{"id":67,"date":"2011-08-10T18:15:36","date_gmt":"2011-08-10T22:15:36","guid":{"rendered":"http:\/\/moniquesenechal.wordpress.com\/?page_id=67"},"modified":"2025-10-22T15:55:46","modified_gmt":"2025-10-22T19:55:46","slug":"publications-other","status":"publish","type":"page","link":"https:\/\/carleton.ca\/cllr\/franc\/home-2-2\/publications-other\/","title":{"rendered":"Publications: Autres"},"content":{"rendered":"\n
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\n Publications: Autres\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n

Internet Publications<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (March, 2018). Comment les enfants apprennent-ils l\u2019\u00e9criture, avant tout enseignement formel? Conseil national d\u2019\u00e9valuation du syst\u00e8me scolaire, Paris. (https:\/\/www.cnesco.fr\/wp-content\/uploads\/2018\/04\/CCEcrits_note_Senechal.pdf<\/a>)<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (March, 2018). Quelles strat\u00e9gies les \u00e9l\u00e8ves d\u00e9veloppent-ils pour orthographier les mots? Conseil national d\u2019\u00e9valuation du syst\u00e8me scolaire, Paris. (http:\/\/www.cnesco.fr\/wp-content\/uploads\/2018\/04\/CCEcrits_note_Senechal2.pdf<\/a>)<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (August, 2007). Assessing early literacy: On the importance of a good definition<\/em>.  In Encyclopedia of Language and Literacy Development. Canadian Centre of Excellence for Research on Language and Literacy<\/em>. http:\/\/www.literacyencyclopedia.ca\/index.php?fa=items.show&topicId=223<\/a><\/p>\n\n\n\n

S\u00e9n\u00e9chal (2006). Liminaire pour le num\u00e9ro th\u00e9matique sur l\u2019\u00e9veil \u00e0 l\u2019\u00e9crit, \u00c9ducation et Francophonie<\/em>, volume XXXIV, 11-4. http:\/\/www.acelf.ca\/c\/revue\/sommaire.php?id=20<\/a><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (March, 2005). Language, literacy, and emotional development<\/em>.  In Encyclopedia on Early Childhood Development. Canadian Centre of Excellence for Early Childhood Development. http: \/\/www.excellence-earlychildhood.ca\/theme.asp?id=37&lang=EN<\/a><\/p>\n\n\n\n

Published Peer-Reviewed Technical Reports or Invited Papers<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2006). The Effect of Family Literacy Interventions on Children\u2019s Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review.<\/em> Report reviewed and approved by the Institute for Education Sciences, US Department of Education. Published booklet available at http:\/\/www.nifl.gov\/partnershipforreading\/publications\/pdf\/lit_interventions.pdf<\/a><\/span><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2006). Reading Books to Young Children: What It does and doesn`t do. L1 \u2013 Educational Studies in Language and Literature, 6<\/em> (3), 23-35. (http:\/\/l1.publication-archive.com\/public?fn=ENTER&repository=1&article=238&cont=UeBJ%2fSZMzdY<\/a>=). N.B. An updated version has been accepted as a book chapter.<\/p>\n\n\n\n

Publications for Research Dissemination Purposes<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2008). Strat\u00e9gies pour bonifier le vocabulaire de jeunes enfants. Qu\u00e9bec fran\u00e7ais<\/em>, 150, 60-61.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2006). R\u00f4le de la lecture partag\u00e9e dans le d\u00e9veloppement de la langue. In L. Pasa, S. Ragano, & J. Fijalkow (Eds.) C’est en lisant qu’on devient liseron. Apprendre \u00e0 lire avec des livres de jeunesse <\/em> (chap. 2, pp. 35-47).  Paris: ESF.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2003).  Read it again, Pam! On the importance of repeated reading for the development of language. In L. Girolametto & E. Weitzman (Eds.) Enhancing Caregiver Language Facilitation in Child Care Settings<\/em> (pp.6:1 \u2013 6:9). Toronto: The Hanen Centre.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2003). L\u2019\u00e9veil \u00e0 l\u2019\u00e9crit: Des livres et des lettres. \u00c0 lire, 10<\/em>, 40-41.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Internet Publications S\u00e9n\u00e9chal, M. (March, 2018). Comment les enfants apprennent-ils l\u2019\u00e9criture, avant tout enseignement formel? Conseil national d\u2019\u00e9valuation du syst\u00e8me scolaire, Paris. (https:\/\/www.cnesco.fr\/wp-content\/uploads\/2018\/04\/CCEcrits_note_Senechal.pdf) S\u00e9n\u00e9chal, M. (March, 2018). Quelles strat\u00e9gies les \u00e9l\u00e8ves d\u00e9veloppent-ils pour orthographier les mots? Conseil national d\u2019\u00e9valuation du syst\u00e8me scolaire, Paris. (http:\/\/www.cnesco.fr\/wp-content\/uploads\/2018\/04\/CCEcrits_note_Senechal2.pdf) S\u00e9n\u00e9chal, M. (August, 2007). Assessing early literacy: On the importance of […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":54,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_cu_dining_location_slug":"","footnotes":"","_links_to":"","_links_to_target":""},"cu_page_type":[],"class_list":["post-67","page","type-page","status-publish","hentry"],"acf":{"cu_post_thumbnail":false},"_links":{"self":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/67","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/comments?post=67"}],"version-history":[{"count":1,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/67\/revisions"}],"predecessor-version":[{"id":394,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/67\/revisions\/394"}],"up":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/54"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/media?parent=67"}],"wp:term":[{"taxonomy":"cu_page_type","embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/cu_page_type?post=67"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}