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1
La dyslexie à l'âge adulte : approche neuropsychologique
Duncan, Lynne G. (Herausgeber); Colé, Pascale (Herausgeber); Cavalli, Eddy (Herausgeber). - Louvain-La-Neuve (Belgique) : De Boeck supérieur, 2020
BLLDB
UB Frankfurt Linguistik
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2
eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play Settings
In: Front Psychol (2020)
BASE
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3
Word moprhology and written language acquisition:insights from typical and atypical development in different orthographies
Duncan, Lynne G.; Traficante, Daniela (orcid:0000-0002-6861-1452); Maximiliano Augustin Wilson. - 2019
BASE
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4
Editorial: Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different Orthographies
Duncan, Lynne G.; Traficante, Daniela; Wilson, Maximiliano A.. - : Frontiers Media S.A., 2019
BASE
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5
Language and Reading: the Role of Morpheme and Phoneme Awareness [<Journal>]
Duncan, Lynne G. [Verfasser]
DNB Subject Category Language
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6
Cognitive impairments in developmental dyslexia
Duncan, Lynne G.. - : University of St Andrews, 2018. : The University of St Andrews, 2018
BASE
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7
What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach
Colé, Pascale; Cavalli, Eddy; Duncan, Lynne G.. - : Frontiers Media S.A., 2018
BASE
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8
Automatic phonological activation during visual word recognition in bilingual children : a cross-language masked priming study in grades 3 and 5
BASE
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9
HelexKids: A word frequency database for Greek and Cypriot primary school children
BASE
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10
How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01991114 ; Frontiers in Psychology, Frontiers, 2015, 6, &#x27E8;10.3389/fpsyg.2015.00452&#x27E9; (2015)
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11
Phonological contribution to visual word recognition among bilinguals in Grades 3 and 5. Evidence from a cross-linguistic visual masked priming study ...
Karinne Sauval; Duncan, Lynne G.; Marinus, Eva. - : Unpublished, 2015
BASE
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12
How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study
Casalis, Séverine; Quémart, Pauline; Duncan, Lynne G.. - : Frontiers Media S.A., 2015
BASE
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13
Grapheme coding in L2: How do L2 learners process new graphemes?
In: Journal of Cognitive Psychology ; https://hal.univ-lille.fr/hal-03605634 ; Journal of Cognitive Psychology, 2014, Journal of Cognitive Psychology, 26 (7), pp.725-739. &#x27E8;10.1080/20445911.2014.951363&#x27E9; (2014)
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14
Sensitivity to morpheme units in English as L2 word recognition
In: ISSN: 1758-6801 ; EISSN: 1758-681X ; Writing Systems Research ; https://hal.univ-lille.fr/hal-02539910 ; Writing Systems Research, Taylor & Francis (Routledge), 2014, Reading Morphologically Complex Words in a Second Language, 7 (2), pp.186-201. &#x27E8;10.1080/17586801.2014.976165&#x27E9; (2014)
BASE
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15
Cognitive flexibility predicts early reading skills
In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01432478 ; Frontiers in Psychology, Frontiers, 2014, 5, &#x27E8;10.3389/fpsyg.2014.00565&#x27E9; (2014)
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16
Cognitive flexibility predicts early reading skills
Colé, Pascale; Duncan, Lynne G.; Blaye, Agnès. - : Frontiers Media S.A., 2014
Abstract: An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading.
Keyword: Psychology
URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4052802
http://www.ncbi.nlm.nih.gov/pubmed/24966842
https://doi.org/10.3389/fpsyg.2014.00565
BASE
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17
Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies
In: Cognition. - Amsterdam [u.a] : Elsevier 127 (2013) 3, 398-419
OLC Linguistik
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18
Cross-language transfer of orthographic processing skills: a study of French children who learn English at school
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 59-76
BLLDB
OLC Linguistik
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19
Phonological development from a cross-linguistic perspective
In: Reading and dyslexia in different orthographies. - Hove [u.a.] : Psychology (2010), 43-68
BLLDB
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20
Lexical and sublexical orthographic interactions across languages in young learners of a L2
In: Seventeenth Annual Meeting Society for the Scientific Study of Reading ; https://hal.archives-ouvertes.fr/hal-00907208 ; Seventeenth Annual Meeting Society for the Scientific Study of Reading, Jul 2010, Berlin, Germany (2010)
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