 GRENOBLE Cedex 9 FRANCE
Laboratory LPNC Laboratoire de Psychologie et Neuro-Cognition (UMR 5105 CNRS)
http://lpnc.univ-grenoble-alpes.fr
**Research interests:**
I study the cognitive mechanisms of written language acquisition. My work aims to :
\- enhance the comprehension of reading and spelling acquisition mechanisms and of specific learning disabilities
\- improve efficiency of the educational methods in this field.
To reach these goals, I essentially use experimental, training and longitudinal studies on children and young adults with and without specific learning acquisition impairments.
I am particularly interested in:
\- the acquisition of lexical spelling
\- the visual processing of written words during reading acquisition
\- the mechanisms of the very beginning of learning to read
**Research keywords:**
Reading acquisition
Spelling and orthographic acquisition
Developmental dyslexia and dysgraphia
Visual attention span
Early literacy acquisition
Education and effective teaching
**Research main collaborators (alphabetic order):**
Gérard Bailly, Maryse Bianco, Pascal Bressoux, Nadège Doignon-Camus, Aline Frey, Emilie Gerbier, Jean-Luc Roulin, Sylviane Valdois, Daniel Zagar.
**Research, PhD supervision:**
2022-2025: Camille Charrier. Co-directed with Julien Diard, LPNC, UGA.Title: "Bayesian modeling of orthographic and phonological processes and representations, andtheir interaction in tasks related to reading and its acquisition".
2019-2023 : Céline Pobel-Burtin. Co-directed with Maryse Bianco, LARAC, UGA. Title: "The establishment of an effective protocol of "response to intervention" (RTI) of level 2 in first grade classroom: the optimal conditions".
2018-2023 : Hayat Sabri. Co-directed with Jean-Luc Roulin, LPNC, USMB. Title : "Psychométric evaluation of child intelligence in Morocco : from the study of biases when using WISC V to the elaboration of a relevant tool".
2017-2022 : Carole Hanner. Co-directed with Pascal Bressoux, LARAC, UGA. Title : "Relations between reading and spelling from first to third grade".
2019-2021 : Cynthia Boggio. Co-directed with Maryse Bianco, LARAC, UGA. Title : "Evaluation and ergonomy of a new method to teach reading in first grade". Cynthia Boggio is now Post-doc in the LPNC, Université Grenoble Alpes.
2017-2020 : Erika Godde. Co-directed with Gérard Bailly, Gipsa-lab, UGA. Title : "Development and acquisition of prosody in reading aloud". Erika Godde is now Lecturer at Bourgogne University (INSPE).
2008-2012 : Nathalie Chaves. PhD in developmental Psychology, co-directed with Pierre Largy, Université Toulouse 2 le Mirail. Title : " The role of visual attention span in the acquisition of lexical orthographic knowledge". Nathalie Chaves is now a clinical psychologist.
**Teaching:**
2015-now : Professor in cognitive psychology
2006-2015 : Lecturer in cognitive psychology
2002-2006 : temporary teacher in cognitive psychology
1986-2002 : Teacher for primary school children
**Teaching main contents :**
Reading and spelling acquisition
Learning processes
Developmental dyslexia and others specific learning disabilities
Developmental Neuropsychology
Methodology in experimental psychology
**Main responsabilities:**
2022 - 2024 : Team leader of the TRANS3 project
2020 - now : Team leader of the Action 3, PEGASE Project, Université Grenoble Alpes
2016 - now : Head of the Master 2 "Neuropsychologie de l’Enfant", UGA.
2013 - 2017 : Team leader of the Language team, LPNC.
Publications
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Améliorer l'apprentissage de la lecture de la recherche fondamentale à la diffusion d'une application pour les élèvesPoster de conférence hal-04062326v1 |
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Projet Trans3 : TRANSmission de connaissances, TRANSfert laboratoire-école, TRANSformation des pratiquesJournée R&T cognition, Mar 2023, Paris, France. , ANR Trans3 Trois applications pour les apprentissages fondamentaux : Transmission de connaissances, Transfert labo-école, Transformations des pratiques
Poster de conférence
hal-04060955v1
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