Severine Casalis

Professeure des universités CNU : SECTION 16 - PSYCHOLOGIE ET ERGONOMIE

UMR 9193 - SCIENCES COGNITIVES ET SCIENCES AFFECTIVES - SCALAB

Publications

{ "response":{ "numFound":156, "start":0, "numFoundExact":true, "docs":[{ "citationRef_s":"Memory & Cognition, 2025, Memory & Cognition, <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13421-025-01701-4\">⟨10.3758/s13421-025-01701-4⟩</a>", "citationFull_s":"Solene Kalenine, Laurent Ott, Severine Casalis. Improving lexico-semantic integration with gesture-enriched pictures: A word-learning study using the Picture-Word Interference paradigm.. Memory & Cognition, 2025, Memory & Cognition, <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13421-025-01701-4\">⟨10.3758/s13421-025-01701-4⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-05000019v1\">⟨hal-05000019⟩</a>", "title_s":["Improving lexico-semantic integration with gesture-enriched pictures: A word-learning study using the Picture-Word Interference paradigm."], "authFullName_s":["Solene Kalenine","Laurent Ott","Severine Casalis"], "halId_s":"hal-05000019", "docType_s":"ART", "producedDateY_i":2025 },{ "citationRef_s":"Scientific Studies of Reading, 2025, Scientific Studies of Reading, pp.1-19. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2025.2462826\">⟨10.1080/10888438.2025.2462826⟩</a>", "citationFull_s":"Hasibe Kahraman, Severine Casalis, Ludivine Javourey-Drevet, Amélie Menut, Bianca de Wit, et al.. Morphological Complexity Modulates Morphological Processing: Evidence from Cross-Language Embedded Stem Priming in French-English Bilinguals. Scientific Studies of Reading, 2025, Scientific Studies of Reading, pp.1-19. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2025.2462826\">⟨10.1080/10888438.2025.2462826⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04987435v1\">⟨hal-04987435⟩</a>", "title_s":["Morphological Complexity Modulates Morphological Processing: Evidence from Cross-Language Embedded Stem Priming in French-English Bilinguals"], "authFullName_s":["Hasibe Kahraman","Severine Casalis","Ludivine Javourey-Drevet","Amélie Menut","Bianca de Wit","Elisabeth Beyersmann"], "halId_s":"hal-04987435", "docType_s":"ART", "producedDateY_i":2025 },{ "citationRef_s":"Children, 2024, 11 (12), pp.1465. <a target=\"_blank\" href=\"https://dx.doi.org/10.3390/children11121465\">⟨10.3390/children11121465⟩</a>", "citationFull_s":"Stéphanie Ducrot, Séverine Casalis. The Role of Morphological Structure in Determining the Optimal Viewing Position During Visual Word Recognition in Beginning Readers. Children, 2024, 11 (12), pp.1465. <a target=\"_blank\" href=\"https://dx.doi.org/10.3390/children11121465\">⟨10.3390/children11121465⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-04811799v1\">⟨hal-04811799⟩</a>", "title_s":["The Role of Morphological Structure in Determining the Optimal Viewing Position During Visual Word Recognition in Beginning Readers"], "authFullName_s":["Stéphanie Ducrot","Séverine Casalis"], "halId_s":"hal-04811799", "docType_s":"ART", "producedDateY_i":2024 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2024, Journal of Experimental Child Psychology, 247, pp.106042. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2024.106042\">⟨10.1016/j.jecp.2024.106042⟩</a>", "citationFull_s":"Lucie Macchi, Marie-Anne Schelstraete, Cécile Ané, Françoise Boidein, Audrey Riquet, et al.. Predictive factors of reading in children with developmental language disorder. Journal of Experimental Child Psychology, 2024, Journal of Experimental Child Psychology, 247, pp.106042. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2024.106042\">⟨10.1016/j.jecp.2024.106042⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04681229v1\">⟨hal-04681229⟩</a>", "title_s":["Predictive factors of reading in children with developmental language disorder"], "authFullName_s":["Lucie Macchi","Marie-Anne Schelstraete","Cécile Ané","Françoise Boidein","Audrey Riquet","Severine Casalis"], "halId_s":"hal-04681229", "docType_s":"ART", "producedDateY_i":2024 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2024, 246, pp.105978. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2024.105978\">⟨10.1016/j.jecp.2024.105978⟩</a>", "citationFull_s":"Florian Salomé, Eva Commissaire, Séverine Casalis. Contribution of orthography to vocabulary acquisition in a second language: Evidence of an early word-learning advantage in elementary-school children. Journal of Experimental Child Psychology, 2024, 246, pp.105978. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2024.105978\">⟨10.1016/j.jecp.2024.105978⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-04627090v1\">⟨hal-04627090⟩</a>", "title_s":["Contribution of orthography to vocabulary acquisition in a second language: Evidence of an early word-learning advantage in elementary-school children"], "authFullName_s":["Florian Salomé","Eva Commissaire","Séverine Casalis"], "halId_s":"hal-04627090", "docType_s":"ART", "producedDateY_i":2024 },{ "citationRef_s":"Journal of Educational Psychology, 2024, Journal of Educational Psychology, <a target=\"_blank\" href=\"https://dx.doi.org/10.1037/edu0000858\">⟨10.1037/edu0000858⟩</a>", "citationFull_s":"Matthieu Bignon, Sandrine Mejias, Severine Casalis, Severine Casalis. Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children.. Journal of Educational Psychology, 2024, Journal of Educational Psychology, <a target=\"_blank\" href=\"https://dx.doi.org/10.1037/edu0000858\">⟨10.1037/edu0000858⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04575558v1\">⟨hal-04575558⟩</a>", "title_s":["Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children."], "authFullName_s":["Matthieu Bignon","Sandrine Mejias","Severine Casalis","Severine Casalis"], "halId_s":"hal-04575558", "docType_s":"ART", "producedDateY_i":2024 },{ "citationRef_s":"webinaire CNFPS/ FFPP/ SFP, Mar 2024, Lille, France", "citationFull_s":"Severine Casalis. Présentation de la Science Ouverte pour la Psychologie. webinaire CNFPS/ FFPP/ SFP, Mar 2024, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04540265v1\">⟨hal-04540265⟩</a>", "title_s":["Présentation de la Science Ouverte pour la Psychologie"], "authFullName_s":["Severine Casalis"], "halId_s":"hal-04540265", "docType_s":"COMM", "producedDateY_i":2024 },{ "citationRef_s":"Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 2024, Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, pp.17470218241245685. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/17470218241245685\">⟨10.1177/17470218241245685⟩</a>", "citationFull_s":"Amelie Menut, Marc Brysbaert, Severine Casalis. EXPRESS: Do French speakers have an advantage in learning English vocabulary thanks to familiar suffixes?. Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, 2024, Quarterly Journal of Experimental Psychology Series a Human Experimental Psychology, pp.17470218241245685. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/17470218241245685\">⟨10.1177/17470218241245685⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04525075v1\">⟨hal-04525075⟩</a>", "title_s":["EXPRESS: Do French speakers have an advantage in learning English vocabulary thanks to familiar suffixes?"], "authFullName_s":["Amelie Menut","Marc Brysbaert","Severine Casalis"], "halId_s":"hal-04525075", "docType_s":"ART", "producedDateY_i":2024 },{ "citationRef_s":"Psychonomic Bulletin & Review, 2023, Psychonomic Bulletin & Review, <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13423-023-02347-6\">⟨10.3758/s13423-023-02347-6⟩</a>", "citationFull_s":"Marie-Ange Lecerf, Severine Casalis, Eva Commissaire. New insights into bilingual visual word recognition: State of the art on the role of orthographic markedness, its theoretical implications, and future research directions. Psychonomic Bulletin & Review, 2023, Psychonomic Bulletin & Review, <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13423-023-02347-6\">⟨10.3758/s13423-023-02347-6⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04341748v1\">⟨hal-04341748⟩</a>", "title_s":["New insights into bilingual visual word recognition: State of the art on the role of orthographic markedness, its theoretical implications, and future research directions"], "authFullName_s":["Marie-Ange Lecerf","Severine Casalis","Eva Commissaire"], "halId_s":"hal-04341748", "docType_s":"ART", "producedDateY_i":2023 },{ "citationRef_s":"[Rapport de recherche] Université de Lille. 2023", "citationFull_s":"Ghislaine Dehaene-Lambertz, Liliane Sprenger-Charolles, Pascale Cole, Severine Casalis, Stanislas Dehaene, et al.. Comment faciliter l’acquisition du vocabulaire à l’école maternelle ?. [Rapport de recherche] Université de Lille. 2023. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04454482v1\">⟨hal-04454482⟩</a>", "title_s":["Comment faciliter l’acquisition du vocabulaire à l’école maternelle ?"], "authFullName_s":["Ghislaine Dehaene-Lambertz","Liliane Sprenger-Charolles","Pascale Cole","Severine Casalis","Stanislas Dehaene","Ranka Bijeljac-Babic"], "halId_s":"hal-04454482", "docType_s":"REPORT", "producedDateY_i":2023 },{ "citationRef_s":"[Rapport de recherche] Université de Lille. 2023", "citationFull_s":"Severine Casalis, Ludivine Javourey - Drevet, Gwendoline Mahe, Sandrine Mejias, Dominique Knutsen, et al.. Mise en place du dispositif Calais Territoire Bilingue : une analyse des touts débuts de l’apprentissage de la lecture. [Rapport de recherche] Université de Lille. 2023. