• Assistant Professor at the University of Poitiers

Publications HAL

  • Anna Potocki, Virginie Laval. Comprehension and Inference: Relationships Between Oral and Written Modalities in Good and Poor Comprehenders During Adolescence. Journal of Speech, Language, and Hearing Research, American Speech-Language-Hearing Association, 2019, 62 (9), pp.3431-3442. ⟨10.1044/2019_JSLHR-L-18-0400⟩. ⟨hal-02445025⟩
  • Nicolas Vibert, Jason Braasch, Daniel Darles, Anna Potocki, Christine Ros, et al.. Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues During Visual Search for Words. Frontiers in Psychology, Frontiers, 2019, 10, pp.642. ⟨10.3389/fpsyg.2019.00642⟩. ⟨hal-02109341⟩
  • Anna Potocki, Guillaume de Pereyra, Christine Ros, Mônica Macedo-Rouet, Marc Stadtler, et al.. The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships. Infancia y Aprendizaje, Fundacion Infancia y Aprendizaje, 2019, pp.1-41. ⟨10.1080/02103702.2019.1690848⟩. ⟨hal-02405957⟩
  • Jean-François Rouet, Mônica Macedo‐rouet, Anna Potocki, Lisa Scharrer, Christine Ros, et al.. How Good Is This Page? Benefits and Limits of Prompting on Adolescents’ Evaluation of Web Information Quality. Reading Research Quarterly, International Reading Association, 2018, 54 (3), pp.299-321. ⟨10.1002/rrq.241⟩. ⟨hal-02401427⟩
  • Ana Perez, Anna Potocki, Marc Stadtler, Mônica Macedo-Rouet, Johanna Paul, et al.. Fostering teenagers' assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions. Learning and Instruction, Elsevier, 2018, 58, pp.53-64. ⟨10.1016/j.learninstruc.2018.04.006⟩. ⟨hal-02378410⟩
  • Jean-François Rouet, Anna Potocki. From reading comprehension to document literacy: learning to search for, evaluate and integrate information across texts. Infancia y Aprendizaje, Fundacion Infancia y Aprendizaje, 2018, 41 (3), pp.415-446. ⟨10.1080/02103702.2018.1480313⟩. ⟨hal-01997990⟩
  • Pauline Auphan, Anna Potocki, Jean Ecalle, Annie Magnan. Evaluation informatisée de la compréhension en lecture d’enfants autistes sans déficience intellectuelle. Revue de Psychoéducation, Corporation de la Revue Canadienne de Psycho-Éducation, 2018, 47 (2), pp.333-356. ⟨10.7202/1054064ar⟩. ⟨hal-02454788⟩
  • Anna Potocki, Christine Ros, Nicolas Vibert, Jean-François Rouet. Children’s Visual Scanning of Textual Documents: Effects of Document Organization, Search Goals, and Metatextual Knowledge. Scientific Studies of Reading, Taylor & Francis (Routledge), 2017, 21 (6), pp.480-497. ⟨10.1080/10888438.2017.1334060⟩. ⟨hal-02341063⟩
  • Nina Kleinsz, Anna Potocki, Jean Ecalle, Annie Magnan. Profiles of French poor readers: Underlying difficulties and effects of computerized training programs. Learning and Individual Differences, Elsevier, 2017, 57, pp.45-57. ⟨10.1016/j.lindif.2017.05.009⟩. ⟨hal-01941560⟩
  • Monik Favart, Anna Potocki, Lucie Broc, Pauline Quemart, Josie Bernicot, et al.. The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence. Research in Developmental Disabilities, Elsevier, 2016, 59, pp.318-327. ⟨10.1016/j.ridd.2016.09.009⟩. ⟨hal-01950077⟩
  • Anna Potocki, Monique Sanchez, Jean Ecalle, Annie Magnan. Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties. Journal of Learning Disabilities, SAGE Publications, 2016, 50 (2), pp.128 - 142. ⟨10.1177/0022219415613080⟩. ⟨hal-01936360⟩
  • Anna Potocki, Annie Magnan, Jean Ecalle. Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension. Research in Developmental Disabilities, Elsevier, 2015, 45-46, pp.83-92. ⟨10.1016/j.ridd.2015.07.016⟩. ⟨hal-02338669⟩
  • J. Ecalle, A. Magnan, Anna Potocki. Computerized comprehension training for whom and under which conditions is it efficient?. Journal of Computer Assisted Learning, Wiley, 2015, 31 (2), pp.162-175. ⟨10.1111/jcal.12087⟩. ⟨hal-02076386⟩
  • Jean Ecalle, Houria Bouchafa, Anna Potocki, Annie Magnan. Comprehension of written sentences as a core component of children's reading comprehension. Journal of Research in Reading, Wiley, 2013, 36 (2), pp.117-131. ⟨10.1111/j.1467-9817.2011.01491.x⟩. ⟨hal-02089786⟩
  • Anna Potocki, Jean Ecalle, Annie Magnan. Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. Computers & Education, 2013, 63, pp.131-140. ⟨10.1016/j.compedu.2012.12.011⟩. ⟨hal-02089808⟩
  • Anna Potocki, Jean Ecalle, Annie Magnan. Narrative Comprehension Skills in 5-Year-Old Children: Correlational Analysis and Comprehender Profiles. Journal of Educational Research, Taylor & Francis (Routledge), 2013, 106 (1), pp.14-26. ⟨10.1080/00220671.2012.667013⟩. ⟨hal-02089819⟩
  • Jérôme Dinet, Anna Potocki, Jean-François Rouet. La lecture à l'heure du numérique. L'apprentissage de la lecture, 2019. ⟨hal-02305189⟩
  • Jean-François Rouet, Anna Potocki. De la compréhension à  l'usage des textes en contexte : accéder à  l'information, évaluer et mettre en relation les textes. Enseigner la compréhension en lecture, Hatier, 2017, Enseigner à l'école primaire, ISSN 2105-4177, 978-2-401-00085-8. ⟨hal-01955260⟩

