Lucie Broc

Publications HAL

Communication dans un congrès (12 documents)

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⟩
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⟩
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. 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. 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, 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⟩

Article dans une revue (11 documents)

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, Frontiers Media, In press, Research Topic: Socioemotional and Educational Variables in Developmental Language Disorder (DLD), ⟨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, American Speech-Language-Hearing Association, 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, Elsevier, 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, EDP Sciences, 2020, ⟨10.1051/shsconf/20207810003⟩. ⟨hal-02929793⟩
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. Frontiers in Human Neuroscience, Frontiers, 2019, 13, ⟨10.3389/conf.fnhum.2019.01.00065⟩. ⟨hal-02357910⟩
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, Taylor & Francis (Routledge), 2018, pp.1-32. ⟨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, Elsevier, 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, EDP Sciences, 2016, Actes du Congrès Mondial de Linguistique Française - CMLF 2016, ⟨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, Elsevier, 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, Elsevier, 2013, 34 (10), pp.3253-3266. ⟨10.1016/j.ridd.2013.06.025⟩. ⟨hal-01950090⟩

Chapitre d'ouvrage (1 document)

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, John Benjamins publishing compagny, 2018, Trends in Language Acquisition Research, 978-90-272-4412-3. ⟨10.1075/tilar.22.20rei⟩. ⟨hal-01928409⟩

Poster (1 document)

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⟩

Thèse (1 document)

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. ⟨tel-02054838⟩

Équipe de recherche

Thèmes de recherche

Collaborations

Prof. Julie Dockrell. Centre pour la langue, l’alphabétisation et le calcul : Recherche & Pratiques, Psychologie et développement humain, Institut de l’éducation, University College London, Royaume-Uni.
Prof. Marie Anne Schelstraete. Université catholique de Louvain La Neuve. Belgique.
Thierry Olive, Directeur de Recherche au CNRS, Centre de Recherches sur la Cognition et l’Apprentissage, UMR 7295, Université de Poitiers.
Professeur Ana Chiaruttini, Université Côte d’Azur. Laboratoire d’Innovation Numérique pour l’Education.
Xavier Corveleyn, Maitre de Conférences en psychopathologie cognitive, Université Côte d’Azur, Laboratoire Lapcos.

Principaux enseignements

Publications sélectionnées

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.

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