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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 21 – 34 of 34 21 Early metalinguistic awareness of derivational morphology: observations from a comparison of English and French Casalis, Séverine; Duncan, Lynne G.; Colé, Pascale In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 30 (2009) 3, 405-440 BLLDB OLC Linguistik Show details 22 Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French Duncan, Lynne G.; Casalis, Séverine; Colé, Pascale In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-01440468 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2009, 30 (3), pp.405-440. ⟨10.1017/S0142716409090213⟩ (2009) Abstract: International audience ; This cross-linguistic comparison of metalinguistic development in French and English examines early ability to manipulate derivational suffixes in oral language games as a function of chronological age, receptive vocabulary,and year of schooling. Data from judgment and production tasks are presented for children aged between 5 and 8 years in their first, second, or third school year in the United Kingdom and France. The results suggest that metamorphological development is accelerated in French relative to English. The French advantage encompasses knowledge of a broader range of suffixes and a markedly greater facility for generalizing morphological knowledge to novel contexts. These findings are interpreted in relation to the word formation systems of English and French, and the educational context in each country. Keyword: [SCCO.PSYC]Cognitive science/Psychology URL: https://doi.org/10.1017/S0142716409090213 https://hal.archives-ouvertes.fr/hal-01440468 BASE Hide details 23 Morphological processing in beginning readers and developmental dyslexic children Quémart, Pauline; Casalis, Séverine; Duncan, Lynne G. In: Sixth International Conference on the Mental Lexicon ; https://hal.archives-ouvertes.fr/hal-00907223 ; Sixth International Conference on the Mental Lexicon, Oct 2008, Albert, Canada (2008) BASE Show details 24 Rimes and superrimes: an exploration of children's disyllabic rhyming skills Duncan, Lynne G.; Seymour, Philip H. K.; Bolik, Fiona In: British journal of psychology. - Oxford : Wiley-Blackwell 98 (2007) 2, 199-221 BLLDB Show details 25 Differing sequences of metaphonological development in French and English Colé, Pascale; Seymour, Philip H. K.; Duncan, Lynne G.... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 33 (2006) 2, 369-399 BLLDB OLC Linguistik Show details 26 How do children read multisyllabic words? : Some preliminary observations Duncan, Lynne G.; Seymour, Philip H. K. In: Journal of research in reading. - Leeds : Wiley-Blackwell 26 (2003) 2, 101-120 BLLDB Show details 27 How do children read multisyllabic words? Some preliminary observations Duncan, Lynne G.; Seymour, Philip H.K. In: Journal of research in reading. - Leeds : Wiley-Blackwell 26 (2003) 2, 101-120 OLC Linguistik Show details 28 Rhymes and phonemes in the common unit task: Replications and implications for beginning reading Seymour, Philip H.K.; Duncan, Lynne G.; Bolik, Fiona M. In: Journal of research in reading. - Leeds : Wiley-Blackwell 22 (1999) 2, 113-130 OLC Linguistik Show details 29 How does phonological awareness relate to nonword reading skill amongst poor readers? Duncan, Lynne G.; Johnston, Rhona S. In: Reading and writing. - New York, NY : Springer Science+Business Media 11 (1999) 5-6, 405-440 OLC Linguistik Show details 30 How does phonological awareness relate to nonword reading skill amongst poor readers? Duncan, Lynne G.; Johnston, Rhona S. In: Reading and writing. - New York, NY : Springer Science+Business Media 11 (1999) 6, 405-440 OLC Linguistik Show details 31 How does phonological awareness relate to nonword reading skill amongst poor readers? Duncan, Lynne G.; Johnston, Rhona S. In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 11 (1999) 5-6, 405-439 BLLDB Show details 32 How impontant are rhyme and analogy in beginning reading? Duncan, Lynne G; Seymour, Philip H K; Hill, Shirley In: Cognition. - Amsterdam [u.a] : Elsevier 63 (1997) 2, 171-208 OLC Linguistik Show details 33 From research to practice : selected papers presented at the fourth international conference of the British Dyslexia Assiociation Goulandris, Nata Kyrtsis (Hrsg.); Muter, Valerie (Hrsg.); Seymour, Philip H. K. (Mitarb.)... In: Dyslexia. - Bracknell : British Dyslexia Association 3 (1997) 3, 123-200 BLLDB Show details 34 How important are rhyme and analogy in beginning reading? Duncan, Lynne G.; Seymour, Philip H. K.; Hill, Shirley In: Cognition. - Amsterdam [u.a] : Elsevier 63 (1997) 2, 171-208 BLLDB Show details Page: 1 2

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