Research team

CoALa (Communication and Language Acquisition)

Research interests

  • Development of children’s and adolescent’s reading and comprehension skills
  • Remediation of reading and comprehension difficulties
  • Individual differences in children’s and adolescent’s’ reading and comprehension skills

Keywords:

Comprehension, development, inferences, comprehension training, reading disabilities

Collaborators

  • Jean Ecalle, Laboratoire EMC, Université Lyon 2
  • Annie Magnan, Laboratoire EMC, Université Lyon 2
  • Monica Macedo-Rouet, Université Paris 8
  • Jane Oakhill, Université de Sussex
  • Marc Stadtler, Université de Münster
  • Lalo Salmeron, Université de Valencia

Teaching

  • Developmental psychology
  • Children’s neuropsychology
  • Learning psychology
  • Scientific methodology

Administrative responsibilities

  • Responsible of the 2nd year of License
  • Member of the ethic committee CERNI Tours-Poitiers
  • Member of the pedagogical committee of the University of Poitiers (UFR SHA) and of the speech-therapists school
  • Member of the pedagogical team of the Master « Trouble de la Cognition et du Langage : Psychologie du Développement et Neuropsychologie »

Publications

Potocki, A., Ecalle, J., & Magnan, A. (2016). Early cognitive and linguistic profiles of different types of 7-to 8-year-old readers. Journal of Research in Reading.

Potocki, A., Sanchez, M., Ecalle, J., & Magnan, A. (2015). Linguistic and cognitive profiles of 8- to 15-year-old children with specific reading comprehension difficulties: The role of executive functions. Journal of Learning Disabilities. doi: 10.1177/0022219415613080

Potocki, A., Ecalle, J., & Magnan, A. (2015). Computerized comprehension training in young readers: For whom and under which conditions is it efficient? Journal of Computer Assisted Learning, 31, 162-175.

Potocki, A., Magnan, A., & Ecalle, J. (2015). Computer-based trainings in four groups of struggling readers: Specific effects on word reading and comprehension. Research in Developmental Disabilities, 45-46, 83-92.

Potocki, A., Ecalle, J., & Magnan, A. (2013). Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. Computers & Education, 63, 131-140.

  • La vie du CeRCA continue sur Twitter !