Publications savantes

Anick Legault
Curriculum Vitae
Degrees:
B.Sc. Psychology, 1999
Université du Québec à Montréal (UQAM), Montreal, Quebec, Canada
Ph.D.(s) Psychology, 1999Université du Québec à Montréal (UQAM), Montreal, Quebec, Canada,
Research Internships at University of California, Riverside (UCR), Riverside,
California, USA
Research Interests:
My main areas of interest are: Teaching methods, Instructional practices, and educational,
psychological, and social assessment tools. I have worked primarily with Direct Instruction,
Precision Teaching, and Say All Fast a Minute Every Day Shuffle (SAFMEDS). I am also
interested in the concept of Motivation, Creativity, and IQ related to academic achievement.
Furthermore, I am interested in Behavior Analysis, Behavior Modification, and classroom
management.
Research Activities:
(2004 - ). I am presently working on the development and implementation of a
phonological awareness curriculum with Dr. Vanderwood of University of California,
Riverside. This project addresses the reading difficulties encountered by primarily English
Language Learners (ELL’s) in primary grades. The curriculum will be implemented (school
year of 2004-2005) in selected schools in Riverside County, California.
(2001-2002). I have worked on my dissertation in the metropolitan area of Denver,
Colorado. The experimentation took place in French as a second language classes with 7th
and 8th graders. The tools used in theses classes were a modified version of flashcards,
practice sheets I created especially for the experimentation, a modified version of a Direct
Instruction curriculum, and a Standard Alternate Celeration Chart (SACC). The complete
curriculum and assessment tools for all classes were created by the researcher cooperatively
with the teacher. Articles are in preparation.
Anick Legault
Organization of conferences for the department of Psychology (Section
Education) at UQAM:
Normand Giroux Ph.D. (2000, April 28th). Presentation on Les modèles
d’évaluation des difficultés d’apprentissage issus des théories dominantes en
éducation (Tardif, Noiseux, Giasson, Simard, Dionne, Royer, Audy, Ruel, Boyer)
[Assessment models of learning disabilities from dominant theories in education
(names cited above)]. Comité Intersectoriel de formation à l’intervention
béhaviorale, UQAM.
Normand Giroux Ph.D. is an Associate Professor in the Psychology Department at
Université du Québec à Montréal, and the General Manager of Giant Steps, a school for
autistic children. He is a Precision Teaching specialist and has created an Alternative
Precision Teaching Chart. Dr. Giroux is the author of the first comprehensive book on
Precision Teaching for the francophone population. Dr. Giroux is also my co-supervisor in
Graduate studies in Psychology at UQAM.
Michael Maloney’s conferences on Direct Instruction and Precision Teaching,
November 21st, 1998 and October 29th, 1999.
Michael Maloney is the founder of QLC Educational Services (formerly Quinte Learning
Centre) in Belleville, Ontario, Canada, a learning centre which offers after-school tutorials
in reading, writing, spelling and arithmetic to children with learning disabilities, to those at
risk of school failure as well as to gifted students. It also assists injured adult workers to not
only become literate but also to obtain their high school diplomas and proceed to college.
Michael Maloney is also the author of the bestselling book Teach Your Children Well. He,
as well, has produced the reading series, Teach Your Children to Read Well, by Michael
Maloney, Lynne Brearley and Judie Preece.
Mitchell Rosenthal Ph.D. Conference on traumatic brain injury, May 30th, 1997.
Mitchell Rosenthal Ph.D. is the Vice President for Research for Kessler Medical
Rehabilitation Research and Education Corporation, and Professor of Physical Medicine
and Rehabilitation for the University of Medicine and Dentistry of New Jersey. He also
serves as Project Director of the TBI National Database Center, funded by the National
Institute on Disability and Rehabilitation Research. Dr. Rosenthal was formerly Professor
and Associate Chairman of Physical Medicine and Rehabilitation and Adjunct Professor of
Psychology at Wayne State University in Michigan.
Anick Legault
Experience:
Chapman University
22620 Goldencrest drive, suite 105
Moreno Valley, California 92553
USA
Lecturer:
Course in education: “Literacy and Language in K-8 Classrooms I”. Topic of the
class: “Early Literacy from Birth to School”, September 8th, 2004.
University of California, Riverside
Graduate School of Education
2126 Sproul Hall
Riverside CA 92521-0128
USA
Lecturer:
Course in education: “Reading and language development”. Topic of the class:
“Learning Disabilities: Reading-Writing Connections”, August 2nd, 2004.
Université du Québec à Montréal
Psychology Department
P.O. Box 8888, Downtown Station
Montreal, Quebec, H3C 3P8
Canada
Lecturer:
Seminar on Precision Teaching procedures, the Standard Celeration Chart, and the
Modified Standard Celeration Chart, November 13th, 2000.
Seminar on repeating grades in Quebec’s schools, and the solutions proposed by the
Ministère de l’Éducation du Québec, December, 13th, 1999.
Research Assistant:
Jacques Forget D.Ps.: September 1997- January 2000.
Internet research and communications with behavioral associations and periodicals
for the publication of a Behavioral Encyclopedia.
Normand Péladeau Ph.D. (s): October 1999- December 1999.
Anick Legault
Project on the relationships between IQ, the concept of fluency, and academic
achievement.
Jacques Forget D.Ps.: October 1999.
Assessment of academic achievement, creativity, IQ, and motivation of gifted 6th
graders for the Programme d’Écoles Internationales.
Isabelle Pernas Ph.D. (s): Summer 1998.
Project on relationship between parents and their young children during informal
play sessions.
