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Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled?

Frontiers in language sciences, 2024-05, Vol.3

2024

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Ortho-semantic learning of novel words: an event-related potential study of grade 3 children

Frontiers in Developmental Psychology, 2024-02, Vol.2

2024

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Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages

Child development, 2024-05, Vol.95 (5)

2024

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Testing Mechanisms Underlying Children's Reading Development: The Power of Learning Lexical Representations

Developmental psychology, 2024-07, Vol.60 (7), p.1343-1356

2024

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Not All Sentences Are Created Equal: Evaluating the Relation Between Children's Understanding of Basic and Difficult Sentences and Their Reading Comprehension

Journal of educational psychology, 2021-02, Vol.113 (2), p.268-278

2021

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Young readers’ skill in learning spellings and meanings of words during independent reading

Journal of experimental child psychology, 2019-05, Vol.181, p.56-74

2019

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From Preschool Language Skills to Writing in Adolescence: Evidence of Genetic Continuity

Developmental psychology, 2022-07, Vol.58 (7), p.1318-1330

2022

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The Role of Orthographic and Semantic Learning in Word Reading and Reading Comprehension

Scientific studies of reading, 2018-09, Vol.22 (5), p.384-400

2018

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The role of procedural memory in grammar and numeracy skills

Journal of cognitive psychology (Hove, England), 2016-11, Vol.28 (8), p.899-908

2016

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The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness: A Twin Study

Child psychiatry and human development, 2024-08, Vol.55 (4), p.882-892

2024

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The relation between syntactic awareness and contextual facilitation in word reading: What is the role of semantics?

Journal of research in reading, 2019-02, Vol.42 (1), p.178-192

2019

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La théorie des vagues qui se chevauchent de Siegler appliquée au développement du langage

Intellectica (Orsay, France : 1985), 2015, Vol.63 (1), p.163-177

Mimeau, Catherine

2015

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From Preschool Language Skills to Writing in Adolescence: Evidence of Genetic Continuity

CrimRxiv, 2022-04

2022

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Influence des amis délinquants sur la réussite scolaire: Effets directs ou prédispositions génétiques?

Psycause : revue scientifique étudiante de l'École de psychologie de l'Université Laval, 2021-10, Vol.11 (2), p.12-14

2021

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Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled?

Ortho-semantic learning of novel words: an event-related potential study of grade 3 children

Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages

Testing Mechanisms Underlying Children's Reading Development: The Power of Learning Lexical Representations

Not All Sentences Are Created Equal: Evaluating the Relation Between Children's Understanding of Basic and Difficult Sentences and Their Reading Comprehension

Young readers’ skill in learning spellings and meanings of words during independent reading

From Preschool Language Skills to Writing in Adolescence: Evidence of Genetic Continuity

The Role of Orthographic and Semantic Learning in Word Reading and Reading Comprehension

The role of procedural memory in grammar and numeracy skills

The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness: A Twin Study

The relation between syntactic awareness and contextual facilitation in word reading: What is the role of semantics?

La théorie des vagues qui se chevauchent de Siegler appliquée au développement du langage

From Preschool Language Skills to Writing in Adolescence: Evidence of Genetic Continuity

Influence des amis délinquants sur la réussite scolaire: Effets directs ou prédispositions génétiques?

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