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04495058v1\">⟨hal-04495058⟩</a>", "title_s":["Mise en place du dispositif Calais Territoire Bilingue : une analyse des touts débuts de l’apprentissage de la lecture"], "authFullName_s":["Severine Casalis","Ludivine Javourey - Drevet","Gwendoline Mahe","Sandrine Mejias","Dominique Knutsen","Bruno Facon"], "halId_s":"hal-04495058", "docType_s":"REPORT", "producedDateY_i":2023 },{ "citationRef_s":"Les dyslexies du developpement, Elsevier Masson, pp.169-189, 2023, 9782294775697", "citationFull_s":"Severine Casalis, Liliane Sprenger-Charolles. Troubles du langage oral et dyslexie du développement. Les dyslexies du developpement, Elsevier Masson, pp.169-189, 2023, 9782294775697. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04355606v1\">⟨hal-04355606⟩</a>", "title_s":["Troubles du langage oral et dyslexie du développement"], "authFullName_s":["Severine Casalis","Liliane Sprenger-Charolles"], "halId_s":"hal-04355606", "docType_s":"COUV", "producedDateY_i":2023 },{ "citationRef_s":"Les dyslexies du developpement, Elsevier Masson, pp.323-344, 2023, 9782294775697", "citationFull_s":"Severine Casalis, Françoise Bois-Parriaud. Entraîner à la morphologie. Les dyslexies du developpement, Elsevier Masson, pp.323-344, 2023, 9782294775697. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04355707v1\">⟨hal-04355707⟩</a>", "title_s":["Entraîner à la morphologie"], "authFullName_s":["Severine Casalis","Françoise Bois-Parriaud"], "halId_s":"hal-04355707", "docType_s":"COUV", "producedDateY_i":2023 },{ "citationRef_s":"Elsevier Masson, pp.328, 2023, 9782294775697", "citationFull_s":"Severine Casalis. Les dyslexies du développement. Elsevier Masson, pp.328, 2023, 9782294775697. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04355256v1\">⟨hal-04355256⟩</a>", "title_s":["Les dyslexies du développement"], "authFullName_s":["Severine Casalis"], "halId_s":"hal-04355256", "docType_s":"OUV", "producedDateY_i":2023 },{ "citationRef_s":"23rd Conference of the European Society for Cognitive Psychology, Sep 2023, Porto, Portugal", "citationFull_s":"Ding Yan, Severine Casalis, Paolo Mairano. Towards a quantifiable measure of othographic congruence between 2 languages.. 23rd Conference of the European Society for Cognitive Psychology, Sep 2023, Porto, Portugal. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04397026v1\">⟨hal-04397026⟩</a>", "title_s":["Towards a quantifiable measure of othographic congruence between 2 languages."], "authFullName_s":["Ding Yan","Severine Casalis","Paolo Mairano"], "halId_s":"hal-04397026", "docType_s":"POSTER", "producedDateY_i":2023 },{ "citationRef_s":"Psycholinguistic in Flanders Conference, May 2023, Ghent, Belgium", "citationFull_s":"Zalfa Chamoun, P. Quemart, Severine Casalis. Written language acquisition in FrenchArabic bilingual children. Psycholinguistic in Flanders Conference, May 2023, Ghent, Belgium. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04396559v1\">⟨hal-04396559⟩</a>", "title_s":["Written language acquisition in FrenchArabic bilingual children"], "authFullName_s":["Zalfa Chamoun","P. Quemart","Severine Casalis"], "halId_s":"hal-04396559", "docType_s":"POSTER", "producedDateY_i":2023 },{ "citationRef_s":"20th edition of Psycholinguistics in Flanders (PiF), May 2023, Ghent, Belgium", "citationFull_s":"Junior Vargas, Severine Casalis. An online study on lexical competition and semantic activation in bilinguals using the flankers paradigm.. 20th edition of Psycholinguistics in Flanders (PiF), May 2023, Ghent, Belgium. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04396961v1\">⟨hal-04396961⟩</a>", "title_s":["An online study on lexical competition and semantic activation in bilinguals using the flankers paradigm."], "authFullName_s":["Junior Vargas","Severine Casalis"], "halId_s":"hal-04396961", "docType_s":"POSTER", "producedDateY_i":2023 },{ "citationRef_s":"Psycholinguistic in Flanders Conference, May 2023, Ghent, Belgium", "citationFull_s":"Matthieu Bignon, Severine Casalis. Visual-Verbal PAL: a Concurrent Study to Investigate the Role of its Subcomponents in Sublexical and Lexical Reading Skills in French. Psycholinguistic in Flanders Conference, May 2023, Ghent, Belgium. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04396555v1\">⟨hal-04396555⟩</a>", "title_s":["Visual-Verbal PAL: a Concurrent Study to Investigate the Role of its Subcomponents in Sublexical and Lexical Reading Skills in French"], "authFullName_s":["Matthieu Bignon","Severine Casalis"], "halId_s":"hal-04396555", "docType_s":"COMM", "producedDateY_i":2023 },{ "citationRef_s":"International Journal of Bilingualism, 2023, International Journal of Bilingualism, pp.136700692311642. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/13670069231164257\">⟨10.1177/13670069231164257⟩</a>", "citationFull_s":"Ângela Gomes Tomaz, Helena M. Oliveira, Ana Paula Soares, Severine Casalis, Montserrat Comesaña. The representation and processing of synonyms and translations: A masked priming study with European Portuguese-English bilinguals. International Journal of Bilingualism, 2023, International Journal of Bilingualism, pp.136700692311642. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/13670069231164257\">⟨10.1177/13670069231164257⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04340663v1\">⟨hal-04340663⟩</a>", "title_s":["The representation and processing of synonyms and translations: A masked priming study with European Portuguese-English bilinguals"], "authFullName_s":["Ângela Gomes Tomaz","Helena M. Oliveira","Ana Paula Soares","Severine Casalis","Montserrat Comesaña"], "halId_s":"hal-04340663", "docType_s":"ART", "producedDateY_i":2023 },{ "citationRef_s":"Les dyslexies, Elsevier Masson, pp.3-21, 2023, 9782294775697", "citationFull_s":"Liliane Sprenger-Charolles, Severine Casalis. Les mécanismes de lecture chez les enfants dyslexiques : apport des études francophones à la littérature internationale .. Les dyslexies, Elsevier Masson, pp.3-21, 2023, 9782294775697. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04355651v1\">⟨hal-04355651⟩</a>", "title_s":["Les mécanismes de lecture chez les enfants dyslexiques : apport des études francophones à la littérature internationale ."], "authFullName_s":["Liliane Sprenger-Charolles","Severine Casalis"], "halId_s":"hal-04355651", "docType_s":"COUV", "producedDateY_i":2023 },{ "citationRef_s":"Les dyslexies du developpement, Elsevier Masson, pp.65-80, 2023, 9782294775697", "citationFull_s":"Camille Cornut, Severine Casalis. Dyslexie et bilinguisme. Les dyslexies du developpement, Elsevier Masson, pp.65-80, 2023, 9782294775697. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04355730v1\">⟨hal-04355730⟩</a>", "title_s":["Dyslexie et bilinguisme"], "authFullName_s":["Camille Cornut","Severine Casalis"], "halId_s":"hal-04355730", "docType_s":"COUV", "producedDateY_i":2023 },{ "citationRef_s":"Bilingualism: Language and Cognition, 2023, Bilingualism: Language and Cognition, 26 (1), p. 138-151. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/s1366728922000402\">⟨10.1017/s1366728922000402⟩</a>", "citationFull_s":"Amélie Menut, Marc Brysbaert, Severine Casalis. Derivational awareness in late bilinguals increases along with proficiency without a clear influence of the suffixes shared with L1. Bilingualism: Language and Cognition, 2023, Bilingualism: Language and Cognition, 26 (1), p. 138-151. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/s1366728922000402\">⟨10.1017/s1366728922000402⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04341671v2\">⟨hal-04341671v2⟩</a>", "title_s":["Derivational awareness in late bilinguals increases along with proficiency without a clear influence of the suffixes shared with L1"], "authFullName_s":["Amélie Menut","Marc Brysbaert","Severine Casalis"], "halId_s":"hal-04341671", "docType_s":"ART", "producedDateY_i":2023 },{ "citationRef_s":"A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, 2023, ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant", "citationFull_s":"Severine Casalis, Matthieu Bignon. Le traitement syntaxique à l’écrit et à l’oral : décodage et traitement des marques morphosyntaxiques. A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, 2023, ANAE - Approche Neuropsychologique des Apprentissages Chez L'enfant. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04353575v1\">⟨hal-04353575⟩</a>", "title_s":["Le traitement syntaxique à l’écrit et à l’oral : décodage et traitement des marques morphosyntaxiques"], "authFullName_s":["Severine Casalis","Matthieu Bignon"], "halId_s":"hal-04353575", "docType_s":"ART", "producedDateY_i":2023 },{ "citationRef_s":"A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, 2022, 181 (34), pp.744-753", "citationFull_s":"Lucie Macchi, Séverine Casalis, Marion Senocq Billiau, Marie-Anne Schelstraete. Compréhension à l’écrit de mots isolés chez des enfants avec un trouble développemental du langage. A.N.A.E. Approche neuropsychologique des apprentissages chez l'enfant, 2022, 181 (34), pp.744-753. <a target=\"_blank\" href=\"https://hal.science/hal-04270887v1\">⟨hal-04270887⟩</a>", "title_s":["Compréhension à l’écrit de mots isolés chez des enfants avec un trouble développemental du langage","Reading comprehension of isolated words in children with developmental language impairment"], "authFullName_s":["Lucie Macchi","Séverine Casalis","Marion Senocq Billiau","Marie-Anne Schelstraete"], "halId_s":"hal-04270887", "docType_s":"ART", "producedDateY_i":2022 },{ "citationRef_s":"XXIIe Rencontres Internationales d’Orthophonie, UNADREO, Dec 2022, Virtual Conference, France", "citationFull_s":"Matthieu Bignon, Severine Casalis. Prédire la réussite en lecture chez les enfants allophones : Que nous disent les facteurs cognitifs.. XXIIe Rencontres Internationales d’Orthophonie, UNADREO, Dec 2022, Virtual