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1
Syntactic priming persists while the lexical boost decays: evidence from written and spoken dialogue
In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 58 (2008) 2, 214-238
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2
Consistency and word-frequency effects on spelling among first- to fifth-grade French children: a regression-based study
In: Journal of memory and language. - Amsterdam [u.a.] : Elsevier 58 (2008) 4, 952-977
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3
Improving spelling and everyday writing after a CVA: a single-case therapy study
In: Aphasiology. - London [u.a.] : Routledge, Taylor & Francis Group 22 (2008) 2, 164-183
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4
The role of semantic knowledge in relearning spellings: evidence from deep dysgraphia
In: Aphasiology. - London [u.a.] : Routledge, Taylor & Francis Group 22 (2008) 5, 489-504
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5
Written production of German compounds : effects of lexical frequency and semantic transparency
In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 11 (2008) 2, 211-227
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6
The foreign language writer's strategic behaviour in the allocation of time to writing processes
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 17 (2008) 1, 30-47
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7
Is compound chaining the serial-order mechanism of spelling? A simple recurrent network investigation
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 25 (2008) 2, 218-255
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8
Predicting generalization in the training of irregular-word spelling: treating lexical spelling deficits in a child
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 25 (2008) 3, 343-375
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9
'Fragment errors' in deep dysgraphia: further support for a lexical hypothesis
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 25 (2008) 5, 745-764
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10
Progressive agraphia can be a harbinger of degenerative dementia
In: Brain & language. - Orlando, Fla. [u.a.] : Elsevier 104 (2008) 3, 201-210
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11
From knowledge representation to writing text: a developmental perspective
In: Discourse processes. - London [u.a.] : Routledge, Taylor and Francis Group 45 (2008) 4-5, 387-405
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12
Lexical entrainment in written discourse: is experts' word use adapted to the addressee?
In: Discourse processes. - London [u.a.] : Routledge, Taylor and Francis Group 45 (2008) 6, 497-518
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13
Pause time patterns in writing narrative and expository texts by children and adults
In: Discourse processes. - London [u.a.] : Routledge, Taylor and Francis Group 45 (2008) 4-5, 406-427
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14
Sound-spelling consistency in adults' orthographic learning
In: Journal of research in reading. - Leeds : Wiley-Blackwell 31 (2008) 1, 77-96
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15
Orthographic processing and visual sequential memory in unexpectedly poor spellers
In: Journal of research in reading. - Leeds : Wiley-Blackwell 31 (2008) 1, 136-156
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16
Spelling as a self-teaching mechanism in orthographic learning
In: Journal of research in reading. - Leeds : Wiley-Blackwell 31 (2008) 1, 22-39
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17
A behaviour-genetic analysis of orthographic learning, spelling and decoding
In: Journal of research in reading. - Leeds : Wiley-Blackwell 31 (2008) 1, 8-21
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18
Évaluation du traitement des correspondances phonèmes/phonogrammes chez des lecteurs/scripteurs adultes en début d'apprentissage du français langue seconde
In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 64 (2008) 4, 637-661
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19
Visual and phonological coding in working memory and orthographic skills of deaf children using Chilean Sign Language
In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 152 (2008) 5, 467-479
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20
The psycholinguistics of developing text construction
In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 35 (2008) 4, 735-771
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