Denis Alamargot

• Full Professor
• Professor (Full) at Université de Poitiers

Alamargot, D. & Chanquoy, L., (2001). Through the models of writing. Dordrecht-Boston-London : Kluwer Academic Publishers. Denis Alamargot and Lucile Chanquoy’s book offers a vivid and original presenta- tion of main trends in the research field devoted to writing. First, it provides both young and senior scientists with a comparative view of curr...

Alamargot, D. & Morin, M-F. (2015). Does handwriting on a tablet screen affect students’ graphomotor execution? A comparison between Grades 2 and 9. Human Movement Science. 44, 32-41 http://www.sciencedirect.com/science/article/pii/S016794571530021X We sought to ascertain how handwriting with a plastic-tipped pen on the screen of a digital tablet...

Avant propos du numéro 163 de la revue ANAE https://www.anae-revue.com Alamargot, D. & Morin, M.-F. (2019). Avant-propos - Apprentissage et enseignement de la production écrite à l’école : apports de la recherche en sciences cognitives. A.N.A.E., 163, 709-71

Developmental dyslexia is defined as a specific reading disorder but is also thought to be underpinned by a deficit in motor skills that may well affect handwriting performance. However, the results of studies addressing this issue are not consistent. The present study was, therefore, designed to better understand the functioning of handwriting in...

Cet article vise à décrire et approfondir la relation entre les habiletés graphomotrices et les performances orthographiques chez les élèves de primaire. Après un bilan des travaux qui mettent en évidence cette re- lation à différents niveaux scolaires et pour différents systèmes ortho- graphiques, nous présentons les résultats d’une étude menée en...

Background: Emotional valence can be used to describe the pleasant or unpleasant nature of information such as images, words, sentences, or texts. The possible existence of a bias favoring the comprehension of positive versus negative information remains a controversial subject. The aim of the present study was to explore whether the emotional vale...

Cette étude a pour but d’analyser et de comparer l’évolution de l’empan de copie et la qualité du tracé en écriture chez les élèves de maternelle (GS) et de 1re année (CP) en fonction des allographes privilégiés dans deux contextes scolaires francophones différents, la France et le Québec. À partir des données recueillies lors d’une tâche de copie...

Volume numéro 185

L’objectif de cet article est d’analyser dans quelle mesure, et selon quelles conditions, la procédure de résolution d’un accord sujet-verbe s’engage en amont de la production du verbe, possiblement dès le début de l’écri- ture de la phrase. Pour ce faire, il a été demandé à 27 élèves de terminale de produire sous dictée, avec ou sans tâche ajoutée...

This invited special session of IGS 2023 presents the works carried out at Laboratoire Scribens and some of its collaborating laboratories. It summarises the 17 talks presented in the colloquium #611 entitled « La lognormalité: une fenêtre ouverte sur le contrôle neuromoteur» (Lognormality: a window opened on neuromotor control), at the 2023 confer...

L’objectif de cette étude est d’examiner dans quelle mesure un entraîne- ment à la production de Twoutils (caractéristiques du dispositif Twictée conçu par des enseignants et mis en place dans de nombreuses classes de primaire) améliore la réussite de l’accord sujet-verbe, chez des élèves de 3e année du primaire, encore novices. Pour ce faire, il a...

L’objectif de cet article est d’analyser dans quelle mesure, et selon quelles conditions, la procédure de résolution d’un accord sujet-verbe s’engage en amont de la production du verbe, possiblement dès le début de l’écriture de la phrase. Pour ce faire, il a été demandé à 27 élèves de terminale de produire sous dictée, avec ou sans tâche ajoutée,...

L’objectif de cette étude est d’examiner dans quelle mesure un entraînement à la production de Twoutils (caractéristiques du dispositif Twictée conçu par des enseignants et mis en place dans de nombreuses classes de primaire) améliore la réussite de l’accord sujet-verbe, chez des élèves de 3 e année du primaire, encore novices. Pour ce faire, il a...

