The DOI matches its Crossref record; 32 of the 32 references it cites were found in a registry or an index.
Impact of lip-reading on speech perception in French-speaking children at risk for reading failure assessed from age 5 to 7
Open accessAbstract
Dans une situation de communication, l’apport de l’expression faciale, particulièrement de la lecture labiale, est reconnu comme facilitant la compréhension orale. Dans le contexte de la pandémie liée à la Covid-19, la plupart des enseignants portent un masque. Cela peut affecter l’apprentissage de la lecture, spécialement chez des enfants présentant de faibles capacités de discrimination phonémique. Dans cette étude, deux groupes d’enfants ont été suivis de 5 à 7 ans : un groupe « à risque » de devenir mauvais lecteurs et un groupe « non à risque ». Ces deux groupes ont été constitués selon leurs habiletés à une tâche de discrimination phonémique examinée à l’âge de 5 ans : le groupe « à risque » (N = 39) et le groupe « non à risque » (N = 46). Pour tester l’effet de l’impossibilité de recourir à la lecture labiale dans une épreuve phonologique, une même tâche de comptage syllabique a été proposée aux enfants à 5 ans et à 7 ans avec deux conditions : avec et sans la possibilité d’utiliser la lecture labiale (les stimili étant soit prononcés par l’expérimenteur, soit pré-enregistrés : une condition similaire à celle où le masque est porté). Les résultats montrent un effet positif de la condition avec lecture labiale seulement pour le groupe « à risque », quel que soit l’âge, avec des scores restant similaires dans le temps. À l’inverse, les scores du groupe « non à risque » ont augmenté dans le temps, avec ou sans recours à la lecture labiale. Ces résultats suggèrent que dans le contexte de la pandémie liée à la Covid-19 où les enseignants portent un masque, cette condition peut interférer avec l’apprentissage de la lecture chez des enfants « à risque » par rapport à cet apprentissage en raison d’un déficit de discrimination phonémique.
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“Also, recent data suggest that children with poor phonemic discrimination skills need to use lip reading more than their peers without such difficulties (Piquard-Kipffer et al., 2021).”
From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as Piquard-Kipffer et al., 2021
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Sorted by citations
Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School
Lassault, J., Sprenger-Charolles, L., Albrand, J.-P., Alavoine, E., Richardson, U., Lyytinen, H., & Ziegler, J. C. (2022) · Scientific Studies of Reading · doi:10.1080/10888438.2022.2052884 · Cited by 20
“Also, recent data suggest that children with poor phonemic discrimination skills need to use lip reading more than their peers without such difficulties (Piquard-Kipffer et al., 2021).”
BackgroundSelf-citationAhn, D., & Chan, J. C. K. (2025) · Applied Cognitive Psychology · doi:10.1002/acp.70026 · Cited by 12
The Effect of Masked Education on Language Skills
Güneş, F. (2021) · Sınırsız Eğitim ve Araştırma Dergisi · doi:10.29250/sead.985768 · Cited by 1
Le développement du langage écrit
Sprenger-Charolles, L. (2022) · Elsevier eBooks · doi:10.1016/b978-2-294-77402-7.00007-2
Self-citationPiquard-Kipffer, A., Martinelli, K., Dussere, L., Sancier, A., Zytnicki, J., Barbot-Bouzit, C., & Ouni, S. (2024) · La nouvelle revue - Éducation et société inclusives · doi:10.3917/nresi.098.0341
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Metadata
- Authors
- Piquard-Kipffer, A., Cavadini, T., Sprenger-Charolles, L., & Gentaz, É.
- Affiliations
- Centre National de la Recherche Scientifique (FR)
- University of Geneva (CH)
- Venue
- L’Année psychologique
- Publisher
- CAIRN
- Published
- 2021-04-23
- Volume
- Vol. 121
- Issue
- 2
- Pages
- 3-18
- ISSN
- 0003-5033 (ISSN-L)
- OpenAlex
- W3161458804
- Cited by
- 6
- References
- 32
- Citations by year
- 2025: 1 · 2024: 2 · 2022: 2 · 2021: 1
- FWCI
- 1.83
- Type
- journal article
- Language
- fr
- Open access
- bronze
- doi.org
- Locations
- L’Année psychologique (publishedVersion)
- HAL AMU (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- lip reading, speech perception, reading failure, phoneme discrimination, face-to-face communication, COVID-19 masks, syllable counting, French-speaking children, phonological processing, reading acquisition
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- Piquard-Kipffer, A., Cavadini, T., Sprenger-Charolles, L., & Gentaz, É. (2021). Impact of lip-reading on speech perception in French-speaking children at risk for reading failure assessed from age 5 to 7. L’Année psychologique. https://doi.org/10.3917/anpsy1.212.0003
