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Filiatrault-Veilleux, Pamela., Desmarais, Chantal.
Description:
Paméla Filiatrault-Veilleux, assistant professor with the Communication Sciences and Disorders Department at the University of Alberta and Chantal Desmarais, professor in the Department of Rehabilitation at the Université Laval propose an interactive and standardized tool to assess oral inferential comprehension skills of young children: the Inferential Comprehension in a Narrative - Assessment (ICNA)
Although understanding inferences is essential to the development of reading comprehension, tools developed in the French-speaking Quebec context were rare. To meet a need frequently expressed by speech-language pathologists, Paméla Filiatrault-Veilleux and Chantal Desmarais developed this tool, which includes an interactive PowerPoint to present to the child, a scoring grid, and an administration manual. The ÉCIR is the product of a rigorous clinical research process involving 121 children aged 3 to 6, and its content has been validated by several speech-language pathologists, researchers, and education professionals.
The ÉCIR is primarily aimed at speech therapists, but it will also be of interest to teachers and special education teachers who work with non-reading children aged 3 to 6.
To find out more;
To find out more;
Open access article on the design and psychometric qualities of the tool:
Filiatrault-Veilleux, P., Desmarais, C., Bouchard, C., Trudeau, N., & Leblond, J. (2016). Design and psychometric properties of a tool for assessing the comprehension of inferences in a narrative context in children aged 3 to 6 years. Canadian Journal of Speech-Language Pathology and Audiology, 40(2), 149-163. https://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_02/CJSLPA_2016_Vol_40_No_2_Filiatrault-Veilleux_149-163.pdf
Peer-reviewed articles using data collected with the ICNA:
Peer-reviewed articles using data collected with the ICNA:
Filiatrault-Veilleux, P., Pichonsky, J., and Desmarais, C. (2025) Receptive vocabulary, Theory of Mind, Phonological Short-Term Memory and Oral Inferential Comprehension in French-Speaking Preschoolers with and Without Developmental Language Disorder. Autism & Developmental Language Impairments.
Filiatrault-Veilleux, P., Yoxall, J., Desmarais, C., Sylvestre, A. (2025). A longitudinal investigation of inferential comprehension in French-speaking preschoolers: results from the ELLAN study. Folia Phoniatrica et Logopaedica. https://doi.org/10.1159/000546353
Filiatrault-Veilleux, P., Desmarais, C., Bouchard, C., Esau, B., & Sylvestre, A. (2024). Inferential Comprehension Abilities in French-Speaking Preschoolers Exposed to Neglect in the Early Longitudinal Language and Neglect Study. Journal of speech, language, and hearing research JSLHR, 1–13. Advance online publication. https://doi.org/10.1044/2024_JSLHR-23-00484
Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2016). Comprehension of Inferences in a Narrative in 3- to 6-Year-Old Children. Journal of Speech, Language, and Hearing Research, 59(5):1099-1110. Doi: 10.1044/2016_JSLHR-L-15-0252.
Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais, C. (2016). Conception et qualités psychométriques d’un outil d’évaluation de la compréhension d’inférences en contexte de récit chez des enfants âgés de 3 à 6 ans, Canadian Journal of Speech-Language Pathology and Audiology. 40(2), 149-163.
Description of the tool in the Research Impacts section on the website of the Chief Scientist of Quebec:http://www.scientifique-en-chef.gouv.qc.ca/impacts/mieux-dechiffrer-le-sens-cache-dune-histoire/
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