Liliane Sprenger-Charolles, Directeur de recherche CNRS (Emérite)
Laboratoire de Psychologie Cognitive, CNRS UMR 7290
AMU (Aix-Marseille-Univ), Centre St Charles
3 place Victor Hugo (Bâtiment 9, Case D)
13331 Marseille CEDEX 3 - France
My secondary office
Address: 10 rue Jean du Bellay, 75004 Paris - France
- From France: 01 53 10 84 09 or 06 18 81 13 26
- Out of France: 331 instead of 01
Liliane Sprenger-Charolles is a linguist and a psycholinguist. She obtained her PhD in 1988 (Paris5 [ParisDescartes]) and her “Habilitation” in 1996 (Paris7 [Denis Diderot Univ]). She has been working for the CNRS (The French National Scientific Research Center) as a Senior Research Scientist since 1990. Until the end of 2005, she was heading the Literacy team of the “LEAPLE” (CNRS-ParisDescartes). In 2006, she has joined the “LPP” (CNRS-ParisDescartes) and, in 2012, the “LPC” (CNRS-AMU [Aix-Marseille-Univ]).
Her first studies have highlighted that deficits in reading comprehension are a mere consequence of deficits at the level of written-word identification, at least for dyslexic children. Her subsequent studies have been focused on the establishment of written-word identification mechanisms in typical development, their dysfunctions in developmental dyslexia and the origin of these dysfunctions. The main assumptions of these studies were that success and failure in learning to read in alphabetic writing systems depend on the consistency of grapheme-phoneme correspondences (GPC) in the language in which the child is learning to read and on the quality of his/her phonemic representation. In the state of the art, this explanation is the only one that allows integrating most of the results obtained so far in a coherent framework (for reviews in English: Sprenger-Charolles, 2003; Sprenger-Charolles, Colé, & Serniclaes, 2006; Ziegler & Goswami, 2005; for a recent review in French: Sprenger-Charolles & Colé, 2013).
Liliane Sprenger-Charolles is also involved in the development of tools for research and teaching.
a. Tests to assess reading and reading-related skills: EVALEC (Sprenger-Charolles, Colé, Béchennec, & Kipffer-Piquard, 2005); EGRA (Early Grade Reading Assessment) with RTI-international and the World Bank (e.g. https://www.eddataglobal.org/documents/index.cfm?fuseaction=pubDetail&ID=175);
b. Statistics on the frequency of lexical (words and morphemes) and sublexical (especially GPC) units, and on the consistency of GPC, these statistics being based on a corpus of words (around 2,000,000) from a fifty textbooks used in primary schools: MANULEX (Lété, Sprenger-Charolles, & Colé, 2004; Peereman, Lété, & Sprenger-Charolles, 2007; Peereman, Sprenger-Charolles, & Messaoud-Galusi, 2013).
Liliane Sprenger-Charolles has authored about 40 scientific articles, 30 chapters, 8 books, and many papers on research development for people working in the field of education or health. She has participated as invited speaker in several international conferences and workshops. In addition, she has given many lectures, mainly for continuing vocational training for Psychologists, Speech therapists, Physicians and Teachers (in France and French territories, and in foreigns countries: Switzerland, Belgium, the Netherlands, Italy, Spain, Morocco, Tunisia, the USA, Canada, Argentina…). She has also been hired as a consultant by the French Ministry of Education, the French Ministry of Health, the French National Institute of Health (INSERM), the World Bank, UNESCO, IIEP-UNESCO, Research Triangle Institute (RTI, USA), and Leapfrog (a leading designer, developer and marketer of innovative, technology-based educational products).