- Assistant Professor, University of Poitiers
- CeRCA/MSHS,
TSA 21103 - 5, rue Théodore Lefebvre
F – 86073 Poitiers cedex 9 - lucie.broc01@univ-poitiers.fr
- 05 49 45 46 50
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Broc Lucie
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Publications HAL
- Lucie Broc, Marie Caillet. Est-ce qu’écrire sur un clavier aide les élèves présentant un Trouble Spécifique d’Apprentissage du Langage Écrit à améliorer leur orthographe ?. Glossa, 2024, 141, pp.50-69. ⟨10.61989/epzt0p92⟩. ⟨hal-04759778⟩
- Michelle Chin, Carolyn White, Diana Burchell, Kathleen Hipfner-Boucher, Lucie Broc, et al.. Effects of Transcription Mode on Word-Level Features of Compositional Quality among French Immersion Elementary Students. Languages, 2024, 9 (7), pp.234. ⟨10.3390/languages9070234⟩. ⟨hal-04633197⟩
- Lucie Broc, Pascale Gacem, Aline Fablet, Ana Dias-Chiaruttini. Repenser les collectifs. Quand on se donne les moyens. Les Cahiers Pédagogiques, 2024, Organiser le travail de la classe, 591, pp.18-20. ⟨hal-04517770⟩
- Lucie Broc, Isabelle Négro, Nelly Joye, Thierry Olive. Est-ce que les enfants avec un Trouble Développemental du Langage Oral scolarisés en milieu ordinaire choisissent d’écrire des mots fréquents et consistants pour éviter les fautes d’orthographe ?. La Nouvelle revue – Éducation et société inclusives, 2023, 1 (97), pp.157-176. ⟨10.3917/nresi.097.0157⟩. ⟨hal-04275772⟩
- Victor Francisco, Frédéric Louis, Romain David, Maxime Billot, Anne-Laure Rouquette, et al.. Point-light display: a new tool to improve verb recovery in patients with aphasia? A pilot study. Experimental Brain Research, 2023, ⟨10.1007/s00221-023-06607-8⟩. ⟨hal-04057285⟩
- Nelly Joye, Lucie Broc, Chloë Ruth Marshall, Julie Elizabeth Dockrell. Spelling Errors in French Elementary School Students: A Linguistic Analysis. Journal of Speech, Language, and Hearing Research, 2022, pp.1-15. ⟨10.1044/2022_JSLHR-21-00507⟩. ⟨hal-03775179⟩
- Lucie Broc, Elise Brassart, Anne Bragard, Thierry Olive, Marie-Anne Schelstraete. Focus on the Narrative Skills of Teenagers with Developmental Language Disorder (DLD) and High Functioning Autism (HFA). Frontiers in Psychology, 2021, Research Topic: Socioemotional and Educational Variables in Developmental Language Disorder (DLD), 12 (721283), ⟨10.3389/fpsyg.2021.721283⟩. ⟨hal-03389604⟩
- Lucie Broc, Nelly Joye, Julie Dockrell, Thierry Olive. Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review. Language, Speech, and Hearing Services in Schools, 2021, 52 (4), pp.1127-1140. ⟨10.1044/2021_LSHSS-20-00086⟩. ⟨hal-03327754⟩
- Seçkin Arslan, Lucie Broc, Thierry Olive, Fabien Mathy. Reduced deficits observed in children and adolescents with developmental language disorder using proper nonverbalizable span tasks. Research in Developmental Disabilities, 2020, 96, pp.103522. ⟨10.1016/j.ridd.2019.103522⟩. ⟨hal-02388824⟩
- Seçkin Arslan, Lucie Broc, Fabien Mathy. Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders. Autism & Developmental Language Impairments, 2020, 5, pp.239694152094551. ⟨10.1177/2396941520945519⟩. ⟨hal-02929714⟩
- Lucie Broc, Katerina Palasis, Thierry Olive. Ecrire des narrations permet aux élèves dysphasiques de mobiliser leurs connaissances syntaxiques. SHS Web of Conferences, 2020, ⟨10.1051/shsconf/20207810003⟩. ⟨hal-02929793⟩
- Nelly Joye, Lucie Broc, Thierry Olive, Julie Dockrell. Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages. Scientific Studies of Reading, 2019, 23 (2), pp.129-160. ⟨10.1080/10888438.2018.1491584⟩. ⟨hal-01950063⟩
