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Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

Reading & writing, 2017-06, Vol.30 (6), p.1311-1334

2017

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Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children

Children (Basel), 2021-01, Vol.8 (2), p.68

2021

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Oral language predictors of word reading and spelling: A cross-linguistic comparison in bilingual and monolingual children

Journal of experimental child psychology, 2024-07, Vol.243, p.105926-105926, Article 105926

2024

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L’étude du développement socio-émotionnel typique et atypique : quels apports pour l’inclusion sociale ?

Enfance, 2023-06, Vol.N° 2 (2), p.233-238

Bellocchi, Stéphanie

2023

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Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French

Reading psychology, 2024-04, Vol.45 (3), p.219-241

2024

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How do teachers appropriate and implement a newly introduced reading and spelling instructional method? A qualitative investigation of barriers, levers, and recommendations

European journal of psychology of education, 2024-09, Vol.39 (3), p.2325-2340

2024

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Is bilingualism associated with better working memory capacity? A meta-analysis

International journal of bilingual education and bilingualism, 2022-07, Vol.25 (6), p.2229-2255

2022

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Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors

International journal of bilingual education and bilingualism, 2024-01, Vol.27 (1), p.1-18

2024

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Speed of processing, anticipation, inhibition and working memory in bilinguals

Developmental science, 2011-03, Vol.14 (2), p.256-269

2011

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“Same, same but different”: The optimal viewing position effect in developmental dyslexia, developmental coordination disorder and comorbid disorders

Dyslexia (Chichester, England), 2021-08, Vol.27 (3), p.294-311

2021

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The determinants of saccade targeting strategy in neurodevelopmental disorders: The influence of suboptimal reading experience

Vision research (Oxford), 2023-03, Vol.204, p.108162-108162, Article 108162

2023

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Effect of comorbid developmental dyslexia on oculomotor behavior in children with developmental coordination disorder: A study with the Developmental Eye Movement test

Human movement science, 2021-04, Vol.76, p.102764-102764, Article 102764

2021

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Influence of comorbidity on working memory profile in dyslexia and developmental coordination disorder

Journal of clinical and experimental neuropsychology, 2020-09, Vol.42 (7), p.660-674

2020

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Effects of inter-character spacing on saccade programming in beginning readers and dyslexics

Child neuropsychology, 2019-05, Vol.25 (4), p.482-506

2019

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Predicting future poor readers from pre-reading visual skills: A longitudinal study

Applied neuropsychology. Child, 2022-07, Vol.11 (3), p.480-494

2022

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Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language

Bilingualism (Cambridge, England), 2016-01, Vol.19 (1), p.89-105

2016

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I can read it in your eyes: What eye movements tell us about visuo-attentional processes in developmental dyslexia

Research in developmental disabilities, 2013-01, Vol.34 (1), p.452-460

2013

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Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

Dyslexia (Chichester, England), 2017-08, Vol.23 (3), p.296-315

2017

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Visual-processing deficits in children with neurofibromatosis type 1: A clinical marker of reading difficulties

European journal of paediatric neurology, 2022-05, Vol.38, p.25-32

2022

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Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children

Children (Basel), 2021-01, Vol.8 (2)

2021

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Visual Attention Processes and Oculomotor Control in Autism Spectrum Disorder: A Brief Review and Future Directions

Journal of cognitive education and psychology, 2017, Vol.16 (1), p.77-93

2017

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Is bilingualism associated with better working memory capacity? A meta-analysis

International journal of bilingual education and bilingualism, 2021-04, Vol.25 (6), p.2229-2255

2021

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Visual-processing deficits in children with neurofibromatosis type 1: A clinical marker of reading difficulties

European journal of paediatric neurology, 2022-05, Vol.38, p.25-32

2022

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Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

Reading & writing, 2017-02, Vol.30 (6), p.1311-1334

2017

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Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language

Bilingualism (Cambridge, England), 2014-12, Vol.19 (1), p.89-105

2014

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Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children

Oral language predictors of word reading and spelling: A cross-linguistic comparison in bilingual and monolingual children

L’étude du développement socio-émotionnel typique et atypique : quels apports pour l’inclusion sociale ?

Disentangling the Impact of Bilingualism and SES in Literacy Skills of Language-Minority Bilingual Children and Monolingual Peers Exposed to French

How do teachers appropriate and implement a newly introduced reading and spelling instructional method? A qualitative investigation of barriers, levers, and recommendations

Is bilingualism associated with better working memory capacity? A meta-analysis

Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors

Speed of processing, anticipation, inhibition and working memory in bilinguals

“Same, same but different”: The optimal viewing position effect in developmental dyslexia, developmental coordination disorder and comorbid disorders

The determinants of saccade targeting strategy in neurodevelopmental disorders: The influence of suboptimal reading experience

Effect of comorbid developmental dyslexia on oculomotor behavior in children with developmental coordination disorder: A study with the Developmental Eye Movement test

Influence of comorbidity on working memory profile in dyslexia and developmental coordination disorder

Effects of inter-character spacing on saccade programming in beginning readers and dyslexics

Predicting future poor readers from pre-reading visual skills: A longitudinal study

Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language

I can read it in your eyes: What eye movements tell us about visuo-attentional processes in developmental dyslexia

Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

Visual-processing deficits in children with neurofibromatosis type 1: A clinical marker of reading difficulties

Exploring the Moderation Effect of Educational Stage on Visual Magnocellular Functioning Linked to Reading: A Study in French Primary School Children

Visual Attention Processes and Oculomotor Control in Autism Spectrum Disorder: A Brief Review and Future Directions

Is bilingualism associated with better working memory capacity? A meta-analysis

Visual-processing deficits in children with neurofibromatosis type 1: A clinical marker of reading difficulties

Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language

Lexicality, frequency and stress assignment effects in bilingual children reading Italian as a second language

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