Motor imagery has been used in training programs to improve the performance of motor skills. Handwriting movement may benefit from motor imagery training. To optimize the efficacy of this kind of training, it is important to identify the factors that facilitate the motor imagery process for handwriting movements. Several studies have shown that mot...

A correction to this paper has been published: https://doi.org/10.1007/s00426-021-01507-4

This article aims to provide an in-depth description of the relationship between handwriting skills and spelling performance in primary-school students. After reviewing research highlighting this relationship at different grade levels and for different orthographic systems, we present the results of a study conducted among French primary-school stu...

This study was designed to enhance our understanding of the online management of writing processes by two groups of writers with a different level of expertise, and to explore the impact of this online management on text quality. To this aim, fifth graders (mean age 10.5 years) and undergraduate students (mean age 22.6 years) were asked to compose...

Préface de l'ouvrage de Laurence Pierson "Bien écrire et aimer écrire", à l'attention des enseignants et des praticiens.

https://www.anae-revue.com Résumé L’objectif de cet article est de dresser un bilan des effets de différents entrainements graphomoteurs conçus et testés pour soutenir l’apprentissage du geste d’écriture chez les élèves du primaire. En distinguant trois types de programmes : (a) perceptifs et/ou moteurs, (b) cognitifs et métacognitifs et (c) compo...

Fruit d’une collaboration franco-québécoise, ce numéro de la revue ANAE n°163, édité par Denis Alamargot et Marie-France Morin, présente, à travers sept articles complémentaires, une synthèse des recherches menées en sciences cognitives et psychologie pour l’éducation, pour approfondir l’apprentissage de la production écrite et de l’écriture chez l...

https://www.anae-revue.com - Résumé : Intérêts et limites des outils numériques pour l’apprentissage de la production écrite Cet article dresse un bilan, à travers une synthèse des travaux de recherche, de l’efficacité des principaux outils numériques conçus pour aider la production écrite chez les élèves ordinaires ou en difficulté. L’intérêt et l...

Résumé : Approche cognitive de la production écrite : Principaux résultats et apports pour l’apprentissage et l’enseignement à l’école L’objectif de cet article est : (a) de dresser un bilan des principaux résultats issus des travaux menés par la psychologie cognitive depuis près de 40 ans, pour comprendre le fonctionnement et le développement de l...

The purpose of this article is to take stock of the effects of different types of training designed and tested to support the development of handwriting skills among primary school pupils. We distinguish between three types of programs: a) perceptual and/or motor, b) cognitive and metacognitive, and c) composite (handwriting practiced in conjunctio...

Learning to write involves the acquisition of several skills, not the least of which is handwriting. Indeed, studies in cognitive psychology have clearly demonstrated that it takes time to acquire this complex skill. The present study aimed to assess the effectiveness of an explicit multicomponent alphabet writing instruction program implemented in...

Recent research on literacy has highlighted the impact of affective factors on learning to read. Among these factors, attitudes toward reading have been clearly shown to influence the development of reading skills and academic success. Nevertheless, differences in children’s attitudes across schooling have yet to be properly documented, especially...

Tablets are increasingly being used in schools for a variety of handwriting tasks. Given that the control of handwriting relies on both visual and proprioceptive feedback, especially in younger writers, this raises the question of whether the texture of the tablet surface affects graphomotor execution. A series of recent studies found that when the...

We set out to (i) assess the handwriting skills of signing deaf students,and (ii) examine the extent to which their text composition and spelling performances are linked to their handwriting efficiency. We asked 15 prelingually and profoundly deaf middle-school students (M = 15.18 years), all sign-language users, and a group of hearing students matc...

To successfully spell in an inconsistent orthography like French, students must learn to negotiate not only lexical spelling but grammatical spelling, too, with morphological markers that are often silent. We sought to examine different acquisition profiles, based on children's lexical and grammatical spelling development in Grades Three and Five....

Morin, M.-F., Bara, F., & Alamargot, D. (2017). Apprentissage de la graphomotricité à l’école : Quelles acquisitions? Quelles pratiques? Quels outils? Résumé : L’objectif de cet article est de faire le point des principaux travaux concernant l’apprentissage de la graphomotricité à l’école primaire. Dans un premier temps, cette synthèse abordera le...

