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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

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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Children with Persistent versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School

Journal of speech, language, and hearing research, 2020-11, Vol.63 (11), p.3760-3774

2020

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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 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 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 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 Bidirectional Association between Maternal Speech and Child Characteristics

Journal of child language, 2020-03, Vol.47 (2), p.435-456

2020

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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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Comparison of measures of morphosyntactic complexity in French-speaking school-aged children

First language, 2015-04, Vol.35 (2), p.163-181

2015

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The Genetic and Environmental Etiology of the Association between Vocabulary and Syntax in First Grade

Language learning and development, 2018-04, Vol.14 (2), p.149-166

2018

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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

Children with Persistent versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School

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 procedural memory in grammar and numeracy skills

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

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

The Bidirectional Association between Maternal Speech and Child Characteristics

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

Comparison of measures of morphosyntactic complexity in French-speaking school-aged children

The Genetic and Environmental Etiology of the Association between Vocabulary and Syntax in First Grade

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