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Preventing the Development of Dyslexia: A Reply to Mather

Perceptual and motor skills, 2023-08, Vol.130 (4), p.1415-1432

Fischer, Jean-Paul

2023

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Boy's math performance, compared to girls', jumps at age 6 (in the ELFE's data at least)

British journal of developmental psychology, 2022-11, Vol.40 (4), p.504-519

2022

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Are differences between social classes reduced by non‐symbolic numerical tasks? Evidence from the ELFE cohort

British journal of educational psychology, 2021-03, Vol.91 (1), p.286-299

2021

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Development of a French‐language early literacy scale: structural analysis and links between the dimensions of early literacy

Journal of research in reading, 2021-05, Vol.44 (2), p.379-399

2021

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Commentary: Mirror-Image Equivalence and Interhemispheric Mirror-Image Reversal

Frontiers in human neuroscience, 2018-09, Vol.12, p.375-375

2018

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The Battle between the Correct and Mirror Writings of a Digit in Children’s Recognition Memory

Education sciences, 2020-07, Vol.10 (7), p.1-16

2020

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A Synoptic and Theoretical Account of Character (Digits and Capital Letters) Reversal in Writings by Typically Developing Children

Education Sciences, 2018-09, Vol.8 (3), p.137

2018

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Numerical performance increased by finger training: A fallacy due to regression toward the mean?

Cortex, 2010-02, Vol.46 (2), p.272-273

Fischer, Jean-Paul

2010

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Character reversal in children: the prominent role of writing direction

Reading & writing, 2017-03, Vol.30 (3), p.523-542

Fischer, Jean-Paul

2017

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Studies on the Written Characters Orientation and Its Influence on Digit Reversal by Children

Educational psychology (Dorchester-on-Thames), 2018-05, Vol.38 (5), p.556-571

Fischer, Jean-Paul

2018

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Does early blindness significantly enhance arithmetic? A statistical comment of a paper by Dormal, Crollen, Baumans, Lepore, and Collignon (2016)

Cortex, 2017-04, Vol.89, p.169-172

Fischer, Jean-Paul

2017

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Digit reversal in children’s writing: A simple theory and its empirical validation

Journal of experimental child psychology, 2013-06, Vol.115 (2), p.356-370

Fischer, Jean-Paul

2013

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Self-Recognition Before a Screen-Mirror Between 15 Months and 6 Years, The Contribution of Eye-Tracking and a New Protocol

Journal of cognition and development, 2022-05, Vol.23 (3), p.437-453

2022

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Unraveling the Mystery of Mirror Writing in Typically Developing Children

Journal of educational psychology, 2012-02, Vol.104 (1), p.193-205

2012

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A Test of Three Models of Character Reversal in Typically Developing Children’s Writing

Frontiers in communication, 2021-10, Vol.6

2021

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Mirror writing of digits and (capital) letters in the typically developing child

Cortex, 2011-06, Vol.47 (6), p.759-762

Fischer, Jean-Paul

2011

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Does finger sense really have a delayed effect on children's addition performance? : [A comment of Newman, S.D. Does finger sense predict addition performance? Cognitive Processing, 17(2), 2016, pp. 139-146]

Cognitive processing, 2017-02, Vol.18 (1), p.105-106

Fischer, Jean-Paul

2017

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Mirror writing in typically developing children: A first longitudinal study

Cognitive development, 2016-04, Vol.38, p.114-124

2016

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Commentary: Development of magnitude processing in children with developmental dyscalculia: space, time, and number

Frontiers in psychology, 2015-06, Vol.6, p.804-804

Fischer, Jean-Paul

2015

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Can young students understand the mathematical concept of equality? A whole-year arithmetic teaching experiment in second grade

European journal of psychology of education, 2019-04, Vol.34 (2), p.439-456

2019

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Mirror writing in 5- to 6-year-old children: The preferred hand is not the explanation

Laterality (Hove), 2016-01, Vol.21 (1), p.34-49

2016

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Should we continue to teach standard written algorithms for the arithmetical operations? The example of subtraction

Educational studies in mathematics, 2019-05, Vol.101 (1), p.105-121

2019

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Co-Designing a New Educational Tablet App for Preschoolers

Computers in the schools, 2020-10, Vol.37 (4), p.234-252

2020

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Peut-on améliorer l’enseignement et l’apprentissage de l’arithmétique au CP ? Le dispositif ACE

Revue française de pédagogie, 2017, Vol.201 (4), p.105-120

2017

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Nouveaux éclairages sur l’écriture en miroir des enfants de l’école maternelle

Revue française de pédagogie, 2011 (175), p.99-112

Fischer, Jean-Paul

2011

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Preventing the Development of Dyslexia: A Reply to Mather

Boy's math performance, compared to girls', jumps at age 6 (in the ELFE's data at least)

Are differences between social classes reduced by non‐symbolic numerical tasks? Evidence from the ELFE cohort

Development of a French‐language early literacy scale: structural analysis and links between the dimensions of early literacy

Commentary: Mirror-Image Equivalence and Interhemispheric Mirror-Image Reversal

The Battle between the Correct and Mirror Writings of a Digit in Children’s Recognition Memory

A Synoptic and Theoretical Account of Character (Digits and Capital Letters) Reversal in Writings by Typically Developing Children

Numerical performance increased by finger training: A fallacy due to regression toward the mean?

Character reversal in children: the prominent role of writing direction

Studies on the Written Characters Orientation and Its Influence on Digit Reversal by Children

Does early blindness significantly enhance arithmetic? A statistical comment of a paper by Dormal, Crollen, Baumans, Lepore, and Collignon (2016)

Digit reversal in children’s writing: A simple theory and its empirical validation

Self-Recognition Before a Screen-Mirror Between 15 Months and 6 Years, The Contribution of Eye-Tracking and a New Protocol

Unraveling the Mystery of Mirror Writing in Typically Developing Children

A Test of Three Models of Character Reversal in Typically Developing Children’s Writing

Mirror writing of digits and (capital) letters in the typically developing child

Does finger sense really have a delayed effect on children's addition performance? : [A comment of Newman, S.D. Does finger sense predict addition performance? Cognitive Processing, 17(2), 2016, pp. 139-146]

Mirror writing in typically developing children: A first longitudinal study

Commentary: Development of magnitude processing in children with developmental dyscalculia: space, time, and number

Can young students understand the mathematical concept of equality? A whole-year arithmetic teaching experiment in second grade

Mirror writing in 5- to 6-year-old children: The preferred hand is not the explanation

Should we continue to teach standard written algorithms for the arithmetical operations? The example of subtraction

Co-Designing a New Educational Tablet App for Preschoolers

Peut-on améliorer l’enseignement et l’apprentissage de l’arithmétique au CP ? Le dispositif ACE

Nouveaux éclairages sur l’écriture en miroir des enfants de l’école maternelle

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