Alamargot, D., Morin, M.F., & Drijbooms, E. (2017). Planificateur ou formulateur ? Mise en évidence de deux stratégies de rédaction à partir d’un support imagé chez des élèves de CE1 et de CM2. Pratiques. 173. L’objectif de cette recherche est de mieux comprendre le système de contraintes qui pèse sur la rédaction à partir d’un support imagé et de...

Télecharger / Download the e-book ici : http://savoirs.usherbrooke.ca/handle/11143/10243

Alamargot, D. & Morin, M-F (in press). New handwriting technologies: how the tablet screen surface affects students’ graphomotor execution. Handwriting Today. Abstract In this article, we provide a summary of an original and recently published study (see Alamargot & Morin, 2015, for details) aiming to ascertain how handwriting with a plastic-tippe...

Following the 2013 edition, ISEL 2015 will focus on four thematic areas to study the question of reading and writing practices in school, while considering the students’ progress in preschool and at the end of grade school. Particular focus is put on students who have difficulty with reading and writing. Finally, we will touch on the subject of new...

Alamargot, D. (2015). Litéracie scolaire : intérêts et limites d’un concept. Le Français Aujourd’hui. 190.

Si l'importance de la conscience du lectorat dans la rédaction experte est établie, l'apparition précoce des marques de cette conscience, dès l'école primaire, nécessite que soit cernée la dimension experte de cette habileté. Des marqueurs linguistiques peuvent en être déterminés à partir de l'interaction métadiscursive avec le lectorat dans les ar...

This study was designed to (1) investigate the procedure responsible for successful written subject–verb agreement, and (2) describe how it develops across grades. 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]) and write out the verb inflections....

A SILE/ISEL workshop was held in Prague (Czech Republic) on September 24th and 25th 2014 during a conference on the acquisition of reading skills organized by the Faculty of Education of l'Université Charles. This is an intermediary scientific event being held between SILE/ISEL 2013 (Portugal) and SILE/ISEL 2015 (Canada) during which researchers ar...

This study was designed to (1) investigate the procedure responsible for successful written subject-verb agreement, and (2) describe how it develops across grades. Students in Grades 3, 5 and 12 were asked to read noun-noun-verb sentences aloud (e.g., Le chien des voisins mange [The dog of the neighbors eats]) and write out the verb inflections. So...

We sought to deepen our understanding of how the graphomotor component functions in children with dyslexia, compared with typically developing children of the same chronological age. Participants were asked to handwrite the alphabet (Abbott & Berninger, 1993) and their name and surname (Pontart et al., 2013) from memory. Results showed that the chi...

We sought to deepen our understanding of how the graphomotor component functions in children with dyslexia, compared with typically developing children of the same chronological age. Participants were asked to handwrite the alphabet (Abbott & Berninger, 1993) and their name and surname (Pontart, et al., 2013) from memory. Results showed that the ch...

Caporossi, G. & Alamargot, D. (2014). L’écriture manuscrite : analyse comparative et méthodes d’études en temps réel. L’exemple du logiciel Eye and Pen. In C. Leblay & G. Caporossi (Eds). Le temps de l’écriture : enregistrements et représentations. Coll. "Sciences du langage : carrefours et points de vue" Louvain-la-neuve : Academia-Bruylant.

http://ojs.eselx.ipl.pt/index.php/invep/issue/view/3

L’objectif du Symposium International sur la Litéracie à l’Ecole / International Symposium for Educational Literacy (SILE/ISEL) est de rassembler à l’échelle internationale les chercheurs de différentes disciplines (éducation, psychologie, linguistique, littérature, et de la santé) qui s’intéressent à la réussite en lecture-écriture des élèves en m...

We sought to identify, the impact of handwriting skills on the efficiency and temporal course of word spelling across Grades 2–9. Eighty-four students, drawn from primary and lower secondary schools, were asked to perform a dictation task to assess their word spelling. They also had to write out the letters of the alphabet, as well as their firstna...