- 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, 2016, 59, pp.318-327. ⟨10.1016/j.ridd.2016.09.009⟩. ⟨hal-01950077⟩
- Lucie Broc, Thierry Olive, Josie Bernicot. Evaluer les compétences syntaxiques des enfants et des adolescents dysphasiques à l’oral : Quand et pourquoi utiliser la narration ?. SHS Web of Conferences, 2016, Actes du Congrès Mondial de Linguistique Française - CMLF 2016, 27, ⟨10.1051/shsconf/20162710002⟩. ⟨hal-01950216⟩
- Lucie Broc, J. Bernicot, T. Olive, M. Favart, J. Reilly, et al.. Spelling assessment in young students with SLI through a communicative narrative situation: Variations with the type of spelling, lexical versus morphological. European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, 2014, 64 (6), pp.307-321. ⟨10.1016/j.erap.2014.09.004⟩. ⟨hal-01950087⟩
- Lucie Broc, Josie Bernicot, Thierry Olive, Monik Favart, Judy Reilly, et al.. Lexical spelling in children and adolescents with specific language impairment: Variations with the writing situation. Research in Developmental Disabilities, 2013, 34 (10), pp.3253-3266. ⟨10.1016/j.ridd.2013.06.025⟩. ⟨hal-01950090⟩
- Lucie Broc, Goudeau Sebastien, Tiphaine Colliot. À l’aire du tout numérique est-ce qu’écrire sur un ordinateur est une baguette magique pour la maitrise de l’orthographe chez nos élèves ?. Traces et écritures à et pour l’école, Oct 2024, Maxéville, Nancy, France. ⟨hal-04868326⟩
- Lucie Broc, Ana Dias-Chiaruttini. Comment la recherche collaborative développée dans le cadre du LéA REP+ Maurice Jaubert Nice Ariane a permis de formaliser et renforce le projet initial des Classes Inter-Degrés au cycle 3 : Une histoire à quatre voix.. 12ème Rencontre internationale des Lieux d’éducation Associés, Institut de Formation en Education, Ecole Normale Supérieure, Lieux d’éducation Associés, Institut de Formation en Education, Ecole Normale Supérieure, May 2022, Lyon, France. ⟨hal-03617176⟩
- Béatrice Godart-Wendling, Sophie Babault, Lucie Broc, Justine Cassell. Les sciences du langage face aux inégalités. Journée d'étude organisée par RTP Éducation CNRS, en visio, Jun 2021, Paris, France. ⟨hal-03879485⟩
- Lucie Broc, Ana Dias-Chiaruttini. Performances orthographiques des élèves des Classes Inter-Degrés (CM1-CM2-6ème) du Réseau d’Éducation Prioritaire Renforcé de Nice Ariane. 11ème Rencontre internationale des Lieux d’éducation Associés,, Institut de Formation en Education, Ecole Normale Supérieure, Lyon (France), May 2021, Lyon, France. ⟨hal-03324306⟩
- Lucie Broc, Ana Dias-Chiaruttini. Impact du travail collectif développé au sein de Classes Inter-Degrés sur les performances en lecture et en écriture d’élèves scolarisés en Réseau d’Éducation Prioritaire Renforcé. Colloque SFERE-Provence, (FED4238) / AMPIRIC, Marseille, Mar 2021, Marseille, France. ⟨hal-03324317⟩
- Seçkin Arslan, Semra Selvi Balo, Lucie Broc, İlknur Maviş, Fanny Meunier, et al.. Working memory impairments extend to non-verbal domains in post-stroke aphasia. Academy of Aphasia 57th Annual Meeting, Oct 2019, Macau, Macau SAR China. ⟨10.3389/conf.fnhum.2019.01.00065⟩. ⟨hal-02357910⟩
- Lucie Broc. Pragmatic Language in Autism Spectrum Disorder: Difficulties of interaction in school.. Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities, Aug 2019, Glasgow, United Kingdom. ⟨hal-02453242⟩
- Lucie Broc. Pragmatic Language in Autism Spectrum Disorder: Difficulties of interaction in school. Word congress of the International Association for the Scientific Studies of Intellectual and Developmental Disabilities, Jul 2019, Glasgow, United Kingdom. ⟨hal-02099996⟩