Review and analysis of subjects on video and data entry.
Isabelle Boivin Ph.D. (s): Spring 1998.
Research in libraries for specialized periodicals on anxiety disorders.
Violaine De Kimpe Ph.D. (s): August 1997.
Project on attention level given by the teachers in regular classes, primary grades.
Created a specialized database, and data entry.
André Marchand Ph.D.: July 1997.
Research in Libraries for specialized periodicals on depression and anxiety
disorders.
Richard Bourhis Ph.D.: January 1997- March 1997.
Project on cultural and linguistic differences between Anglophones and
Francophones in Quebec and Canada.
Sylvie Coallier Ph.D. (s): April 1995- March 1997.
Psychological assessment of traumatic brain injured adults and their family
members. Corrections of the protocols, data entry, and translation of the video:
“Managing thinking and behavioral problems after T.B.I.”, for the francophone
participants of the study.
Publications :
Legault, A., Maloney, M., & Giroux, N. (2001). Direct Instruction, Precision Teaching and
the Corrective Reading Series. Journal of Precision Teaching and Celeration, 17, 2, 89-91.
Legault, A., Lévesque, S. (2000). La didactique de Précision [Precision Teaching].
Working paper for a seminar in graduate studies in psychology, Université du Québec à
Montréal. Montreal, Qc: Authors.
Anick Legault
Péladeau, N. & Legault, A. (2000, and revised Edition, 2001). Qui a peur de
l'Enseignement Direct? [Who is afraid of Direct Instruction?] In N. Giroux, J. Forget, &
Collaborators (Eds.), Pour un (nouveau) départ assuré en lecture, écriture, mathématique et
autres apprentissages personnels ou sociaux: guide pédagogique destiné aux enseignants en
difficulté [For a sure (new) start in reading, writing, mathematic, and other personal
or social learnings: pedagogical guide intended to teachers facing difficulties] (pp.120133). Montreal, Qc: Precision Teaching Consultants.
Goupil, G., Lussier-Desrochers, D., Berthiaume, C., Legault, A., & Hénault, I. (2000). Le
portfolio: un exemple d'application dans un cours de cycle supérieur [Portfolio : an
example of it’s application in a graduate course]. Res Academica, 18, 1-2, 191-208.
Communications:
Schuessler, K., Legault, A., Forget, J., & Stephenson, R. (2001, November). L'influence de
la motivation, telle que mesurée par l'attribution causale, sur le rendement scolaire d'élèves
du primaire [The influence of motivation, as measured by causal attribution, on
academic achievement of primary grade students]. Poster session presented at the annual
symposium of the Association Québécoise des Psychologues Scolaire (AQPS). TroisRivières, Qc.
Schuessler, K., Legault, A., Forget, J., & Stephenson, R. (2001, October). L'influence du
lieu de contrôle sur le rendement scolaire d'élèves du primaire [The influence of the locus
of control on academic achievement of primary grade students]. Poster session
presented at the annual symposium of the société québécoise de recherche en psychologie
(SQRP). Chicoutimi, Qc.
Berthiaume, C., Legault, A., Lussier-Desrochers, D., Hénault, I., & Goupil, G. (2000,
october). Le portfolio comme outil pour la formation des psychologues scolaires [Portfolio
as a tool to train school psychologists]. Poster session presented at the annual congress of
the Ordre des Psychologues du Québec (OPQ) in collaboration with the Association
Québécoise des Psychologues Scolaires (AQPS), Montreal, Qc.
Legault, A., Forget, J., Schuessler, K., & Stephenson, R. (2000, October). La motivation et
le QI comme prédicteur du rendement scolaire en lecture et écriture [Motivation and IQ as
predictors of academic achievement in reading and writing]. Poster session presented at
the annual congress of the Ordre des Psychologues du Québec (OPQ) in collaboration with
the Association Québécoise des Psychologues Scolaires (AQPS), Montreal, Qc.
Anick Legault
Legault, A., Schuessler, K., Stephenson, R., & Forget, J. (2000, October). La motivation et
le QI comme prédicteur du rendement scolaire en mathématique [Motivation and IQ as
predictors of academic achievement in math]. Poster session presented at the annual
congress of the Ordre des Psychologues du Québec (OPQ) in collaboration with the
Association Québécoise des Psychologues Scolaires (AQPS), Montreal, Qc.
Lévesque, S., Legault, A., & Giroux, N. (2000, october). La didactique de Précision: un
outil adapté aux enfants [Precision Teaching : a tool adapted for children]. Poster
session presented at the annual Congress of the Ordre des Psychologues du Québec (OPQ)
in collaboration with the Association Québécoise des Psychologues Scolaires (AQPS),
Montreal, Qc.
Péladeau, N., Legault, A., & Forget, J. (2000, may). L'effet de la fluidité sur la
performance académique [The effect of fluency on academic achievement]. Poster
session presented at the 68th Congress of the Association Canadienne Française pour
l'Avancement des Sciences (ACFAS), Montréal, QC.
Péladeau, N., Legault, A., & Forget, J. (2000, may). Les TIC pour l'apprentissage des
techniques d'entraînement à la fluidité [Using information technologies to learn fluencybuilding strategies]. Presentation at the annual Congress of the Association canadienne
française pour l'avancement des sciences (ACFAS). Montréal, Qc.
Berthiaume, C., Legault, A. (1999, December). Le redoublement scolaire à l’école primaire
[Repeating in the primary grades]. Workshop in graduate studies in psychology,
Université du Québec à Montréal. Montreal, Qc.