ANNA POTOCKI

Sciences de l'Education et de la Formation, Psychologie

Apprentissage de la lecture

Compréhension du langage

Psychologie des apprentissages scolaires

Conception des apprentissages

2024-Prés.: Directrice du Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), UGA

2023 : Habilitation à Diriger des Recherches (HDR) en Psychologie, « Lire pour comprendre, lire pour apprendre : acquisition, déterminants et interventions pédagogiques », Université de Poitiers.

2020-Prés.: Maître de conférences en sciences de l’éducation, LaRAC (EA 602), Université Grenoble Alpes

2013-2020: Maître de Conférences en psychologie du développement, CeRCA (UMR 7295), Université de Poitiers

2012-2013: ATER à l’Institut des Sciences et Techniques de la Réadaptation (ISTR, Université Claude Bernard Lyon 1)

2012: Doctorat de Psychologie mention Psychologie Cognitive (mention Très honorable avec les félicitations du jury) sous la direction des Pr. Jean Ecalle et Pr. Annie Magnan (Laboratoire EMC, Université Lumière Lyon 2). Titre de la thèse : Approche longitudinale et différentielle de l’apprentissage de la lecture : étude de l’impact d’aides adaptées au profil des faibles lecteurs

Articles dans revues à comité de lecture

Dyoniziak*, Y., Potocki, A., Burnel, M., Macedo-Rouet, M., & Rouet, J. F. (2025). Advanced theory of mind predicts adolescents’ evaluation of source benevolence while reading. Computers in Human Behavior, 165, 108552.

Macedo-Rouet, M., Saux, G., Potocki, A., Dujardin, E., Dyoniziak, Y., Pylouster, J., & Rouet, J.F.. (2024). Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course. Instructional Science, 1-34. 

Potocki, A., Macedo-Rouet, M., Dyoniziak, Y, Rouet, J.F. (2024). Entraîner les stratégies de compréhension en lecture finalisée. Rééducation Orthophonique

Potocki, A., Ayroles, J., & Rouet, J.F. (2023). A short teacher-led intervention using direct instruction enhances 5^th graders’ purposeful reading skills. Learning & Instruction, 86, 101781.

Lê, M., Quémart, P., Potocki, A., Gimenes, M., Chesnet, D., & Lambert, E. (2023). Improving literacy development with fine motor skills training: A digital game-based intervention in fourth grade. Cognitive Development, 67, 101363.

Dyoniziak, Y., Potocki, A., & Rouet, J.F. (2023). Role of advanced theory of mind in teenagers’ evaluation of source information. Discourse Processes.

Martinie, M.A., Potocki, A., Broc, L., & Larigauderie, P. (2023). Predictors of procrastination in first-year university students: Role of achievement goals and learning strategies. Social Psychology of Education, 26, 309–331.

Potocki, A., Chatelier, M., Dyoniziak, Y., Pylouster, J., & Rouet, J.F. (2023). Rôle de la disponibilité des textes sur les performances et stratégies de lecture à l’adolescence : quelle implication des fonctions exécutives ? L’Année Psychologique, 1, 91-135.

Macedo-Rouet, M., Pérez, A., Potocki, A., Rouet, J.-F. (2022). Les adolescents face aux défis de l’information numérique : une intervention pour promouvoir l’évaluation critique des sources. Éducation & Formation, e-317, 69-79.

Lê, M., Quémart, P., Potocki, A., Gimenes, M., Chesnet, D., & Lambert, E. (2021). Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting. PlosOne, 16(11), e0259016.

Ayroles, J., Potocki, A., Ros, C., Cerdán, R., Britt, M. A., & Rouet, J. F. (2021). Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders’ purposeful reading. Journal of Research in Reading.

Potocki, A., Chailleux, M., Gimenes, M., & Pylouster, J. (2021). ProVoc: an app to train vocabulary depth in order to foster children’s reading comprehension. Journal of Computer Assisted Learning.

Lê, M., Quémart, P., Potocki, A., Gimenes, M., Chesnet, D., & Lambert, E. (2020). Rhythm in the blood: The influence of rhythm skills on literacy development in third graders. Journal of Experimental Child Psychology, 198 : 104880.

Ayroles, J., Potocki, A., Macedo-Rouet, M., & Rouet, J.-F. (2020). La métacognition dans la recherche d’informations en lecture. Cahiers pédagogiques

Potocki, A., de Pereyra, G., Ros, C., Macedo-Rouet, M., Stadtler, M., Salmerón, L., & Rouet, J. F. (2019). The development of source evaluation skills during adolescence: exploring different levels of source processing and their relationships. Infancia y Aprendizaje, 43(1), 19-59.

Potocki, A., & Laval, V. (2019). Comprehension and Inference: Relationships Between Oral and Written Modalities in Good and Poor Comprehenders During Adolescence. Journal of Speech, Language, and Hearing Research, 1-12.

