Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Gombert, Jean-Émile
and
Colé, Pascale
2000.
L'acquisition du langage. Volume II.
p.
117.
Ventura, Paulo
Kolinsky, Régine
Brito-Mendes, Carlos
and
Morais, José
2001.
Mental representations of the syllable internal structure are influenced by orthography.
Language and Cognitive Processes,
Vol. 16,
Issue. 4,
p.
393.
Magnan, Annie
and
Bianchéri, Patricia
2001.
Le traitement des voyelles nasalisées et des groupes consonantiques par l'apprenti‐lecteur francophone.
International Journal of Psychology,
Vol. 36,
Issue. 5,
p.
301.
Carreiras, Manuel
and
Perea, Manuel
2002.
Masked priming effects with syllabic neighbors in a lexical decision task..
Journal of Experimental Psychology: Human Perception and Performance,
Vol. 28,
Issue. 5,
p.
1228.
Colé, Pascale
Pynte, Joël
and
Andriamamonjy, Pascale
2003.
Effect of grammatical gender on visual word recognition: Evidence from lexical decision and eye movement experiments.
Perception & Psychophysics,
Vol. 65,
Issue. 3,
p.
407.
Fabre, Delphine
and
Bedoin, Nathalie
2003.
Sensitivity to Sonority for Print Processing in Normal Readers and Dyslexic Children.
Current psychology letters,
Sprenger-Charolles, Liliane
Siegel, Linda S
Béchennec, Danielle
and
Serniclaes, Willy
2003.
Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study.
Journal of Experimental Child Psychology,
Vol. 84,
Issue. 3,
p.
194.
Sprenger-Charolles, Liliane
and
Serniclaes, Willy
2003.
Acquisition de la lecture et de l'écriture et dyslexie : revue de la littérature.
Revue française de linguistique appliquée,
Vol. Vol. VIII,
Issue. 1,
p.
63.
Morais, José
Pierre, Régine
and
Kolinsky, Régine
2004.
Du lecteur compétent au lecteur débutant : implications des recherches en psycholinguistique cognitive et en neuropsychologie pour l’enseignement de la lecture.
Revue des sciences de l'éducation,
Vol. 29,
Issue. 1,
p.
51.
Carreiras, Manuel
and
Perea, Manuel
2004.
Naming pseudowords in Spanish: Effects of syllable frequency.
Brain and Language,
Vol. 90,
Issue. 1-3,
p.
393.
Bara, Florence
Gentaz, Edouard
Colé, Pascale
and
Sprenger-Charolles, Liliane
2004.
The visuo-haptic and haptic exploration of letters increases the kindergarten-children’s understanding of the alphabetic principle.
Cognitive Development,
Vol. 19,
Issue. 3,
p.
433.
Sprenger-Charolles, L.
Colé, P.
Béchennec, D.
and
Kipffer-Piquard, A.
2005.
French normative data on reading and related skills from EVALEC, a new computerized battery of tests (end Grade 1, Grade 2, Grade 3, and Grade 4).
European Review of Applied Psychology,
Vol. 55,
Issue. 3,
p.
157.
Mathey, Stéphanie
Zagar, Daniel
Doignon, Nadège
and
Seigneuric, Alix
2006.
The nature of the syllabic neighbourhood effect in French.
Acta Psychologica,
Vol. 123,
Issue. 3,
p.
372.
Pattamadilok, Chotiga
Kolinsky, Régine
Ventura, Paulo
Radeau, Monique
and
Morais, José
2007.
Orthographic Representations in Spoken Word Priming: No Early Automatic Activation.
Language and Speech,
Vol. 50,
Issue. 4,
p.
505.
Peereman, Ronald
Lété, Bernard
and
Sprenger-Charolles, Liliane
2007.
Manulex-infra: Distributional characteristics of grapheme—phoneme mappings, and infralexical and lexical units in child-directed written material.
Behavior Research Methods,
Vol. 39,
Issue. 3,
p.
579.
Boulc'h, L.
Gaux, C.
and
Boujon, C.
2007.
Implication des fonctions exécutives dans le décodage en lecture: étude comparative entre normolecteurs et faibles lecteurs de CE2.
Psychologie Française,
Vol. 52,
Issue. 1,
p.
71.
Ecalle, Jean
and
Magnan, Annie
2007.
Development of phonological skills and learning to read in French.
European Journal of Psychology of Education,
Vol. 22,
Issue. 2,
p.
153.
Delahaie, Marc
Sprenger-Charolles, Liliane
and
Serniclaes, Willy
2007.
Effet de la lexicalité chez des faibles et très faibles lecteurs comparativement à des normolecteurs de même âge et de même niveau de lecture.
L’Année psychologique,
Vol. 107,
Issue. 03,
p.
361.
Conrad, Markus
Grainger, Jonathan
and
Jacobs, Arthur M.
2007.
Phonology as the source of syllable frequency effects in visual word recognition: Evidence from French.
Memory & Cognition,
Vol. 35,
Issue. 5,
p.
974.
Bouillaud, Céline
Chanquoy, Lucile
and
Gombert, Jean-Émile
2007.
Cyberlangage et orthographe : quels effets sur le niveau orthographique des élèves de CM2, 5e et 3e ?.
Bulletin de psychologie,
Vol. Numéro 492,
Issue. 6,
p.
553.