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FAYOL Michel

Main Referenced Co-authors
UGEN, Sonja  (6)
WETH, Constanze  (6)
BILICI, Natalia  (4)
Chenu, Florence (2)
DORDING, Carole  (2)
Main Referenced Keywords
written production (2); addition (1); algorithmic procedures (1); alinéa (1); apprentissage explicite (1);
Main Referenced Unit & Research Centers
LUCET (2)
Main Referenced Disciplines
Languages & linguistics (14)
Education & instruction (4)
Theoretical & cognitive psychology (2)
Arts & humanities: Multidisciplinary, general & others (1)

Publications (total 19)

The most downloaded
120 downloads
Hornung, C., Martin, R., & Fayol, M. (2017). General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach. Frontiers in Psychology. doi:10.3389/fpsyg.2017.01746 https://hdl.handle.net/10993/33531

The most cited

38 citations (Scopus®)

Pacton, S., Treiman, R., Borchardt, G., Sobaco, A., & Fayol, M. (2014). Does graphotactic knowledge influence the learning of new spellings presented in isolation? Reading and Writing, 4. doi:10.3389/fpsyg.2013.00701 https://hdl.handle.net/10993/26889

WETH, C., DORDING, C., KLASEN, L., FAYOL, M., Funke, R., & UGEN, S. (2024). Effects of parallel syntactic training in French plural spelling and German noun capitalization. Morphology. doi:10.1007/s11525-024-09420-3
Peer Reviewed verified by ORBi

DORDING, C., UGEN, S., FAYOL, M., WETH, C., & KLASEN, L. (08 November 2023). Video-based syntactic training and effect on French plural spelling [Paper presentation]. Emerging Researchers Conference 2023, Esch/Belval, Luxembourg.
Peer reviewed

Ugen, S., Bilici, N., Fayol, M., & Weth, C. (04 August 2018). Apprendre à écrire des informations orthographiques silencieuses en langue seconde : Effets d'un programme d'entraînement sur les performances et suivis intra- et interindividuel du développement des patterns de production du pluriel [Paper presentation]. 23e Journées Internationales de Psychologie Différentielle, Luxembourg, Luxembourg.

Bilici, N., Ugen, S., Fayol, M., & Weth, C. (2018). The Effect of Morphosyntactic Training on Multilingual Fifth-Graders' Spelling in French. Applied Psycholinguistics, 39 (6), 1319-1343. doi:10.1017/S0142716418000346
Peer Reviewed verified by ORBi

Hornung, C., Martin, R., & Fayol, M. (2017). General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach. Frontiers in Psychology. doi:10.3389/fpsyg.2017.01746
Peer Reviewed verified by ORBi

Hornung, C., Martin, R., & Fayol, M. (05 July 2017). The power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development. Learning and Individual Differences, 57, 85-102. doi:10.1016/j.lindif.2017.06.006
Peer Reviewed verified by ORBi

Bilici, N., Ugen, S., Fayol, M., & Weth, C. (26 June 2017). The effect of training morphosyntactic markers in German and in French on multilingual fifth-graders' spelling [Paper presentation]. International Symposium for Educational Literacy, Ajaccio, France.

Ugen, S., Bilici, N., Fayol, M., Funke, R., & Weth, C. (12 March 2016). Assessing spelling skills related to morphosyntax of German-French biliterate pupils in a multilingual educational context [Poster presentation]. 10th AWLL international workshop on writing systems and literacy.

Maggio, S., Chenu, F., Bes De Berc, G., Pesci, B., Lété, B., Jisa, H., & Fayol, M. (2015). Producing written noun phrases in French. Written Language and Literacy, 18 (1), 1-24. doi:10.1075/wll.18.1.01mag
Peer reviewed

Fayol, M., & Seron, X. (2015). Phonological similarity can also impair transcoding. In C. Artésano & M. Jucla (Eds.), Neuropsycholinguistic perspectives on language cognition (pp. 77-87). London, Unknown/unspecified: Psychology Press. doi:10.4324/9780203797365

Fayol, M. (2015). From Language to Text: The Development and Learning of Translation. In C. A. MacArthur, S. Graham, ... J. Fitzgerald (Eds.), Handbook of Writing Research, Second Edition (pp. 130-143). New York, Unknown/unspecified: The Guilford Press.

Alamargot, D., Flouret, L., Larocque, D., Caporossi, G., Pontart, V., Paduraru, C., Morisset, P., & Fayol, M. (2015). Successful written subject verb agreement: an online analysis of the procedure used by students in Grades 3, 5 and 12. Reading and Writing, 28, 291-312. doi:10.1007/s11145-014-9525-0
Peer reviewed

Fayol, M., Sahli, A., & Souny-Benchimot, E. (2015). L’apprentissage de l’orthographe des noms en situation de classe. Le cas des noms propres en histoire chez des élèves de première. Rééducation Orthophonique, 262, 161-174.

Fayol, M., Gendre, N., & Pautonnier, L. (2015). Peut-on améliorer les performances mathématiques en faisant jouer les enfants? Developpements, 18-19, 291-310.

Thevenot, C., Castel, C., Danjon, J., & Fayol, M. (2015). Identifying strategies in arithmetic with the operand recognition paradigm: A matter of switch cost? Journal of Experimental Psychology. Learning, Memory and Cognition, 41 (2), 541-552. doi:10.1037/a0038120
Peer Reviewed verified by ORBi

Chenu, F., Pellegrino, F., Jisa, H., & Fayol, M. (March 2014). Interword and intraword pause threshold in writing. Frontiers in Psychology, 5. doi:10.3389/fpsyg.2014.00182
Peer Reviewed verified by ORBi

Fayol, M., Carré, M., & Simon-Thibult, L. (2014). Enseigner la ponctuation: comment et avec quels effets? Français Aujourd'Hui (Le), 4 (187), 31-40.

Fayol, M. (2014). Written language : Learning to read and to spell. In C. Fäcke (Ed.), Manual of language acquisition (pp. 162-176). Berlin, Germany: Walter de Gruyter.

Pacton, S., Treiman, R., Borchardt, G., Sobaco, A., & Fayol, M. (2014). Does graphotactic knowledge influence the learning of new spellings presented in isolation? Reading and Writing, 4. doi:10.3389/fpsyg.2013.00701
Peer reviewed

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