- Lucie Broc, Elise Brassart, Hancisse Sophie, Anne Bragard, Marie Anne. Impact de la mémoire de travail verbale et des troubles linguistiques sur les compétences narratives : Une comparaison inter-syndromique. 58ème Congrès National de la Société Française de Psychologie, 2017, nice, France. ⟨hal-02054842⟩
- Barbara Arfe, Lucie Broc, Julie Dockrell. The role of oral language in written text production. 15th International Conference of the EARLI Special Interest Group on Writing, Jul 2016, Liverpool, United Kingdom. ⟨hal-02054851⟩
- Lucie Broc, Thierry Olive. When writing is helpful: Variations of performance of children and adolescents with specific language impairment in oral and written narratives. 15th International Conference of the EARLI Special Interest Group on Writing, Jul 2016, Liverpool, United Kingdom. ⟨hal-02054843⟩
- Lucie Broc, Josie Bernicot, Thierry Olive. Pragmatics and education: The usefulness of narratives for determining students’ linguistic skills. 14thconference of International Pragmatics Association., 2015, Antwerp, Belgium. ⟨hal-02054844⟩
- Lucie Broc, Josie Bernicot. Pragmatique et narration d’un évènement personnel chez les enfants et adolescents dysphasiques. Colloque international - GDR ADYLOC (CNRS 3195). Narration et interaction : Des voies pour promouvoir et évaluer le développement du langage, de la littératie et de la cognition sociale, 2015, Paris, France. ⟨hal-02054846⟩
- Lucie Broc, Josie Bernicot, Thierry Olive, Monik Favart, Judy Reilly, et al.. Narrations écrites et orthographe chez les enfants et adolescents dysphasiques : Pourquoi les erreurs morphologiques augmentent-elles avec l’âge ?. 4e Congrès Mondial de Linguistique Française (CMLF 2014), Jul 2014, Berlin, Allemagne. pp.1395-1405, ⟨10.1051/shsconf/20140801167⟩. ⟨hal-01950219⟩
- Lucie Broc, Josie Bernicot, Thierry Olive, Monik Favart, Judy Reilly, et al.. Narration écrite chez les élèves dysphasiques: Une évaluation de l’orthographe lexicale. 28ème Congrès International de Psychologie Appliquée, 2014, Paris, France. ⟨hal-02054847⟩
- Lucie Broc, Thierry Olive. Quelle est la nature des erreurs d’orthographes produites par les enfants présentant un Trouble Spécifique du Langage Oral (TDLO). Institut Carnot Cognition 2022 Year Book, 2022. ⟨hal-03907918⟩
- Nelly Joye, Julie Dockrell, Chloë Marshall, Laurie Brunet, Lucie Broc. Spelling with DLD: A cross-linguistic analysis of the spelling errors produced by French and English students at the end of primary school. 25th Annual Conference of SSR, 2018, Brighton, United Kingdom. ⟨hal-02054849⟩
- Judy Reilly, Josie Bernicot, Lara Polse, Thierry Olive, Joel Uze, et al.. Spoken and written narratives from French- and English-speaking children with Language Impairment. Maya Hickmann; Edy Veneziano; Harriet Jisa. Sources of Variation in First Language Acquisition : Languages, contexts, and learners, 22, John Benjamins publishing compagny, 2018, Trends in Language Acquisition Research, 978-90-272-4412-3. ⟨10.1075/tilar.22.20rei⟩. ⟨hal-01928409⟩
- Lucie Broc. Le langage oral et écrit des enfants et adolescents dysphasiques : Ce que nous apprennent les situations de narrations. Psychologie. Université de Poitiers, 2015. Français. ⟨NNT : ⟩. ⟨tel-02054838⟩
Research Team
Written production (WRITING)
Research interests
I am interested in the typical and atypical development of oral and written language in children and adolescents attending regular or adapted schools.
