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Parafoveal letter-position coding in reading
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In: ISSN: 0090-502X ; Memory and Cognition ; https://hal.archives-ouvertes.fr/hal-01795341 ; Memory and Cognition, Springer Verlag, 2018, 46 (4), pp.589 - 599. ⟨10.3758/s13421-017-0786-0⟩ (2018)
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Integrating Orthographic Information Across Time and Space
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In: ISSN: 1618-3169 ; Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-01795343 ; Experimental Psychology, Hogrefe, 2018, 65 (1), pp.32 - 39. ⟨10.1027/1618-3169/a000386⟩ (2018)
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| 3 |
A developmental investigation of the first-letter advantage
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-01477337 ; Journal of Experimental Child Psychology, Elsevier, 2016, 152, pp.161 - 172. ⟨10.1016/j.jecp.2016.07.016⟩ (2016)
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| 5 |
Seeing the Same Words Differently : The Time Course of Automaticity and Top–Down Intention in Reading
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In: ISSN: 0898-929X ; EISSN: 1530-8898 ; Journal of Cognitive Neuroscience ; https://hal-amu.archives-ouvertes.fr/hal-01841732 ; Journal of Cognitive Neuroscience, Massachusetts Institute of Technology Press (MIT Press), 2015, 27 (8), pp.1542-1551. ⟨10.1162/jocn_a_00797⟩ (2015)
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| 6 |
Asymmetrical switch costs in bilingual language production induced by reading words
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In: Experimental Psychology: Learning, Memory, and Cognition ; https://hal-amu.archives-ouvertes.fr/hal-01841745 ; Experimental Psychology: Learning, Memory, and Cognition, 2014 (2014)
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| 7 |
Orthographic and phonological contributions to reading development:Tracking developmental trajectories using masked priming
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In: ISSN: 0012-1649 ; Developmental Psychology ; https://hal-amu.archives-ouvertes.fr/hal-01841737 ; Developmental Psychology, American Psychological Association, 2014, 50 (4), pp.1026-1036 (2014)
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| 8 |
Orthographic depth and its impact on Universal Predictors of Reading: a cross-language investigation
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Bertrand, Daisy; Vaessen, Anniek; Blomert, Leo; Ziegler, Johannes C.; Faísca, Luís; Saine, Nina L.; Csepe, Valeria; Toth, Denes; Lyytinen, Heikki; Reis, Alexandra. - : Sage, 2014
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Abstract:
Alphabetic orthographies differ in the transparency of their letter-sound mappings, with English orthography being less transparent than other alphabetic scripts. The outlier status of English has led scientists to question the generality of findings based on English-language studies. We investigated the role of phonological awareness, memory, vocabulary, rapid naming, and nonverbal intelligence in reading performance across five languages lying at differing positions along a transparency continuum (Finnish, Hungarian, Dutch, Portuguese, and French). Results from a sample of 1,265 children in Grade 2 showed that phonological awareness was the main factor associated with reading performance in each language. However, its impact was modulated by the transparency of the orthography, being stronger in less transparent orthographies. The influence of rapid naming was rather weak and limited to reading and decoding speed. Most predictors of reading performance were relatively universal across these alphabetic languages, although their precise weight varied systematically as a function of script transparency
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Keyword:
Ortographic depth; Phonologica awareness; Rapid automatized naming; Reading development
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URL: https://doi.org/10.1177/0956797610363406
http://hdl.handle.net/10400.1/4876
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| 11 |
Support Systems for Poor Readers: Empirical Data From Six EU Member States
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In: ISSN: 0022-2194 ; Journal of Learning Disabilities ; https://hal.archives-ouvertes.fr/hal-01440410 ; Journal of Learning Disabilities, SAGE Publications, 2011, 44 (3), pp.228-245. ⟨10.1177/0022219410374235⟩ (2011)
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| 12 |
Literacy Affects Spoken Language in a Non-Linguistic Task: An ERP Study
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal-amu.archives-ouvertes.fr/hal-01841813 ; Frontiers in Psychology, Frontiers, 2011, 2, ⟨10.3389/fpsyg.2011.00274⟩ (2011)
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| 13 |
Literacy affects spoken language in a non-linguistic task: an ERR study
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01440401 ; Frontiers in Psychology, Frontiers, 2011, 2, ⟨10.3389/fpsyg.2011.00274⟩ (2011)
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| 14 |
Literacy Affects Spoken Language in a Non-Linguistic Task: An ERP Study
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| 16 |
Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies
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In: ISSN: 0022-0663 ; Journal of Educational Psychology ; https://hal.archives-ouvertes.fr/hal-01440459 ; Journal of Educational Psychology, American Psychological Association, 2010, 102 (4), pp.827-842. ⟨10.1037/a0019465⟩ (2010)
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