Year |
Citation |
Score |
2021 |
Commissaire E, Demont E. Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9. Dyslexia (Chichester, England). PMID 34496103 DOI: 10.1002/dys.1693 |
0.415 |
|
2020 |
Commissaire E, Demont E, Besse A. Introduction to the special issue on Written Language Learning European Review of Applied Psychology. 70: 100526. DOI: 10.1016/J.Erap.2020.100526 |
0.452 |
|
2018 |
Commissaire E, Besse AS, Demont E, Casalis S. Grapheme coding during sublexical processing in French third and fifth graders. Journal of Experimental Child Psychology. 173: 78-84. PMID 29689515 DOI: 10.1016/J.Jecp.2018.03.006 |
0.349 |
|
2013 |
Reder F, Marec-Breton N, Gombert JE, Demont E. Second-language learners' advantage in metalinguistic awareness: a question of languages' characteristics. The British Journal of Educational Psychology. 83: 686-702. PMID 24175689 DOI: 10.1111/Bjep.12003 |
0.713 |
|
2013 |
Reder F, Daigle D, Demont E. Metalinguistic development in French learners enrolled in an immersion programme: A longitudinal study European Journal of Developmental Psychology. 10: 476-494. DOI: 10.1080/17405629.2012.734132 |
0.72 |
|
2013 |
Aparicio M, Demont E, Metz-Lutz M, Leybaert J, Alegria J. Why do deaf participants have a lower performance than hearing participants in a visual rhyming task: a phonological hypothesis Reading and Writing. 27: 31-54. DOI: 10.1007/S11145-013-9432-9 |
0.405 |
|
2012 |
Daigle D, Berthiaume R, Plisson A, Demont E. Graphophonological processes in dyslexic readers of French: a longitudinal study of the explicitness effect of tasks. Annals of Dyslexia. 62: 82-99. PMID 22441904 DOI: 10.1007/S11881-012-0066-4 |
0.459 |
|
2012 |
Daigle D, Berthiaume R, Demont E. The effect of task in deaf readers' graphophonological processes: a longitudinal study. Journal of Deaf Studies and Deaf Education. 17: 352-66. PMID 22410432 DOI: 10.1093/Deafed/Ens012 |
0.47 |
|
2010 |
Nithart C, Demont E, Metz-Lutz M, Majerus S, Poncelet M, Leybaert J. Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition Journal of Research in Reading. 34: 346-363. DOI: 10.1111/J.1467-9817.2009.01427.X |
0.619 |
|
2009 |
Aparicio M, Demont E, Gounot D, Metz-Lutz MN. Is there an alternative cerebral network associated with enhanced phonological processing in deaf speech-users? An exceptional case. Scandinavian Journal of Psychology. 50: 445-55. PMID 19778392 DOI: 10.1111/j.1467-9450.2009.00749.x |
0.448 |
|
2009 |
Nithart C, Demont E, Majerus S, Leybaert J, Poncelet M, Metz-Lutz MN. Reading disabilities in SLI and dyslexia result from distinct phonological impairments. Developmental Neuropsychology. 34: 296-311. PMID 19437205 DOI: 10.1080/87565640902801841 |
0.629 |
|
2007 |
Aparicio M, Gounot D, Demont E, Metz-Lutz MN. Phonological processing in relation to reading: an fMRI study in deaf readers. Neuroimage. 35: 1303-16. PMID 17329129 DOI: 10.1016/J.Neuroimage.2006.12.046 |
0.426 |
|
1996 |
Demont E, Gombert JE. Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills British Journal of Educational Psychology. 66: 315-332. DOI: 10.1111/J.2044-8279.1996.Tb01200.X |
0.46 |
|
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