1 |
Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words
|
|
|
|
In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://halshs.archives-ouvertes.fr/halshs-01851979 ; Journal of Experimental Child Psychology, Elsevier, 2018 (2018)
|
|
BASE
|
|
Show details
|
|
3 |
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
|
|
|
|
In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
|
|
BASE
|
|
Show details
|
|
4 |
Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
|
|
|
|
In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
|
|
BASE
|
|
Show details
|
|
5 |
Comment l'enfant produit-il l'orthographe des mots ?
|
|
|
|
In: Apprendre et enseigner à l'école ; https://hal.archives-ouvertes.fr/hal-00826018 ; Philippe Dessus & Edouard Gentaz. Apprendre et enseigner à l'école, Dunod, pp.43-58, 2006 (2006)
|
|
BASE
|
|
Show details
|
|
|
|