Denis Alamargot

Denis Alamargot
Université Paris-Est Créteil Val de Marne - Université Paris 12 | UPEC · INSPE de l'Académie de Créteil - Laboratoire Cognitions Humaine et Artificielle (CHArt-UPEC)

Full Professor

About

125
Publications
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Introduction
Denis Alamargot conducts research into the development and functioning of written production, analysing eye and pen movements. As a member of the CeRCA-CNRS at Poitiers University from 1997 to 2012, he spent three years on secondment to the CNRS (2002-2005). He is currently Deputy Director of the Graduate School for Teacher (INSPE) and Deputy Director of the CHArt laboratory (University of Paris-Est Créteil - UPEC) where he is the head of the research team "Cognitive Sciences and Education".
Additional affiliations
September 2012 - present
Université Paris-Est Créteil Val de Marne - Université Paris 12
Position
  • Professor (Full)
September 2002 - August 2005
French National Centre for Scientific Research
Position
  • Full Researcher
September 1997 - August 2012
Université de Poitiers
Position
  • Professor (Associate)

Publications

Publications (125)
Book
Full-text available
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...
Article
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...
Article
Full-text available
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
Article
Full-text available
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...
Article
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...
Article
Full-text available
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,...
Article
Full-text available
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
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...
Chapter
Full-text available
Préface de l'ouvrage de Laurence Pierson "Bien écrire et aimer écrire", à l'attention des enseignants et des praticiens.
Article
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...
Book
Full-text available
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...
Article
Full-text available
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...
Article
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...
Article
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...
Article
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
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...
Article
Full-text available
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....
Article
Full-text available
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...
Article
Full-text available
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...
Article
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...
Conference Paper
Full-text available
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...
Article
Full-text available
Alamargot, D. (2015). Litéracie scolaire : intérêts et limites d’un concept. Le Français Aujourd’hui. 190.
Chapter
Full-text available
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...
Article
Full-text available
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....
Conference Paper
Full-text available
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
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...
Chapter
Full-text available
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.
Conference Paper
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Book
Full-text available
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.
Chapter
Full-text available
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...
Book
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.
Chapter
Full-text available
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...
Article
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...
Chapter
Full-text available
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...
Chapter
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.
Article
Full-text available
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....
Article
Full-text available
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...
Article
Full-text available
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...
Chapter
Full-text available
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.
Chapter
Full-text available
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...
Chapter
Full-text available
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.
Chapter
Full-text available
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.
Chapter
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
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Introduction et présentation du numéro thématique
Article
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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...
Conference Paper
Full-text available
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.
Chapter
Full-text available
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.
Chapter
Full-text available
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.
Book
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.
Article
Full-text available
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...
Chapter
Full-text available
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.
Chapter
Full-text available
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...
Chapter
Full-text available
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...