Writing from sources requires the processing of both external (documentary) and internal (long-term memory; LTM) sources of information, which can sometimes interfere with each other. We hypothesised that writers with high working memory (WM) capacity would resolve interference faster than those with low-capacity WM. However, results showed that wr...

Torrance, M., Alamargot, D., Castello, M., Ganier, F., Kruse, O., Mangen, A., Tolchinsky, L., & van Waes, L. (2012, Eds). Learning to write effectively: current trends in european research. Bingley (UK): Emerald Group Publishing Limited.

Alamargot, D. & Beaudet, C. (2012). Writing counter to personal opinion: can advanced communication students set aside their own understanding of a field? In. M. Torrance, D. Alamargot, M. Castello, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, & L. van Waes (Eds). Learning to Write Effectively: Current Trends in European Research. Bingley (UK): E...

Fayol, M., Alamargot, D., & Berninger, V. (2012, Eds). Written Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods and Tools, and Applications. Psychology press. USA.

We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1–3 of primary school on reading tasks...

The aim of this chapter is to show that even though the copy task is used less frequently than the dictation task, it is just as relevant for understanding how the spelling process works, especially when the real-time approach is adopted. In the case of languages with a deep orthography, such as English or French, which are also morphophonemic o...

Alamargot, D. & Chesnet, D. (2012). Eye and pen: a device to assess the temporal course of writing production. Three studies. In. M. Torrance, D. Alamargot, M. Castello, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, & L. van Waes (Eds). Learning to Write Effectively: Current Trends in European Research. Bingley (UK): Emerald Group Publishing Limit...

Alamargot, D. (2012). Contribution to the structuring of the writing community in Europe. In Gelati, C., Arfé, B. & Mason, L. (Eds). Issues in Writing Research, in honor of Piero Boscolo (pp. 163-169). Coop. Libraria Editrice Università di Padova.

Cette recherche évalue comment des étudiants en communication professionnelle peuvent composer un texte argumentatif en faisant abstraction de leurs convictions personnelles. L’analyse des arguments produits montre que l’accent est mis sur l’ethos et le pathos plutôt que sur le logos, pour influencer le lecteur par l’identification et les émotions....

Understanding writing expertise by studying eye and pen movements... This study investigated the role of working memory capacity as a factor for individual differences in the ability to compose a text with communicative efficiency based on audience awareness. We analyzed its differential effects on the dynamics of the writing processes, as well as...

This study investigated the time course of spelling, and its influence on graphomotor execution, in a successive word copy task. According to the cascade model, these two processes may be engaged either sequentially or in parallel, depending on the cognitive demands of spelling. In this experiment, adults were asked to copy a series of words varyin...

Alamargot, D. & Chanquoy, L. (2011). Through the Models of Writing: Ten Years After and Vision for the Future. In V.W. Berninger (Ed.), Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New York: Taylor & Francis/Routledge, Psychology Press.

Alamargot, D., Leuwers, C., Caporossi, G., Pontart, V., O’Brien Ramirez, K.,Pagan, A., Chesnet, D., & Fayol, M. (2011). Eye Tracking Data during Written Recall: Clues to Subject-Verb Agreement Processing during Translation. In V.W. Berninger (Ed.), Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New Yo...

Alamargot, D., Jisa, H., & Lété, B. (2011). Dynamique de la production écrite : l'approche chronométrique. In M. Audiffren & J. Chuquet (Eds.), Regards croisés sur la cognition : Du langage aux dynamiques sociales (pp. 141-144). Rennes : Presses Universitaires de Rennes.

Lambert, E. & Alamargot, D. (2011). La dynamique du traitement orthographique au cours d’une copie de mots. In M. Audiffren & J. Chuquet (Eds.), Regards croisés sur la cognition : Du langage aux dynamiques sociales (161-173). Rennes : Presses Universitaires de Rennes.

Alamargot, D., Leuwers, C., Caporossi, G., Pontart, V., *Pagan, A., *O’Brien Ramirez, K., Fayol, M., & Chesnet, D. (2011). Analyse des mouvements oculaires au cours de la production de l’accord en nombre. In M. Audiffren & J. Chuquet (Eds.), Regards croisés sur la cognition : Du langage aux dynamiques sociales (pp. 175-192). Rennes : Presses Univer...

