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Cognition of coding: the relation between coding ability and syntactic skills in preschoolers ...
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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
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-02116798 ; Journal of Experimental Child Psychology, Elsevier, 2017, 154, pp.64-77. ⟨10.1016/j.jecp.2016.10.003⟩ (2017)
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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
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Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: more evidence for the orthographic depth hypothesis
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In: ISSN: 2044-5911 ; EISSN: 2044-592X ; Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01432285 ; Journal of Cognitive Psychology, Taylor & Francis edition, 2016, 28 (6), pp.658-672. ⟨10.1080/20445911.2016.1182172⟩ (2016)
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German and English bodies: No evidence for cross-linguistic differences in preferred grain size ...
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Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: more evidence for the orthographic depth hypothesis
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Modelling the implicit learning of phonological decoding from training on whole-word spellings and pronunciations
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Phonological contribution to visual word recognition among bilinguals in Grades 3 and 5. Evidence from a cross-linguistic visual masked priming study ...
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Precursors to reading : phonological awareness and letter knowledge
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Density and length in the neighborhood : explaining cross-linguistic differences in learning to read in English and Dutch
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Tracking orthographic learning in children with different profiles of reading difficulty
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Tracking orthographic learning in children with different profiles of reading difficulty
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Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children
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Size does not matter, frequency does : sensitivity to orthographic neighbours in normal and dyslexic readers
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Abstract:
This study examined the influence of the number of orthographically similar candidates, neighborhood size, on the word and pseudoword naming performance of normal, dyslexic, and beginning readers. Participants were 23 Dutch dyslexic fourth-graders matched to 23 fourth-grade chronological age controls and 17 second-grade reading age controls. Unexpectedly, neighborhood size had similar effects in all groups: It did not affect word naming and facilitated the naming of pseudowords. However, the presence of a high-frequency neighbor had different effects. In contrast to normal readers, words with a high-frequency neighbor were named more slowly by beginning and dyslexic readers. These findings suggest a dissociation between global and specific effects of neighbor words. Nevertheless, both findings seem to be compatible with the view that orthographic representations of beginning and dyslexic children are not (yet) sufficiently specified. ; 16 page(s)
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Keyword:
170100 Psychology; children; dyslexia; high-frequency neighbor; lexical access; orthographic neighborhood size; reading speed
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URL: http://hdl.handle.net/1959.14/114160
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Reading and spelling of bisyllabic words with open and closed syllables in beginning readers
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Does phonological recoding occur during silent reading, and is it necessary for orthographic learning?
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