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Mariette: A screening test for reading errors in primary school.

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Title: Mariette: A screening test for reading errors in primary school.
Authors: Lubineau, Marie (AUTHOR), Dehaene, Stanislas (AUTHOR), Glasel, Hervé (AUTHOR), Watkins, Cassandra Potier (AUTHOR)
Source: Cognitive Neuropsychology. Feb/Mar2025, Vol. 42 Issue 1/2, p55-78. 24p.
Subjects: Dyslexia, Reading ability testing, Struggling readers, Primary schools, Educational intervention, Cognitive ability, Evaluation methodology
Abstract: Dyslexia is a multifaceted condition with diverse manifestations, yet assessment tools too often target limited subtypes, creating diagnostic gaps. This study examines the progression of dyslexia-related reading errors across primary school in typically developing readers, using the Mariette, a French nonsense-text reading screener. Analysis of 812 French children (grades 1–5) revealed systematic decreases in error rates with age, following distinct developmental trajectories. Regularizations of irregular words, misapplication of contextual rules and misreading of digraphs predominated in early grades, while voicing errors nearly disappeared by Grade 2. Clinical testing of the Mariette with 18 struggling readers identified specific reading errors overlooked by standard dyslexia assessments. These findings demonstrate the value of precise error analysis for understanding developmental reading patterns and tailoring targeted educational interventions. By comparing typical and clinical populations, this research advances our understanding of dyslexia's cognitive mechanisms while advocating for more comprehensive diagnostic approaches. [ABSTRACT FROM AUTHOR]
Copyright of Cognitive Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Mariette: A screening test for reading errors in primary school.
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  Data: <searchLink fieldCode="AR" term="%22Lubineau%2C+Marie%22">Lubineau, Marie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dehaene%2C+Stanislas%22">Dehaene, Stanislas</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Glasel%2C+Hervé%22">Glasel, Hervé</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Watkins%2C+Cassandra+Potier%22">Watkins, Cassandra Potier</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Cognitive+Neuropsychology%22">Cognitive Neuropsychology</searchLink>. Feb/Mar2025, Vol. 42 Issue 1/2, p55-78. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Dyslexia is a multifaceted condition with diverse manifestations, yet assessment tools too often target limited subtypes, creating diagnostic gaps. This study examines the progression of dyslexia-related reading errors across primary school in typically developing readers, using the Mariette, a French nonsense-text reading screener. Analysis of 812 French children (grades 1–5) revealed systematic decreases in error rates with age, following distinct developmental trajectories. Regularizations of irregular words, misapplication of contextual rules and misreading of digraphs predominated in early grades, while voicing errors nearly disappeared by Grade 2. Clinical testing of the Mariette with 18 struggling readers identified specific reading errors overlooked by standard dyslexia assessments. These findings demonstrate the value of precise error analysis for understanding developmental reading patterns and tailoring targeted educational interventions. By comparing typical and clinical populations, this research advances our understanding of dyslexia's cognitive mechanisms while advocating for more comprehensive diagnostic approaches. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Cognitive Neuropsychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02643294.2025.2544620
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      – Code: eng
        Text: English
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        PageCount: 24
        StartPage: 55
    Subjects:
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Reading ability testing
        Type: general
      – SubjectFull: Struggling readers
        Type: general
      – SubjectFull: Primary schools
        Type: general
      – SubjectFull: Educational intervention
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      – SubjectFull: Cognitive ability
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      – SubjectFull: Evaluation methodology
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      – TitleFull: Mariette: A screening test for reading errors in primary school.
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            NameFull: Dehaene, Stanislas
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            NameFull: Glasel, Hervé
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            NameFull: Watkins, Cassandra Potier
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            – D: 01
              M: 02
              Text: Feb/Mar2025
              Type: published
              Y: 2025
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              Value: 42
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