This study was designed to enhance our understanding of the changing relationship between low- and high-level writing processes in the course of development. A dual description of writing processes was undertaken, based on (a) the respective time courses of these processes, as assessed by an analysis of eye and pen movements, and (b) the semantic c...

This article focuses on the way in which text production is conditioned, as it progresses, by the already-written text. This is a question that arises from both psychology, inasmuch as it studies the cognitive activity of writers, and linguistics, in that it studies textual features. The article thus examines first the epistemological and methodolo...

Introduction et présentation du numéro thématique

In this article, we argue that examining the writing processes of literary authors would enrich and extend empirical research on writing, which is currently grounded in cognitive psychology. In most empirical studies of writing skills, experts are defined as either advanced students or technical writers, neither of whom work within the same constra...

Résumé Dix-sept étudiants québécois en communication, des premier et deuxième cycles universitaires à l’Université de Sherbrooke, se sont prêtés à l’exercice d’écrire deux rédactions sur un même sujet, la menace pesant sur l’environnement, après avoir lu deux sources documentaires contradictoires traitant de l’économie et l’environnement : « Gaz à...

Alamargot, D. & Fayol, M. (2009). Modeling the Development of Written Composition. In Writing Development: Multiple Perspectives. July 2-9. Jeffery Hall, Institute of Education, London, UK.

Alamargot, D. & Fayol, M. (2009). Modelling the development of written composition. In R. Beard, D. Myhill, M. Nystrand, & J. Riley (Eds), Handbook of Writing Development (pp. 23-47). London: Sage.

Alamargot, D. (2009). Du rédacteur à l’écrivain: le point de vue de la psychologie cognitive. In S. Pétillon & O. Anhokina (Eds.), La critique génétique. Paris : ITEM/IMEC-Editions.

Presents a linguistic definition of professional documents, describing their different types and genres. This title focuses on the mental mechanisms involved in written production in the workplace.

The aim of this study was to compare the compositional performances of deaf and hearing students and to investigate the relationships between these performances and working memory capacities. Fifteen prelingually deaf, sign-using students and 15 hearing students composed a descriptive text and performed working memory tasks. The deaf students had p...

Quinlan, T. & Alamargot, D. (2007). Composing from sources: effects of genre and of working memory capacities. In D. Alamargot, P. Terrier & J.M. Cellier (Eds.), Written documents in the workplace (pp. 61-74). Amsterdam: Elsevier.

L’objectif de cet article est d’analyser les relations entre le développe- ment de la mémoire de travail et les trois domaines d’apprentissage (gra- phomotricité, orthographe, rédaction) qui sous-tendent le développement de la production écrite. Il est montré que les relations entre la mémoire de travail et la production écrite diffèrent et évoluen...

Although writing pauses can be considered as main location of high-level processes, the latter can also occur in parallel with graphomotor execution. When a writer composes a text from source documents, the combined analysis of eye and pen movements makes it possible to identify some of these parallel processes and infer their nature. The present s...

In the workplace, effective writing requires skills for processing information. In this chapter, we explore the cognitive processes underlying writing expertise, focusing upon the central role of reading. Skilled writers often reread sections of their text, which raises the question of how reading might contribute to planning, translating, and revi...

We present a new method for studying reading during writing and the relationships between these two activities. The Eye and Pen device makes a synchronous recording of handwriting and eye movements during written composition. It complements existing online methods by providing a fine-grained description of the visual information fixated during paus...

This paper aims at analysing different theories about text content elaboration. In the literature, the conceptual processing is considered through its relationships with long-term memory and the retrieving process during planning. It has been shown that knowledge availability and organisation influenced the writing progress. The task environment, w...

Among the different ways of conducting real time analysis of written productions, recording the variation of graphomotoric activity is particularly interesting because it is objective, non-intrusive and offers a continuous measure of the temporal aspects of writing. Stemming from research on oral production, this method can nevertheless be insuffic...