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Cognitive flexibility predicts early reading skills

Frontiers in psychology, 2014-06, Vol.5, p.565-565

2014

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How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study

Frontiers in psychology, 2015, Vol.6, p.452-452

2015

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eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play Settings

Frontiers in psychology, 2020-07, Vol.11, p.1813-1813

2020

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What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach

Frontiers in psychology, 2018-04, Vol.9, p.547-547

2018

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Editorial: Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different Orthographies

Frontiers in psychology, 2019-02, Vol.10, p.126-126

2019

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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

Cognition, 2013-06, Vol.127 (3), p.398-419

2013

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Adolescents' perspectives on the barriers to reading for pleasure

Literacy (Oxford, England), 2024-05, Vol.58 (2), p.204-215

2024

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Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?

Annals of dyslexia, 2017-04, Vol.67 (1), p.63-84

2017

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Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

Reading & writing, 2015-04, Vol.28 (4), p.545-569

2015

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Understanding children's reading activities: Reading motivation, skill and child characteristics as predictors

Journal of research in reading, 2016-02, Vol.39 (1), p.109-125

2016

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Investigating pseudohomophone interference effects in young second-language learners

Journal of experimental child psychology, 2019-04, Vol.180, p.1-18

2019

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Screening for Dyslexia in University Students: a Standardized Procedure Based on Conditional Inference Trees

Archives of clinical neuropsychology, 2024-07, Vol.39 (5), p.557-574

2024

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Language and Reading: the Role of Morpheme and Phoneme Awareness

Current developmental disorders reports, 2018, Vol.5 (4), p.226-234

Duncan, Lynne G.

2018

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Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

The British journal of psychology, 2016-05, Vol.107 (2), p.209-238

2016

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Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

Journal of experimental child psychology, 2017-02, Vol.154, p.64-77

2017

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Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French

Applied psycholinguistics, 2009-07, Vol.30 (3), p.405-440

2009

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HelexKids: A word frequency database for Greek and Cypriot primary school children

Behavior research methods, 2017-02, Vol.49 (1), p.83-96

2017

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Exploring the Role of Bases and Suffixes When Reading Familiar and Unfamiliar Words: Evidence From French Young Readers

Scientific studies of reading, 2012-09, Vol.16 (5), p.424-442

2012

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Word Morphology and Written Language Acquisition: Insights from Typical and Atypical Development in Different Orthographies

2019

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Atypical phonological processing impairs written word recognition in children with cochlear implants

Language, cognition and neuroscience, 2015-07, Vol.30 (6), p.684-699

2015

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Grapheme coding in L2: How do L2 learners process new graphemes?

Journal of cognitive psychology (Hove, England), 2014-10, Vol.26 (7), p.725-739

2014

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Cross-language transfer of orthographic processing skills: a study of French children who learn English at school

Journal of research in reading, 2011-02, Vol.34 (1), p.59-76

2011

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Erratum to: Exploring the relationship between adolescents’ reading skills, reading motivation and reading habits

Reading & writing, 2015-05, Vol.28 (5), p.745-745

2015

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Working with a young people's advisory panel to conduct educational research: Young people's perspectives and researcher reflections

International journal of educational research, 2024, Vol.124, p.102308, Article 102308

2024

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Differing sequences of metaphonological development in French and English

Journal of child language, 2006-05, Vol.33 (2), p.369-399

2006

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Cognitive flexibility predicts early reading skills

How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study

eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play Settings

What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach

Editorial: Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different Orthographies

Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies

Adolescents' perspectives on the barriers to reading for pleasure

Phonemic—Morphemic dissociation in university students with dyslexia: an index of reading compensation?

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

Understanding children's reading activities: Reading motivation, skill and child characteristics as predictors

Investigating pseudohomophone interference effects in young second-language learners

Screening for Dyslexia in University Students: a Standardized Procedure Based on Conditional Inference Trees

Language and Reading: the Role of Morpheme and Phoneme Awareness

Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5

Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French

HelexKids: A word frequency database for Greek and Cypriot primary school children

Exploring the Role of Bases and Suffixes When Reading Familiar and Unfamiliar Words: Evidence From French Young Readers

Word Morphology and Written Language Acquisition: Insights from Typical and Atypical Development in Different Orthographies

Atypical phonological processing impairs written word recognition in children with cochlear implants

Grapheme coding in L2: How do L2 learners process new graphemes?

Cross-language transfer of orthographic processing skills: a study of French children who learn English at school

Erratum to: Exploring the relationship between adolescents’ reading skills, reading motivation and reading habits

Working with a young people's advisory panel to conduct educational research: Young people's perspectives and researcher reflections

Differing sequences of metaphonological development in French and English

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