Vibert, N., Braasch, J. L., Darles, D., Potocki, A., Ros, C., Jaafari, N., & Rouet, J. F. (2019). Adolescents’ Developing Sensitivity to Orthographic and Semantic Cues during Visual Search for Words. Frontiers in Psychology, 10, 642.

Macedo-Rouet M., Potocki, A., Scharrer, L., Ros, C., Stadtler, M., Salmerón, L., & Rouet, J.F. (2019). How good is this page? Benefits and limits of prompting on teenagers’ assessment of Web information quality. Reading Research Quarterly.

Auphan, P., Potocki, A., Ecalle, J., & Magnan, A. (2018). Evaluation informatisée de la compréhension en lecture d’enfants autistes sans déficience intellectuelle. Revue de Psychoéducation 47(2), 333–356.

Rouet, J.F., & Potocki, A. (2018). From reading comprehension to the functional use of documents: Learning to search, evaluate, and integrate information across texts. Infancia y Aprendizaje / Journal for the Study of Education and Development, 41(3), 415-446.

Pérez, A., Potocki, A., Stadtler, M., Macedo-Rouet, M., Paul, J., Salmerón, L., & Rouet, J. F. (2018). Fostering teenagers’ assessment of information reliability: Effects of a classroom intervention focused on critical source dimensions. Learning and Instruction, 58, 53-64.

Potocki, A., Ros, C., Vibert, N., & Rouet, J.F. (2017). Children’s visual scanning of textual documents: Effects of document organization, search goals and metatextual knowledge. Scientific Studies of Reading, 21(6), 480-497. 

Kleinsz, N., Potocki, A., Ecalle, J., & Magnan, A. (2017). Profiles of French poor readers: underlying difficulties and effects of computerized training programs. Learning and Individual Differences, 57, 45-57.

Favart, M., Potocki A., Broc, L., Quémat, P., Bernicot, J., Olive, T. (2016). The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence. Research in Developmental Disabilities, 59, 318-327.

Potocki, A., Ecalle, J., & Magnan, A. (2016). Early cognitive and linguistic profiles of different types of 7-to 8-year-old readers. Journal of Research in Reading, 40, S125-S140.

Potocki, A., Sanchez, M., Ecalle, J., & Magnan, A. (2015). Linguistic and cognitive profiles of 8- to 15-year-old children with specific reading comprehension difficulties: The role of executive functions. Journal of Learning Disabilities, 50(2), 128-142.

Potocki, A., Ecalle, J., & Magnan, A. (2015). Computerized comprehension training in young readers: For whom and under which conditions is it efficient? Journal of Computer Assisted Learning, 31(2), 162-175.

Potocki, A., Magnan, A., & Ecalle, J. (2015). Computer-based trainings in four groups of struggling readers: Specific effects on word reading and comprehension. Research in Developmental Disabilities, 45-46, 83-92.

Potocki, A., Bouchafa, H., Magnan, A., & Ecalle, J. (2014). Évaluation de la compréhension écrite de récits chez l’enfant de 7 à 10 ans : vers des profils de compreneurs. Revue Européenne de Psychologie Appliquée/ European Review of Applied Psychology, 64, 229-239.

Potocki, A., Ecalle, J., & Magnan, A. (2013). Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. Computers & Education, 63, 131-140.

Potocki, A., Ecalle, J., & Magnan, A. (2013). Literal and inferential skills for narrative comprehension in five-year-old children: Correlational analysis and comprehender profiles. Journal of Educational Research, 106, 14-26.

Ecalle, J., Bouchafa, H., Potocki, A., Magnan, A. (2013). Comprehension of written sentences as a core component of children’s reading comprehension. Journal of Research in Reading, 106, 14-26. Potocki, A., Jabouley, D., Magnan, A., & Ecalle, J. (2012). Effets d’un entraînement informatisé à la compréhension chez des enfants faibles compreneurs de CE1. Glossa, 111, 1-14.

Chapitres d’ouvrages

Rouet, J.F., Ayroles*, J., Macedo-Rouet, M., & Potocki, A. (à paraître). Children’s acquisition of text search strategies. In W.T. Fu, A. Chevalier, and H. van Oostendorp (Eds), Understanding and Improving Information Search – A Multidisciplinary Approach.

Rouet, J.F., Potocki, A., & Dinet, J. (2019). La lecture à l’heure du numérique. In A. Bentolil & B. Germain, L’apprentissage de la lecture – Repères pédagogiques (pp. 47-61). Paris : Nathan.

Potocki, A. & Billottet, E. (2019). Incidence du numérique sur l’apprentissage du lire, dire, écrire. Paris : Cnesco.

Rouet, J.F., Britt, A., & Potocki, A. (2018). Multiple text comprehension. In Dunlosky, J., & Rawson, K. (Eds.) Cambridge Handbook of Cognition and Education.

Rouet, J.F., & Potocki, A. (2017). De la compréhension à l’usage des textes en contexte : accéder à l’information, évaluer et mettre en relation les textes. Bianco, M. & Lima, L. (eds), Comment enseigner la compréhension en lecture. Paris : Hatier.