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Audio-visual combination of syllables involves time-sensitive dynamics following from fusion failure
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In: ISSN: 2045-2322 ; EISSN: 2045-2322 ; Scientific Reports ; https://hal.archives-ouvertes.fr/hal-03039448 ; Scientific Reports, Nature Publishing Group, 2020, 10, ⟨10.1038/s41598-020-75201-7⟩ (2020)
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Audio-visual combination of syllables involves time-sensitive dynamics following from fusion failure
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In: ISSN: 2045-2322 ; Scientific Reports, Vol. 10, No 1 (2020) P. 18009 (2020)
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Audio-visual combination of syllables involves time-sensitive dynamics following from fusion failure
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In: Sci Rep (2020)
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| 10 |
Focal versus distributed temporal cortex activity for speech sound category assignment
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In: ISSN: 0027-8424 ; Proceedings of the National Academy of Sciences, Vol. 115, No 6 (2018) pp. E1299-E1308 (2018)
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| 11 |
Focal versus distributed temporal cortex activity for speech sound category assignment
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In: ISSN: 0027-8424 ; EISSN: 1091-6490 ; Proceedings of the National Academy of Sciences of the United States of America ; https://hal.archives-ouvertes.fr/hal-03041338 ; Proceedings of the National Academy of Sciences of the United States of America , National Academy of Sciences, 2017, 115 (6), pp.E1299 - E1308. ⟨10.1073/pnas.1714279115⟩ (2017)
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| 12 |
Neural coding of prior expectations in hierarchical intention inference
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In: ISSN: 2045-2322 ; EISSN: 2045-2322 ; Scientific Reports ; https://hal.archives-ouvertes.fr/hal-03041336 ; Scientific Reports, Nature Publishing Group, 2017, 7 (1), pp.1278. ⟨10.1038/s41598-017-01414-y⟩ (2017)
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| 13 |
Atypical phonological processing impairs written word recognition in children with cochlear implants
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In: ISSN: 2327-3798 ; EISSN: 2327-3801 ; Language, Cognition and Neuroscience ; https://hal-amu.archives-ouvertes.fr/hal-01471061 ; Language, Cognition and Neuroscience, Taylor and Francis, 2015, ⟨10.1080/23273798.2014.1002796⟩ (2015)
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| 16 |
Stem and derivational-suffix processing during reading by French second and third graders
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In: ISSN: 0142-7164 ; EISSN: 1469-1817 ; Applied Psycholinguistics ; https://hal.archives-ouvertes.fr/hal-01440371 ; Applied Psycholinguistics, Cambridge University Press (CUP), 2012, 33 (1), pp.97-120. ⟨10.1017/S0142716411000282⟩ (2012)
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| 17 |
The influence of lexical knowledge on phoneme discrimination in deaf children with cochlear implants
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In: ISSN: 0167-6393 ; EISSN: 1872-7182 ; Speech Communication ; https://hal.archives-ouvertes.fr/hal-01440375 ; Speech Communication, Elsevier : North-Holland, 2012, 54 (2), pp.189-198. ⟨10.1016/j.specom.2011.08.002⟩ (2012)
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| 19 |
Reading and Reading-Related Skills in Children Using Cochlear Implants: Prospects for the Influence of Cued Speech
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In: ISSN: 1081-4159 ; EISSN: 1465-7325 ; Journal of Deaf Studies and Deaf Education ; https://hal.archives-ouvertes.fr/hal-01440406 ; Journal of Deaf Studies and Deaf Education, Oxford University Press (OUP), 2011, 16 (4), pp.458-473. ⟨10.1093/deafed/enr014⟩ (2011)
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| 20 |
Reading and Reading-Related Skills in Children Using Cochlear Implants: Prospects for the Influence of Cued Speech
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Abstract:
We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS–). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1 matched for chronological age (CA). Phonemic awareness and phonological short-term memory were assessed respectively through a phonemic similarity judgment task and through a word span task measuring phonological similarity effects. To assess the use of sublexical and lexical reading procedures, children read pseudowords and irregular words aloud. Results showed that cued speech improved performance on both the phonemic awareness and the reading tasks but not on the phonological short-term memory task. In phonemic awareness and reading, CS+ children obtained accuracy and rapidity scores similar to CA controls, whereas CS– children obtained lower scores than hearing controls. Nevertheless, in phonological short-term memory task, the phonological similarity effect of both CI groups was similar. Overall, these results support the use of cued speech to improve phonemic awareness and reading skills in CI children.
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Keyword:
Special Section on Literacy
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URL: http://jdsde.oxfordjournals.org/cgi/content/short/16/4/458
https://doi.org/10.1093/deafed/enr014
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