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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
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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)
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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