Keywords:
Writing – Developmental Language Disorder (DLD) – Children – Adolescents
Collaborations
- Prof. Julie Dockrell. Centre for Language, Literacy and Numeracy: Research & Practice (LLNR&P), Psychology and Human Development, Institute of Education, University College London, UK.
- Prof. Marie Anne Schelstraete. Catholic University of Louvain La Neuve. Belgium.
- Thierry Olive. Director of Research at the CNRS, Centre for Research on Cognition and Learning, University of Poitiers.
- Xavier Corveleyn. Lecturer in Cognitive Psychopathology, Côte d’Azur University, Laboratory Lapcos
Teaching
- Developmental psycholog
- Developmental Language Disorder (DLD)
- Educational Psychology
Selected publications
Broc, L. & Caillet, N. (2024). Est-ce qu’écrire sur un clavier aide les élèves présentant un Trouble Spécifique des Apprentissage avec un déficit en lecture à améliorer leur orthographe ? Glossa, 141, 50-69. https://doi. org/10.61989/epzt0p92
Chin, M., White, C., Burchell, D., Hipfner-Boucher, K., Broc, L., & Chen, X. (2024). Effects of transcription mode on word-level features of compositional quality among French immersion. Languages, 9 : 234. https://doi.org/10.3390/languages9070234
Broc, L., Gacem, P., Fablet, A. & Chiaruttini, A. (2024). Repenser le collectif : Quand on se donne les moyens. Les cahiers pédagogiques, 591.
Broc, L., Negro, I., Joye, N., & Olive, T. (2023). Est-ce que les enfants avec un Trouble développemental du langage oral scolarisés en milieu ordinaire choisissent d’écrire des mots fréquents et consistants pour éviter les fautes d’orthographe ? La nouvelle revue – Éducation et sociétés inclusives, 97, 157-176
Joye, N., Broc, L., Marshall, C., & Dockrell, J. (2022). Spelling Errors in French Elementary School Students: A Linguistic Analysis. Journal of Speech, Language, and Hearing Research.
Broc, L., Brassart, E., Bragard, A., Olive, T., & Schelstraete, M. A. (2021) Focus on the Narrative Skills of Teenagers With Developmental Language Disorder and High Functioning Autism. Frontiers in Psychology, 12:721283. Doi: 10.3389/fpsyg.2021.721283
Broc, L., Joye, N., Dockrell, J., & Olive, T. (2021). Capturing the nature of the spelling errors in Developmental Language Disorder: A scoping review. Language, Speech, and Hearing Services in Schools, 26, 1-14.
Arslan, S., Broc, L., & Mathy, F. (2020). Lower verbalizability of visual stimuli modulates differences in estimates of working memory capacity between children with and without developmental language disorders. Autism & Developmental Language Impairments, 5, 1-14.
Broc, L., Palasis, K. & Olive, T. (2020). Ecrire des narrations permet aux élèves dysphasiques de mobiliser leurs connaissances syntaxiques. SHS Web of Conferences, XX, XXX. Neveu, F. et al. (Eds). Montpellier, France: EDP Sciences.
Arslan, S., Broc, L., Olive, T., & Mathy, F. (2020). Reduced deficits observed in children and adolescents with developmental language disorder using proper nonverbalizable span tasks. Research in Developmental Disabilities, 96, 103522
Joye, N., Broc, L., Olive, T., & Dockrell, J. (2019). Spelling performance in children with Developmental Language Disorder: A meta-analysis across European languages. Scientific Studies of Reading, 23(2), 129-160.