Conference, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04400796v1\">⟨hal-04400796⟩</a>", "title_s":["Prédire la réussite en lecture chez les enfants allophones : Que nous disent les facteurs cognitifs."], "authFullName_s":["Matthieu Bignon","Severine Casalis"], "halId_s":"hal-04400796", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"XXIIe Rencontres Internationales d’Orthophonie, UNADREO, Dec 2022, Virtual Conference, France", "citationFull_s":"Severine Casalis, Alicia Rassel. Impacts d’entraînements de la conscience morphologique et du vocabulaire chez des enfants issus de milieux défavorisés. XXIIe Rencontres Internationales d’Orthophonie, UNADREO, Dec 2022, Virtual Conference, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04400739v1\">⟨hal-04400739⟩</a>", "title_s":["Impacts d’entraînements de la conscience morphologique et du vocabulaire chez des enfants issus de milieux défavorisés"], "authFullName_s":["Severine Casalis","Alicia Rassel"], "halId_s":"hal-04400739", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"Actualités du langage écrit, Ortho Edition, pp.173-196, 2022", "citationFull_s":"Lucie Macchi, Marie-Anne Schelstraete, Severine Casalis. Les capacités de lecture et leurs facteurs prédictifs chez les enfants présentant un trouble développemental du langage ou ayant présenté des difficultés langagières orales transitoires de cause inconnue : Une revue narrative.. Actualités du langage écrit, Ortho Edition, pp.173-196, 2022. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04441917v1\">⟨hal-04441917⟩</a>", "title_s":["Les capacités de lecture et leurs facteurs prédictifs chez les enfants présentant un trouble développemental du langage ou ayant présenté des difficultés langagières orales transitoires de cause inconnue : Une revue narrative."], "authFullName_s":["Lucie Macchi","Marie-Anne Schelstraete","Severine Casalis"], "halId_s":"hal-04441917", "docType_s":"COUV", "producedDateY_i":2022 },{ "citationRef_s":"XXIIe Rencontres Internationales d’Orthophonie, UNADREO, Dec 2022, Virtual Conference, France", "citationFull_s":"Lucie Macchi, M-A. Schelstraete, Severine Casalis. Les capacités de lecture et leurs facteurs prédictifs chez les enfants présentant un TDL ou ayant présenté des difficultés langagières orales transitoires de cause inconnue : une revue narrative.. XXIIe Rencontres Internationales d’Orthophonie, UNADREO, Dec 2022, Virtual Conference, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04400792v1\">⟨hal-04400792⟩</a>", "title_s":["Les capacités de lecture et leurs facteurs prédictifs chez les enfants présentant un TDL ou ayant présenté des difficultés langagières orales transitoires de cause inconnue : une revue narrative."], "authFullName_s":["Lucie Macchi","M-A. Schelstraete","Severine Casalis"], "halId_s":"hal-04400792", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"Actualités du langage écrit, Ortho Edition, pp.27-28, 2022", "citationFull_s":"Severine Casalis, Alicia Rassel. Impacts d’entraînements de la conscience morphologique et du vocabulaire chez des enfants issus de milieux défavorisés. Actualités du langage écrit, Ortho Edition, pp.27-28, 2022. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04441728v1\">⟨hal-04441728⟩</a>", "title_s":["Impacts d’entraînements de la conscience morphologique et du vocabulaire chez des enfants issus de milieux défavorisés"], "authFullName_s":["Severine Casalis","Alicia Rassel"], "halId_s":"hal-04441728", "docType_s":"COUV", "producedDateY_i":2022 },{ "citationRef_s":"22th Conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France", "citationFull_s":"Florian Salomé, E. Commissaire, Severine Casalis. Orthographic facilitation on L2 vocabulary learning in elementary-school children: evidence for an early inter play between L2 spoken and written forms independent of L1 reading experience?. 22th Conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04398429v1\">⟨hal-04398429⟩</a>", "title_s":["Orthographic facilitation on L2 vocabulary learning in elementary-school children: evidence for an early inter play between L2 spoken and written forms independent of L1 reading experience?"], "authFullName_s":["Florian Salomé","E. Commissaire","Severine Casalis"], "halId_s":"hal-04398429", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"22nd conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France", "citationFull_s":"A. Menut, Severine Casalis, M. Brysbaert. Do shared suffixes facilitate L2 complex word learning in late bilinguals?. 22nd conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04398474v1\">⟨hal-04398474⟩</a>", "title_s":["Do shared suffixes facilitate L2 complex word learning in late bilinguals?"], "authFullName_s":["A. Menut","Severine Casalis","M. Brysbaert"], "halId_s":"hal-04398474", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"22th Conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France", "citationFull_s":"Marie-Ange Lecerf, Severine Casalis, E. Commissaire. Language membership information in a linguistic context: impact of orthographic markers. 22th Conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04398449v1\">⟨hal-04398449⟩</a>", "title_s":["Language membership information in a linguistic context: impact of orthographic markers"], "authFullName_s":["Marie-Ange Lecerf","Severine Casalis","E. Commissaire"], "halId_s":"hal-04398449", "docType_s":"POSTER", "producedDateY_i":2022 },{ "citationRef_s":"22nd conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France", "citationFull_s":"Matthieu Bignon, Severine Casalis, Sandrine Mejias. The Role of Cross-Modal Paired Associate Learning in Reading Abilities. 22nd conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04398398v1\">⟨hal-04398398⟩</a>", "title_s":["The Role of Cross-Modal Paired Associate Learning in Reading Abilities"], "authFullName_s":["Matthieu Bignon","Severine Casalis","Sandrine Mejias"], "halId_s":"hal-04398398", "docType_s":"POSTER", "producedDateY_i":2022 },{ "citationRef_s":"22nd conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France", "citationFull_s":"Severine Casalis, P. Quémart. Using morphological information in French reading : do native and second language process morphological information in the same way?. 22nd conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04398388v1\">⟨hal-04398388⟩</a>", "title_s":["Using morphological information in French reading : do native and second language process morphological information in the same way?"], "authFullName_s":["Severine Casalis","P. Quémart"], "halId_s":"hal-04398388", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"Conference of Embodied & Situated Language Processing (ESLP), Aug 2022, Tourcoing, France", "citationFull_s":"Solene Kalenine, Laurent Ott, Severine Casalis. Increasing lexical engagement with motor-enhanced pictures: an online study using the Picture-Word interference paradigm.. Conference of Embodied & Situated Language Processing (ESLP), Aug 2022, Tourcoing, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04401337v1\">⟨hal-04401337⟩</a>", "title_s":["Increasing lexical engagement with motor-enhanced pictures: an online study using the Picture-Word interference paradigm."], "authFullName_s":["Solene Kalenine","Laurent Ott","Severine Casalis"], "halId_s":"hal-04401337", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"ISBPAC2022 (4th International Symposium on Bilingual and L2 Processing in Adults and Children), Aug 2022, Tromsø, Norway", "citationFull_s":"Jean-Luc Menut, M. Brysbaert, Severine Casalis. Do shared suffixes facilitate L2 complex word learning in late bilinguals. ISBPAC2022 (4th International Symposium on Bilingual and L2 Processing in Adults and Children), Aug 2022, Tromsø, Norway. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04401331v1\">⟨hal-04401331⟩</a>", "title_s":["Do shared suffixes facilitate L2 complex word learning in late bilinguals"], "authFullName_s":["Jean-Luc Menut","M. Brysbaert","Severine Casalis"], "halId_s":"hal-04401331", "docType_s":"COMM", "producedDateY_i":2022 },{ "citationRef_s":"Union Nationale pour le Développement de la Recherche et de l’Évaluation en Orthophonie. Actualités du langage écrit, UNADREO, pp.173-196, 2022, 978-2-36235-141-9", "citationFull_s":"Lucie Macchi, Marie-Anne Schelstraete, Séverine Casalis. Chapitre 9. Les capacités de lecture et leurs facteurs prédictifs chez les enfants présentant un trouble développemental du langage ou ayant présenté des difficultés langagières orales transitoires de cause inconnue : Une revue narrative. Union Nationale pour le Développement de la Recherche et de l’Évaluation en Orthophonie. Actualités du langage écrit, UNADREO, pp.173-196, 2022, 978-2-36235-141-9. <a target=\"_blank\" href=\"https://hal.science/hal-04271090v1\">⟨hal-04271090⟩</a>", "title_s":["Chapitre 9. Les capacités de lecture et leurs facteurs prédictifs chez les enfants présentant un trouble développemental du langage ou ayant présenté des difficultés langagières orales transitoires de cause inconnue : Une revue narrative","Chapter 9. Reading skills and their predictive factors in children with developmental language disorder or transient oral language difficulties of unknown cause: a narrative review"], "authFullName_s":["Lucie Macchi","Marie-Anne Schelstraete","Séverine Casalis"], "halId_s":"hal-04271090", "docType_s":"COUV", "producedDateY_i":2022 },{ "citationRef_s":"Actualités du langage écrit, Ortho édition, pp.49-77, 2022", "citationFull_s":"Matthieu Bignon, Sandrine Mejias, Severine Casalis. Prédire la réussite en lecture chez les enfants allophones : Que nous disent les facteurs cognitifs?. Actualités du langage écrit, Ortho édition, pp.49-77, 2022. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04442353v1\">⟨hal-04442353⟩</a>", "title_s":["Prédire la réussite en lecture chez les enfants allophones : Que nous disent les facteurs cognitifs?"], "authFullName_s":["Matthieu Bignon","Sandrine Mejias","Severine Casalis"], "halId_s":"hal-04442353", "docType_s":"COUV", "producedDateY_i":2022 },{ "citationRef_s":"Bilingualism: Language and Cognition, 2022, Bilingualism: Language and Cognition, 25 (1), pp.121-136. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/s1366728921000511\">⟨10.1017/s1366728921000511⟩</a>", "citationFull_s":"Camille Cornut, Gwendoline Mahe, Séverine Casalis. L2 word recognition in French–English late bilinguals: Does modality matter?. Bilingualism: Language and Cognition, 2022, Bilingualism: Language and Cognition, 25 (1), pp.121-136. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/s1366728921000511\">⟨10.1017/s1366728921000511⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03585271v1\">⟨hal-03585271⟩</a>", "title_s":["L2 word recognition in French–English late bilinguals: Does modality matter?"], "authFullName_s":["Camille Cornut","Gwendoline Mahe","Séverine Casalis"], "halId_s":"hal-03585271", "docType_s":"ART", "producedDateY_i":2022 },{ "citationRef_s":"Acta Psychologica, 2021, Acta Psychologica, 212, pp.103220. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.actpsy.2020.103220\">⟨10.1016/j.actpsy.2020.103220⟩</a>", "citationFull_s":"Gary Boddaert, Camille Cornut, Severine Casalis. Integration of newly learned L2 words into the mental lexicon is modulated by vocabulary learning method. Acta Psychologica, 2021, Acta Psychologica, 212, pp.103220. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.actpsy.2020.103220\">⟨10.1016/j.actpsy.2020.103220⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03119727v2\">⟨hal-03119727v2⟩</a>", "title_s":["Integration of newly learned L2 words into the mental lexicon is modulated by vocabulary learning method"], "authFullName_s":["Gary Boddaert","Camille Cornut","Severine Casalis"], "halId_s":"hal-03119727", "docType_s":"ART", "producedDateY_i":2021 },{ "citationRef_s":"16e Journée Scientifique des Jeunes Chercheurs (JSJC), Nov 2021, Virtual Conference, France", "citationFull_s":"Matthieu Bignon, Severine Casalis, Sandrine Mejias. Examination of visual-verbal paired associate learning contribution in reading development in grade 1 French learners. 16e Journée Scientifique des Jeunes Chercheurs (JSJC), Nov 2021, Virtual Conference, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04402563v1\">⟨hal-04402563⟩</a>", "title_s":["Examination of visual-verbal paired associate learning contribution in reading development in grade 1 French learners"], "authFullName_s":["Matthieu Bignon","Severine Casalis","Sandrine Mejias"], "halId_s":"hal-04402563", "docType_s":"COMM", "producedDateY_i":2021 },{ "citationRef_s":"Bilingualism: Language and Cognition, 2021, 25 (2), pp.242-255. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S1366728921000687\">⟨10.1017/S1366728921000687⟩</a>", "citationFull_s":"Florian Salomé, Séverine Casalis, Eva Commissaire. Bilingual advantage in L3 vocabulary acquisition: evidence of a generalized learning benefit among classroom-immersion children. Bilingualism: Language and Cognition, 2021, 25 (2), pp.242-255. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S1366728921000687\">⟨10.1017/S1366728921000687⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-03475530v1\">⟨hal-03475530⟩</a>", "title_s":["Bilingual advantage in L3 vocabulary acquisition: evidence of a generalized learning benefit among classroom-immersion children"], "authFullName_s":["Florian Salomé","Séverine Casalis","Eva Commissaire"], "halId_s":"hal-03475530", "docType_s":"ART", "producedDateY_i":2021 },{ "citationRef_s":"Scientific Studies of Reading Conference, Jul 2021, Virtual Conference, United Kingdom", "citationFull_s":"Matthieu Bignon, Severine Casalis. Morphological awareness and vocabulary in bilingual and monolingual children. Scientific Studies of Reading Conference, Jul 2021, Virtual Conference, United Kingdom. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04430241v1\">⟨hal-04430241⟩</a>", "title_s":["Morphological awareness and vocabulary in bilingual and monolingual children"], "authFullName_s":["Matthieu Bignon","Severine Casalis"], "halId_s":"hal-04430241", "docType_s":"COMM", "producedDateY_i":2021 },{ "citationRef_s":"Scientific Studies of Reading Conference, Jul 2021, Virtual Conference, United Kingdom", "citationFull_s":"Camille Cornut, Severine Casalis, Gwendoline Mahe. L2 word learning among dyslexic and expert reader late bilinguals: Impact of word presentation modality.. Scientific Studies of Reading Conference, Jul 2021, Virtual Conference, United Kingdom. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04430244v1\">⟨hal-04430244⟩</a>", "title_s":["L2 word learning among dyslexic and expert reader late bilinguals: Impact of word presentation modality."], "authFullName_s":["Camille Cornut","Severine Casalis","Gwendoline Mahe"], "halId_s":"hal-04430244", "docType_s":"COMM", "producedDateY_i":2021 },{ "citationRef_s":"27th annual meeting of the Society for the Scientific Study of Reading, Jul 2021, Online Conference, United States", "citationFull_s":"Camille Cornut, Severine Casalis, Gwendoline Mahe. L2 word recognition among dyslexic and expert reader late bilinguals: impact of word presentation modality?. 27th annual meeting of the Society for the Scientific Study of Reading, Jul 2021, Online Conference, United States. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04401972v1\">⟨hal-04401972⟩</a>", "title_s":["L2 word recognition among dyslexic and expert reader late bilinguals: impact of word presentation modality?"], "authFullName_s":["Camille Cornut","Severine Casalis","Gwendoline Mahe"], "halId_s":"hal-04401972", "docType_s":"COMM", "producedDateY_i":2021 },{ "citationRef_s":"Journal of Research in Reading, 2021, Journal of Research in Reading, 44 (1), pp.228-246. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/1467-9817.12321\">⟨10.1111/1467-9817.12321⟩</a>", "citationFull_s":"Alicia Rassel, Bruno Facon, Severine Casalis. Morphological awareness and learning to read: Impact of socio-economic status in French third graders. Journal of Research in Reading, 2021, Journal of Research in Reading, 44 (1), pp.228-246. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/1467-9817.12321\">⟨10.1111/1467-9817.12321⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03119757v2\">⟨hal-03119757v2⟩</a>", "title_s":["Morphological awareness and learning to read: Impact of socio-economic status in French third graders"], "authFullName_s":["Alicia Rassel","Bruno Facon","Severine Casalis"], "halId_s":"hal-03119757", "docType_s":"ART", "producedDateY_i":2021 },{ "citationRef_s":"XV international symposium of psycholinguistics, 22- 25 June, Madrid, Spain, Jun 2021, Madrid, Spain", "citationFull_s":"Florian Salomé, Eva Commissaire, Séverine Casalis. Orthography facilitates semantic and phonological L2 learning among third and fifth graders: evidence of an early advantage independent of growing reading automatization?. XV international symposium of psycholinguistics, 22- 25 June, Madrid, Spain, Jun 2021, Madrid, Spain. <a target=\"_blank\" href=\"https://hal.science/hal-03475507v1\">⟨hal-03475507⟩</a>", "title_s":["Orthography facilitates semantic and phonological L2 learning among third and fifth graders: evidence of an early advantage independent of growing reading automatization?"], "authFullName_s":["Florian Salomé","Eva Commissaire","Séverine Casalis"], "halId_s":"hal-03475507", "docType_s":"COMM", "producedDateY_i":2021 },{ "citationRef_s":"XV international symposium of psycholinguistics, 21- 23 June, Madrid, Spain, Jun 2021, Madrid, Spain. 2021", "citationFull_s":"Marie-Ange Lecerf, Eva Commissaire, Elisabeth Demont, Séverine Casalis. Is HEAR easier to recognize than HOUR for a French-speaker who learned English at school?. XV international symposium of psycholinguistics, 21- 23 June, Madrid, Spain, Jun 2021, Madrid, Spain. 2021. <a target=\"_blank\" href=\"https://hal.science/hal-03475531v1\">⟨hal-03475531⟩</a>", "title_s":["Is HEAR easier to recognize than HOUR for a French-speaker who learned English at school?"], "authFullName_s":["Marie-Ange Lecerf","Eva Commissaire","Elisabeth Demont","Séverine Casalis"], "halId_s":"hal-03475531", "docType_s":"POSTER", "producedDateY_i":2021 },{ "citationRef_s":"XV International Symposium of Psycholinguistics 2021, Jun 2021, Virtual Conference, Spain", "citationFull_s":"Matthieu Bignon, Severine Casalis. Morphological awareness isn’t more developed in bilingual than in monolingual children attending primary school but contributes more on vocabulary development in bilingual children. XV International Symposium of Psycholinguistics 2021, Jun 2021, Virtual Conference, Spain. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04430261v1\">⟨hal-04430261⟩</a>", "title_s":["Morphological awareness isn’t more developed in bilingual than in monolingual children attending primary school but contributes more on vocabulary development in bilingual children"], "authFullName_s":["Matthieu Bignon","Severine Casalis"], "halId_s":"hal-04430261", "docType_s":"POSTER", "producedDateY_i":2021 },{ "citationRef_s":"XV international symposium of psycholinguistics, Jun 2021, Madrid, Spain", "citationFull_s":"Marie-Ange Lecerf, E. Commissaire, E. Demont, Severine Casalis. Is HEAR easier to recognize than HOUR for a French-speaker who learned English at school?. XV international symposium of psycholinguistics, Jun 2021, Madrid, Spain. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04430231v1\">⟨hal-04430231⟩</a>", "title_s":["Is HEAR easier to recognize than HOUR for a French-speaker who learned English at school?"], "authFullName_s":["Marie-Ange Lecerf","E. Commissaire","E. Demont","Severine Casalis"], "halId_s":"hal-04430231", "docType_s":"POSTER", "producedDateY_i":2021 },{ "citationRef_s":"XVth International Symposium of Psycholinguistics, Jun 2021, Virtual Conference, France", "citationFull_s":"Florian Salomé, E. Commissaire, Severine Casalis. Orthographic information facilitates semantic and phonological L2 learning among third and fifth graders: evidence of an early advantage independent of growing reading automatization?. XVth International Symposium of Psycholinguistics, Jun 2021, Virtual Conference, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04416963v1\">⟨hal-04416963⟩</a>", "title_s":["Orthographic information facilitates semantic and phonological L2 learning among third and fifth graders: evidence of an early advantage independent of growing reading automatization?"], "authFullName_s":["Florian Salomé","E. Commissaire","Severine Casalis"], "halId_s":"hal-04416963", "docType_s":"COMM", "producedDateY_i":2021 },{ "citationRef_s":"British Journal of Developmental Psychology, 2021, British Journal of Developmental Psychology, 39 (3), pp.407-423. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/bjdp.12375\">⟨10.1111/bjdp.12375⟩</a>", "citationFull_s":"Gary Boddaert, Séverine Casalis, Gwendoline Mahe. Photograph method fosters direct access to second‐language word meaning: Direct evidence from a word‐picture matching task. British Journal of Developmental Psychology, 2021, British Journal of Developmental Psychology, 39 (3), pp.407-423. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/bjdp.12375\">⟨10.1111/bjdp.12375⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03585309v1\">⟨hal-03585309⟩</a>", "title_s":["Photograph method fosters direct access to second‐language word meaning: Direct evidence from a word‐picture matching task"], "authFullName_s":["Gary Boddaert","Séverine Casalis","Gwendoline Mahe"], "halId_s":"hal-03585309", "docType_s":"ART", "producedDateY_i":2021 },{ "citationRef_s":"88e Congrès de l’ACFAS, May 2021, Virtual Conference, Canada", "citationFull_s":"M. Bedard, L. Laplante, Severine Casalis. L’évaluation du lecteur compensateur : illustration de l’importance des processus spécifiques en lecture jusqu’à la fin du primaire in Colloque État de l’avancement des connaissances et des pratiques innovantes issues de la recherche en orthopédagogie. 88e Congrès de l’ACFAS, May 2021, Virtual Conference, Canada. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04454931v1\">⟨hal-04454931⟩</a>", "title_s":["L’évaluation du lecteur compensateur : illustration de l’importance des processus spécifiques en lecture jusqu’à la fin du primaire in Colloque État de l’avancement des connaissances et des pratiques innovantes issues de la recherche en orthopédagogie"], "authFullName_s":["M. Bedard","L. Laplante","Severine Casalis"], "halId_s":"hal-04454931", "docType_s":"COMM", "producedDateY_i":2021 },{ "citationRef_s":"Conférence de l’ADOQ (Association des Orthopédagogues du Québec), Oct 2020, Virtual Conference, France", "citationFull_s":"M. Bedard, L. Laplante, Severine Casalis. Enjeux et défis de l’évaluation en lecture en l’absence de difficultés apparentes : le cas des lecteurs compensateurs. Conférence de l’ADOQ (Association des Orthopédagogues du Québec), Oct 2020, Virtual Conference, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04430312v1\">⟨hal-04430312⟩</a>", "title_s":["Enjeux et défis de l’évaluation en lecture en l’absence de difficultés apparentes : le cas des lecteurs compensateurs"], "authFullName_s":["M. Bedard","L. Laplante","Severine Casalis"], "halId_s":"hal-04430312", "docType_s":"COMM", "producedDateY_i":2020 },{ "citationRef_s":"Conférence de l’ADOQ (Association des Orthopédagogues du Québec), Oct 2020, Virtual Conference, Canada", "citationFull_s":"Severine Casalis. Comment évaluer les processus spécifiques d’identification des mots écrits : principes directeurs, et présentation critique d’outils ou d’épreuves. Conférence de l’ADOQ (Association des Orthopédagogues du Québec), Oct 2020, Virtual Conference, Canada. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04414221v1\">⟨hal-04414221⟩</a>", "title_s":["Comment évaluer les processus spécifiques d’identification des mots écrits : principes directeurs, et présentation critique d’outils ou d’épreuves"], "authFullName_s":["Severine Casalis"], "halId_s":"hal-04414221", "docType_s":"COMM", "producedDateY_i":2020 },{ "citationRef_s":"Journée d’Etude Real2 Lexique : mémoire, acquisition, communication., Nov 2019, Lyon, France", "citationFull_s":"Severine Casalis. Perspectives psycholinguistiques sur l’acquisition lexicale en classe de langue en France.. Journée d’Etude Real2 Lexique : mémoire, acquisition, communication., Nov 2019, Lyon, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04432577v1\">⟨hal-04432577⟩</a>", "title_s":["Perspectives psycholinguistiques sur l’acquisition lexicale en classe de langue en France."], "authFullName_s":["Severine Casalis"], "halId_s":"hal-04432577", "docType_s":"COMM", "producedDateY_i":2019 },{ "citationRef_s":"21th meeting of the European Society for COgnitive Psychology (ESCOP), 25 - 28 September, Tenerife, Spain, Sep 2019, Tenerife, Spain. 2019", "citationFull_s":"Florian Salomé, Séverine Casalis, Eva Commissaire. Impact of an L2 immersion linguistic program on L3 vocabulary learning: specific or general effects ?. 21th meeting of the European Society for COgnitive Psychology (ESCOP), 25 - 28 September, Tenerife, Spain, Sep 2019, Tenerife, Spain. 2019. <a target=\"_blank\" href=\"https://hal.science/hal-03475536v1\">⟨hal-03475536⟩</a>", "title_s":["Impact of an L2 immersion linguistic program on L3 vocabulary learning: specific or general effects ?"], "authFullName_s":["Florian Salomé","Séverine Casalis","Eva Commissaire"], "halId_s":"hal-03475536", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"21st European Society of Cognitive Psychology Conference (ESCoP), Sep 2019, Tenerife, Spain", "citationFull_s":"F. Salomé, E. Commissaire, Severine Casalis. Impact of the L2 Linguistic immersion program on L3 vocabulary learning : specific or general effects ?. 21st European Society of Cognitive Psychology Conference (ESCoP), Sep 2019, Tenerife, Spain. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04432160v1\">⟨hal-04432160⟩</a>", "title_s":["Impact of the L2 Linguistic immersion program on L3 vocabulary learning : specific or general effects ?"], "authFullName_s":["F. Salomé","E. Commissaire","Severine Casalis"], "halId_s":"hal-04432160", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"Bilingualism Matters Research Symposium 2019, Sep 2019, Edinburgh, Scotland, United Kingdom", "citationFull_s":"Camille Cornut, Lynne G. Duncan, Gwendoline Mahe, Severine Casalis. Word recognition among French late learners of English: impact of language, modality and L1 reading efficiency.. Bilingualism Matters Research Symposium 2019, Sep 2019, Edinburgh, Scotland, United Kingdom. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04401978v1\">⟨hal-04401978⟩</a>", "title_s":["Word recognition among French late learners of English: impact of language, modality and L1 reading efficiency."], "authFullName_s":["Camille Cornut","Lynne G. Duncan","Gwendoline Mahe","Severine Casalis"], "halId_s":"hal-04401978", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"L’apprentissage de la lecture, Collection Repères Pédagogiques Nathan, 2019, 9782091247397", "citationFull_s":"Severine Casalis. La reconnaissance visuelle des mots. L’apprentissage de la lecture, Collection Repères Pédagogiques Nathan, 2019, 9782091247397. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04454228v1\">⟨hal-04454228⟩</a>", "title_s":["La reconnaissance visuelle des mots"], "authFullName_s":["Severine Casalis"], "halId_s":"hal-04454228", "docType_s":"COUV", "producedDateY_i":2019 },{ "citationRef_s":"Journal of Communication Disorders, 2019, 81, pp.105909. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jcomdis.2019.05.002\">⟨10.1016/j.jcomdis.2019.05.002⟩</a>", "citationFull_s":"Lucie Macchi, Séverine Casalis, Marie-Anne Schelstraete. Phonological and orthographic reading routes in French-speaking children with severe developmental language disorder. Journal of Communication Disorders, 2019, 81, pp.105909. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jcomdis.2019.05.002\">⟨10.1016/j.jcomdis.2019.05.002⟩</a>. <a target=\"_blank\" href=\"https://shs.hal.science/halshs-03035946v1\">⟨halshs-03035946⟩</a>", "title_s":["Phonological and orthographic reading routes in French-speaking children with severe developmental language disorder"], "authFullName_s":["Lucie Macchi","Séverine Casalis","Marie-Anne Schelstraete"], "halId_s":"halshs-03035946", "docType_s":"ART", "producedDateY_i":2019 },{ "citationRef_s":"26th Annual Meeating Society for the Scientific Study of Reading (SSSR), Jul 2019, Toronto, Canada", "citationFull_s":"F. Salomé, E. Commissaire, Severine Casalis. Orthographic Information facilitates L2 vocabulary memorization : evidence of early accurate L2 orthographic representation among third grade monolingual children. 26th Annual Meeating Society for the Scientific Study of Reading (SSSR), Jul 2019, Toronto, Canada. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04432571v1\">⟨hal-04432571⟩</a>", "title_s":["Orthographic Information facilitates L2 vocabulary memorization : evidence of early accurate L2 orthographic representation among third grade monolingual children"], "authFullName_s":["F. Salomé","E. Commissaire","Severine Casalis"], "halId_s":"hal-04432571", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"26th annual meeting of the Society for the Scientific Study of Reading, Jul 2019, Toronto, Canada, Canada", "citationFull_s":"Camille Cornut, Gwendoline Mahe, Severine Casalis. Modality effect in L1 and L2 word recognition among French late learners of English.. 26th annual meeting of the Society for the Scientific Study of Reading, Jul 2019, Toronto, Canada, Canada. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04402040v1\">⟨hal-04402040⟩</a>", "title_s":["Modality effect in L1 and L2 word recognition among French late learners of English."], "authFullName_s":["Camille Cornut","Gwendoline Mahe","Severine Casalis"], "halId_s":"hal-04402040", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"Les controverses de Descartes, Jun 2019, Lille, France", "citationFull_s":"Severine Casalis. Modéliser l’apprentissage de la lecture. Les controverses de Descartes, Jun 2019, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04432553v1\">⟨hal-04432553⟩</a>", "title_s":["Modéliser l’apprentissage de la lecture"], "authFullName_s":["Severine Casalis"], "halId_s":"hal-04432553", "docType_s":"COMM", "producedDateY_i":2019 },{ "citationRef_s":"Psycholinguistics in Flanders (PIF), May 2019, Antwerpen, Belgium", "citationFull_s":"F. Salomé, Severine Casalis, Eva Commissaire. The linguistic Immersion to foreign language (L2) facilitates vocabulary ìearning in a third language (L3).. Psycholinguistics in Flanders (PIF), May 2019, Antwerpen, Belgium. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04432433v1\">⟨hal-04432433⟩</a>", "title_s":["The linguistic Immersion to foreign language (L2) facilitates vocabulary ìearning in a third language (L3)."], "authFullName_s":["F. Salomé","Severine Casalis","Eva Commissaire"], "halId_s":"hal-04432433", "docType_s":"COMM", "producedDateY_i":2019 },{ "citationRef_s":"Conférence bilinguisme et allophonie, May 2019, Lille, France", "citationFull_s":"Camille Cornut, Gwendoline Mahe, Severine Casalis. Word recognition among French late learers of English: impact of language, modality and cognateness. Conférence bilinguisme et allophonie, May 2019, Lille, France. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04399428v1\">⟨hal-04399428⟩</a>", "title_s":["Word recognition among French late learers of English: impact of language, modality and cognateness"], "authFullName_s":["Camille Cornut","Gwendoline Mahe","Severine Casalis"], "halId_s":"hal-04399428", "docType_s":"COMM", "producedDateY_i":2019 },{ "citationRef_s":"Psycholinguistics in Flanders. Antwerp, May 23-25, May 2019, Antwerp, Belgium", "citationFull_s":"Florian Salomé, Séverine Casalis, Eva Commissaire. Linguistic immersion to foreign language (L2) facilitates vocabulary learning in a third language (L3). Psycholinguistics in Flanders. Antwerp, May 23-25, May 2019, Antwerp, Belgium. <a target=\"_blank\" href=\"https://hal.science/hal-04182683v1\">⟨hal-04182683⟩</a>", "title_s":["Linguistic immersion to foreign language (L2) facilitates vocabulary learning in a third language (L3)"], "authFullName_s":["Florian Salomé","Séverine Casalis","Eva Commissaire"], "halId_s":"hal-04182683", "docType_s":"COMM", "producedDateY_i":2019 },{ "citationRef_s":"XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain, Apr 2019, Tarragona, Spain. 2019", "citationFull_s":"Florian Salomé, Eva Commissaire, Séverine Casalis. Orthographic information facilitates L2 vocabulary memorization: evidence of early accurate L2 orthographic representations among third grade monolingual children. XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain, Apr 2019, Tarragona, Spain. 2019. <a target=\"_blank\" href=\"https://hal.science/hal-03475508v1\">⟨hal-03475508⟩</a>", "title_s":["Orthographic information facilitates L2 vocabulary memorization: evidence of early accurate L2 orthographic representations among third grade monolingual children"], "authFullName_s":["Florian Salomé","Eva Commissaire","Séverine Casalis"], "halId_s":"hal-03475508", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain, Apr 2019, Tarragona, Spain. 2019", "citationFull_s":"Marie-Ange Lecerf, Eva Commissaire, M. Comesaña, Séverine Casalis. Does orthographic cue help children to learn vocabulary in L2 ? A spoken word recognition on French fifth graders. XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain, Apr 2019, Tarragona, Spain. 2019. <a target=\"_blank\" href=\"https://hal.science/hal-03475485v1\">⟨hal-03475485⟩</a>", "title_s":["Does orthographic cue help children to learn vocabulary in L2 ? A spoken word recognition on French fifth graders"], "authFullName_s":["Marie-Ange Lecerf","Eva Commissaire","M. Comesaña","Séverine Casalis"], "halId_s":"hal-03475485", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain, Apr 2019, Tarragona, Spain", "citationFull_s":"Eva Commissaire, Séverine Casalis. Disentangling cross-language orthographic markedness and neighborhood effects during L2 visual word recognition. XIV international symposium of pycholinguistics, 10- 13 April, Tarragona, Spain, Apr 2019, Tarragona, Spain. <a target=\"_blank\" href=\"https://hal.science/hal-03475543v1\">⟨hal-03475543⟩</a>", "title_s":["Disentangling cross-language orthographic markedness and neighborhood effects during L2 visual word recognition"], "authFullName_s":["Eva Commissaire","Séverine Casalis"], "halId_s":"hal-03475543", "docType_s":"COMM", "producedDateY_i":2019 },{ "citationRef_s":"XIV International Symposium of Psycholinguistics, Apr 2019, Tarragona, Spain", "citationFull_s":"Marie-Ange Lecerf, E. Commissaire, M. Comesana, Severine Casalis. Does orthographic cue help children to learn vocabulary in L2? A spoken word recognition on French fifth graders. XIV International Symposium of Psycholinguistics, Apr 2019, Tarragona, Spain. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04432180v1\">⟨hal-04432180⟩</a>", "title_s":["Does orthographic cue help children to learn vocabulary in L2? A spoken word recognition on French fifth graders"], "authFullName_s":["Marie-Ange Lecerf","E. Commissaire","M. Comesana","Severine Casalis"], "halId_s":"hal-04432180", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"1er congrès interuniversitaire du CCFUO, Collège des Centres de Formation Universitaires en Orthophonie, Apr 2019, Nice, France", "citationFull_s":"Lucie Macchi, Séverine Casalis, Marie-Anne Schelstraete. Les capacités de lecture des enfants présentant un trouble développemental du langage. 1er congrès interuniversitaire du CCFUO, Collège des Centres de Formation Universitaires en Orthophonie, Apr 2019, Nice, France. <a target=\"_blank\" href=\"https://hal.science/hal-04519092v1\">⟨hal-04519092⟩</a>", "title_s":["Les capacités de lecture des enfants présentant un trouble développemental du langage"], "authFullName_s":["Lucie Macchi","Séverine Casalis","Marie-Anne Schelstraete"], "halId_s":"hal-04519092", "docType_s":"COMM", "producedDateY_i":2019 },{ "citationRef_s":"XIV International Symposium of Psycholinguistics, Apr 2019, Tarragona, Spain", "citationFull_s":"Camille Cornut, Gwendoline Mahe, Severine Casalis. Modality and cognate effects in L2 word recognition among French late learners of English.. XIV International Symposium of Psycholinguistics, Apr 2019, Tarragona, Spain. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04399258v1\">⟨hal-04399258⟩</a>", "title_s":["Modality and cognate effects in L2 word recognition among French late learners of English."], "authFullName_s":["Camille Cornut","Gwendoline Mahe","Severine Casalis"], "halId_s":"hal-04399258", "docType_s":"POSTER", "producedDateY_i":2019 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2019, Journal of Experimental Child Psychology, 180, p. 1-18. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2018.11.010\">⟨10.1016/j.jecp.2018.11.010⟩</a>", "citationFull_s":"Eva Commissaire, Lynne G Duncan, Séverine Casalis. Investigating pseudohomophone interference effects in young second-language learners. Journal of Experimental Child Psychology, 2019, Journal of Experimental Child Psychology, 180, p. 1-18. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2018.11.010\">⟨10.1016/j.jecp.2018.11.010⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116796v1\">⟨hal-02116796⟩</a>", "title_s":["Investigating pseudohomophone interference effects in young second-language learners","Investigating pseudohomophone interference effects in young second language (L2) learners"], "authFullName_s":["Eva Commissaire","Lynne G Duncan","Séverine Casalis"], "halId_s":"hal-02116796", "docType_s":"ART", "producedDateY_i":2019 },{ "citationRef_s":"Psychonomic Bulletin and Review, 2019, 26 (1), pp.353-359. <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13423-018-1518-6\">⟨10.3758/s13423-018-1518-6⟩</a>", "citationFull_s":"Eva Commissaire, Jean Audusseau, Séverine Casalis. Disentangling cross-language orthographic neighborhood from markedness effects in L2 visual word recognition. Psychonomic Bulletin and Review, 2019, 26 (1), pp.353-359. <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13423-018-1518-6\">⟨10.3758/s13423-018-1518-6⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116794v1\">⟨hal-02116794⟩</a>", "title_s":["Disentangling cross-language orthographic neighborhood from markedness effects in L2 visual word recognition"], "authFullName_s":["Eva Commissaire","Jean Audusseau","Séverine Casalis"], "halId_s":"hal-02116794", "docType_s":"ART", "producedDateY_i":2019 },{ "citationRef_s":"Scientific Studies of Reading, In press, pp.1-14. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2019.1571064\">⟨10.1080/10888438.2019.1571064⟩</a>", "citationFull_s":"Rachid Khelifi, Laurent Sparrow, Séverine Casalis. Is a Frequency Effect Observed in Eye Movements During Text Reading? A Comparison Between Developing and Expert Readers. Scientific Studies of Reading, In press, pp.1-14. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2019.1571064\">⟨10.1080/10888438.2019.1571064⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116783v1\">⟨hal-02116783⟩</a>", "title_s":["Is a Frequency Effect Observed in Eye Movements During Text Reading? A Comparison Between Developing and Expert Readers"], "authFullName_s":["Rachid Khelifi","Laurent Sparrow","Séverine Casalis"], "halId_s":"hal-02116783", "docType_s":"ART", "producedDateY_i":2019 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2018, 173, pp.78-84. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2018.03.006\">⟨10.1016/j.jecp.2018.03.006⟩</a>", "citationFull_s":"Eva Commissaire, Anne-Sophie Besse, Elisabeth Demont, Séverine Casalis. Grapheme coding during sublexical processing in French third and fifth graders. Journal of Experimental Child Psychology, 2018, 173, pp.78-84. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2018.03.006\">⟨10.1016/j.jecp.2018.03.006⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116797v1\">⟨hal-02116797⟩</a>", "title_s":["Grapheme coding during sublexical processing in French third and fifth graders"], "authFullName_s":["Eva Commissaire","Anne-Sophie Besse","Elisabeth Demont","Séverine Casalis"], "halId_s":"hal-02116797", "docType_s":"ART", "producedDateY_i":2018 },{ "citationRef_s":"Psycholinguistics in Flanders, Jun 2018, Ghent, Belgium", "citationFull_s":"Camille Cornut, F. Boidein, Severine Casalis. Preschool language profile as a predictor of reading disabilities among children with language impairment. Psycholinguistics in Flanders, Jun 2018, Ghent, Belgium. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04416783v1\">⟨hal-04416783⟩</a>", "title_s":["Preschool language profile as a predictor of reading disabilities among children with language impairment"], "authFullName_s":["Camille Cornut","F. Boidein","Severine Casalis"], "halId_s":"hal-04416783", "docType_s":"POSTER", "producedDateY_i":2018 },{ "citationRef_s":"Psycholinguistics in Flanders, May 2018, Ghent, Belgium", "citationFull_s":"Florian Salomé, M. Comesana Villa, Severine Casalis. Impact of bilingualism on linguistic processing among children with Specific Language impairment. Psycholinguistics in Flanders, May 2018, Ghent, Belgium. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04416823v1\">⟨hal-04416823⟩</a>", "title_s":["Impact of bilingualism on linguistic processing among children with Specific Language impairment"], "authFullName_s":["Florian Salomé","M. Comesana Villa","Severine Casalis"], "halId_s":"hal-04416823", "docType_s":"POSTER", "producedDateY_i":2018 },{ "citationRef_s":"PLoS ONE, 2018, 13 (3), pp.e0193480. <a target=\"_blank\" href=\"https://dx.doi.org/10.1371/journal.pone.0193480\">⟨10.1371/journal.pone.0193480⟩</a>", "citationFull_s":"Montserrat Comesaña, Pauline Bertin, Helena Oliveira, Ana Paula Soares, Juan Andrés Hernández-Cabrera, et al.. The impact of cognateness of word bases and suffixes on morpho-orthographic processing: A masked priming study with intermediate and high-proficiency Portuguese-English bilinguals. PLoS ONE, 2018, 13 (3), pp.e0193480. <a target=\"_blank\" href=\"https://dx.doi.org/10.1371/journal.pone.0193480\">⟨10.1371/journal.pone.0193480⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116812v1\">⟨hal-02116812⟩</a>", "title_s":["The impact of cognateness of word bases and suffixes on morpho-orthographic processing: A masked priming study with intermediate and high-proficiency Portuguese-English bilinguals"], "authFullName_s":["Montserrat Comesaña","Pauline Bertin","Helena Oliveira","Ana Paula Soares","Juan Andrés Hernández-Cabrera","Séverine Casalis"], "halId_s":"hal-02116812", "docType_s":"ART", "producedDateY_i":2018 },{ "citationRef_s":"Learning and Instruction, 2018, 53, pp.89 - 98. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.learninstruc.2017.07.009\">⟨10.1016/j.learninstruc.2017.07.009⟩</a>", "citationFull_s":"Séverine Casalis, Sébastien Pacton, Françoise Lefevre, Michel Fayol. Morphological training in spelling: Immediate and long-term effects of an interventional study in French third graders. Learning and Instruction, 2018, 53, pp.89 - 98. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.learninstruc.2017.07.009\">⟨10.1016/j.learninstruc.2017.07.009⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01657258v1\">⟨hal-01657258⟩</a>", "title_s":["Morphological training in spelling: Immediate and long-term effects of an interventional study in French third graders"], "authFullName_s":["Séverine Casalis","Sébastien Pacton","Françoise Lefevre","Michel Fayol"], "halId_s":"hal-01657258", "docType_s":"ART", "producedDateY_i":2018 },{ "citationRef_s":"Berthiaume, Rachel; Daigle, Daniel; Desrochers, Alain. Morphological Processing and Literacy Development: Current Issues and Research, Routledge, 2018, 9780367432980", "citationFull_s":"Severine Casalis, Eva Commissaire. The Role of Morphology in Second Language Reading. Berthiaume, Rachel; Daigle, Daniel; Desrochers, Alain. Morphological Processing and Literacy Development: Current Issues and Research, Routledge, 2018, 9780367432980. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04454268v1\">⟨hal-04454268⟩</a>", "title_s":["The Role of Morphology in Second Language Reading"], "authFullName_s":["Severine Casalis","Eva Commissaire"], "halId_s":"hal-04454268", "docType_s":"COUV", "producedDateY_i":2018 },{ "citationRef_s":"L'Année psychologique, 2018", "citationFull_s":"Séverine Casalis. What remains from the determinants in learning to read?. L'Année psychologique, 2018. <a target=\"_blank\" href=\"https://hal.science/hal-02116789v1\">⟨hal-02116789⟩</a>", "title_s":["What remains from the determinants in learning to read?"], "authFullName_s":["Séverine Casalis"], "halId_s":"hal-02116789", "docType_s":"ART", "producedDateY_i":2018 },{ "citationRef_s":"Quarterly Journal of Experimental Psychology, 2018, 71 (6), pp.1324-1339. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/17470218.2017.1318294\">⟨10.1080/17470218.2017.1318294⟩</a>", "citationFull_s":"Eva Commissaire, Séverine Casalis. The use and nature of grapheme coding during sub-lexical processing and lexical access. Quarterly Journal of Experimental Psychology, 2018, 71 (6), pp.1324-1339. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/17470218.2017.1318294\">⟨10.1080/17470218.2017.1318294⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116811v1\">⟨hal-02116811⟩</a>", "title_s":["The use and nature of grapheme coding during sub-lexical processing and lexical access"], "authFullName_s":["Eva Commissaire","Séverine Casalis"], "halId_s":"hal-02116811", "docType_s":"ART", "producedDateY_i":2018 },{ "citationRef_s":"Acta Psychologica, 2018, Acta Psychologica, 182, pp.212-219. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.actpsy.2017.12.002\">⟨10.1016/j.actpsy.2017.12.002⟩</a>", "citationFull_s":"Karinne Sauval, Laetitia Perre, Séverine Casalis. Phonemic feature involvement in lexical access in grades 3 and 5: Evidence from visual and auditory lexical decision tasks. Acta Psychologica, 2018, Acta Psychologica, 182, pp.212-219. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.actpsy.2017.12.002\">⟨10.1016/j.actpsy.2017.12.002⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116804v1\">⟨hal-02116804⟩</a>", "title_s":["Phonemic feature involvement in lexical access in grades 3 and 5: Evidence from visual and auditory lexical decision tasks"], "authFullName_s":["Karinne Sauval","Laetitia Perre","Séverine Casalis"], "halId_s":"hal-02116804", "docType_s":"ART", "producedDateY_i":2018 },{ "citationRef_s":"Journal of Learning Disabilities, 2018, 51 (3), pp.236-249. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0022219417690355\">⟨10.1177/0022219417690355⟩</a>", "citationFull_s":"Maryse de Clercq-Quaegebeur, Séverine Casalis, Bruno Vilette, Marie-Pierre Lemaitre, Louis Vallée. Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test. Journal of Learning Disabilities, 2018, 51 (3), pp.236-249. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0022219417690355\">⟨10.1177/0022219417690355⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116820v1\">⟨hal-02116820⟩</a>", "title_s":["Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test"], "authFullName_s":["Maryse de Clercq-Quaegebeur","Séverine Casalis","Bruno Vilette","Marie-Pierre Lemaitre","Louis Vallée"], "halId_s":"hal-02116820", "docType_s":"ART", "producedDateY_i":2018 },{ "citationRef_s":"Bar-On, A.; Ravid, D. Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives, De Gruyter Mouton, 2018", "citationFull_s":"Séverine Casalis. Acquisition of spelling: normal and impaired/disordered populations. Bar-On, A.; Ravid, D. Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives, De Gruyter Mouton, 2018. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02509696v1\">⟨hal-02509696⟩</a>", "title_s":["Acquisition of spelling: normal and impaired/disordered populations"], "authFullName_s":["Séverine Casalis"], "halId_s":"hal-02509696", "docType_s":"COUV", "producedDateY_i":2018 },{ "citationRef_s":"Rachel Berthiaume; Daniel Daigle; Alain Desrochers. Morphological processing and literacy development : current issues and research, Routledge - Taylor & Francis group, 2018, 9781138714311", "citationFull_s":"Pauline Quemart, Séverine Casalis. The Role of Morphology in Literacy Acquisition in Children with Dyslexia. Rachel Berthiaume; Daniel Daigle; Alain Desrochers. Morphological processing and literacy development : current issues and research, Routledge - Taylor & Francis group, 2018, 9781138714311. <a target=\"_blank\" href=\"https://hal.science/hal-01939782v1\">⟨hal-01939782⟩</a>", "title_s":["The Role of Morphology in Literacy Acquisition in Children with Dyslexia"], "authFullName_s":["Pauline Quemart","Séverine Casalis"], "halId_s":"hal-01939782", "docType_s":"COUV", "producedDateY_i":2018 },{ "citationRef_s":"Journal of Research in Reading, 2017, 40, pp.S158-S169. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/1467-9817.12070\">⟨10.1111/1467-9817.12070⟩</a>", "citationFull_s":"Karinne Sauval, Séverine Casalis, Laetitia Perre. Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5. Journal of Research in Reading, 2017, 40, pp.S158-S169. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/1467-9817.12070\">⟨10.1111/1467-9817.12070⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116800v1\">⟨hal-02116800⟩</a>", "title_s":["Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5"], "authFullName_s":["Karinne Sauval","Séverine Casalis","Laetitia Perre"], "halId_s":"hal-02116800", "docType_s":"ART", "producedDateY_i":2017 },{ "citationRef_s":"Annals of Dyslexia, 2017, 67 (1), pp.85-98. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11881-016-0133-3\">⟨10.1007/s11881-016-0133-3⟩</a>", "citationFull_s":"Pauline Quemart, Séverine Casalis. Morphology and spelling in French students with dyslexia: the case of silent final letters. Annals of Dyslexia, 2017, 67 (1), pp.85-98. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11881-016-0133-3\">⟨10.1007/s11881-016-0133-3⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01954006v1\">⟨hal-01954006⟩</a>", "title_s":["Morphology and spelling in French students with dyslexia: the case of silent final letters"], "authFullName_s":["Pauline Quemart","Séverine Casalis"], "halId_s":"hal-01954006", "docType_s":"ART", "producedDateY_i":2017 },{ "citationRef_s":"L'Année psychologique, 2017, 116 (04), pp.547-595. <a target=\"_blank\" href=\"https://dx.doi.org/10.4074/S0003503316000439\">⟨10.4074/S0003503316000439⟩</a>", "citationFull_s":"Lucie Macchi, Séverine Casalis, Marie-Anne Schelstraete. La lecture chez les enfants avec des troubles spécifiques d’articulation, de parole et/ou de langage oral : une revue narrative de littérature. L'Année psychologique, 2017, 116 (04), pp.547-595. <a target=\"_blank\" href=\"https://dx.doi.org/10.4074/S0003503316000439\">⟨10.4074/S0003503316000439⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116814v1\">⟨hal-02116814⟩</a>", "title_s":["La lecture chez les enfants avec des troubles spécifiques d’articulation, de parole et/ou de langage oral : une revue narrative de littérature"], "authFullName_s":["Lucie Macchi","Séverine Casalis","Marie-Anne Schelstraete"], "halId_s":"hal-02116814", "docType_s":"ART", "producedDateY_i":2017 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2017, 154, pp.64-77. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2016.10.003\">⟨10.1016/j.jecp.2016.10.003⟩</a>", "citationFull_s":"Karinne Sauval, Laetitia Perre, Lynne G Duncan, Eva Marinus, Séverine Casalis. Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5. Journal of Experimental Child Psychology, 2017, 154, pp.64-77. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2016.10.003\">⟨10.1016/j.jecp.2016.10.003⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116798v1\">⟨hal-02116798⟩</a>", "title_s":["Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5"], "authFullName_s":["Karinne Sauval","Laetitia Perre","Lynne G Duncan","Eva Marinus","Séverine Casalis"], "halId_s":"hal-02116798", "docType_s":"ART", "producedDateY_i":2017 },{ "citationRef_s":"Cognitive Development, 2017, 41, pp.65-72. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.cogdev.2016.12.005\">⟨10.1016/j.cogdev.2016.12.005⟩</a>", "citationFull_s":"Rachid Khelifi, Laurent Sparrow, Séverine Casalis. Are the final letters of a parafoveal word used by developing readers? Evidence from a single word reading task. Cognitive Development, 2017, 41, pp.65-72. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.cogdev.2016.12.005\">⟨10.1016/j.cogdev.2016.12.005⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116808v1\">⟨hal-02116808⟩</a>", "title_s":["Are the final letters of a parafoveal word used by developing readers? Evidence from a single word reading task"], "authFullName_s":["Rachid Khelifi","Laurent Sparrow","Séverine Casalis"], "halId_s":"hal-02116808", "docType_s":"ART", "producedDateY_i":2017 },{ "citationRef_s":"Reading and Writing : an interdisciplinary journal, 2017, 30 (1), pp.51-67. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11145-016-9662-8\">⟨10.1007/s11145-016-9662-8⟩</a>", "citationFull_s":"Karinne Sauval, Laetitia Perre, Séverine Casalis. Automatic activation of phonological code during visual word recognition in children: a masked priming study in grades 3 and 5. Reading and Writing : an interdisciplinary journal, 2017, 30 (1), pp.51-67. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11145-016-9662-8\">⟨10.1007/s11145-016-9662-8⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116802v1\">⟨hal-02116802⟩</a>", "title_s":["Automatic activation of phonological code during visual word recognition in children: a masked priming study in grades 3 and 5"], "authFullName_s":["Karinne Sauval","Laetitia Perre","Séverine Casalis"], "halId_s":"hal-02116802", "docType_s":"ART", "producedDateY_i":2017 },{ "citationRef_s":"Canadian Journal of School Psychology, 2016, 31 (4), pp.305-321. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0829573516640336\">⟨10.1177/0829573516640336⟩</a>", "citationFull_s":"Robert D. Abbott, Michel Fayol, Michel Zorman, Séverine Casalis, William Nagy, et al.. Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood. Canadian Journal of School Psychology, 2016, 31 (4), pp.305-321. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0829573516640336\">⟨10.1177/0829573516640336⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-03160752v1\">⟨hal-03160752⟩</a>", "title_s":["Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood"], "authFullName_s":["Robert D. Abbott","Michel Fayol","Michel Zorman","Séverine Casalis","William Nagy","Virginia Berninger"], "halId_s":"hal-03160752", "docType_s":"ART", "producedDateY_i":2016 },{ "citationRef_s":"Scientific Studies of Reading, 2016, 20 (3), pp.220-230. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2016.1140769\">⟨10.1080/10888438.2016.1140769⟩</a>", "citationFull_s":"Elisabeth Beyersmann, Eddy Cavalli, Séverine Casalis, Pascale Colé. Embedded Stem Priming Effects in Prefixed and Suffixed Pseudowords. Scientific Studies of Reading, 2016, 20 (3), pp.220-230. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2016.1140769\">⟨10.1080/10888438.2016.1140769⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01432259v1\">⟨hal-01432259⟩</a>", "title_s":["Embedded Stem Priming Effects in Prefixed and Suffixed Pseudowords"], "authFullName_s":["Elisabeth Beyersmann","Eddy Cavalli","Séverine Casalis","Pascale Colé"], "halId_s":"hal-01432259", "docType_s":"ART", "producedDateY_i":2016 },{ "citationRef_s":"Research in Developmental Disabilities, 2016, 51, pp.89 - 102. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.ridd.2016.01.006\">⟨10.1016/j.ridd.2016.01.006⟩</a>", "citationFull_s":"Eddy Cavalli, Séverine Casalis, A E Ahmadi, Pascale Colé, A E Poracchia-George, et al.. Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies. Research in Developmental Disabilities, 2016, 51, pp.89 - 102. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.ridd.2016.01.006\">⟨10.1016/j.ridd.2016.01.006⟩</a>. <a target=\"_blank\" href=\"https://amu.hal.science/hal-01471091v1\">⟨hal-01471091⟩</a>", "title_s":["Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies"], "authFullName_s":["Eddy Cavalli","Séverine Casalis","A E Ahmadi","Pascale Colé","A E Poracchia-George","Melody Zira"], "halId_s":"hal-01471091", "docType_s":"ART", "producedDateY_i":2016 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2015, Journal of Experimental Child Psychology, 139, pp.115-126. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2015.06.001\">⟨10.1016/j.jecp.2015.06.001⟩</a>", "citationFull_s":"Elisabeth Beyersmann, Jonathan Grainger, Séverine Casalis, Johannes C. Ziegler. Effects of reading proficiency on embedded stem priming in primary school children. Journal of Experimental Child Psychology, 2015, Journal of Experimental Child Psychology, 139, pp.115-126. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2015.06.001\">⟨10.1016/j.jecp.2015.06.001⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01432345v1\">⟨hal-01432345⟩</a>", "title_s":["Effects of reading proficiency on embedded stem priming in primary school children"], "authFullName_s":["Elisabeth Beyersmann","Jonathan Grainger","Séverine Casalis","Johannes C. Ziegler"], "halId_s":"hal-01432345", "docType_s":"ART", "producedDateY_i":2015 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2015, 139, pp.1-17. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2015.05.002\">⟨10.1016/j.jecp.2015.05.002⟩</a>", "citationFull_s":"Rachid Khelifi, Laurent Sparrow, Séverine Casalis. Third and fifth graders’ processing of parafoveal information in reading: A study in single-word recognition. Journal of Experimental Child Psychology, 2015, 139, pp.1-17. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2015.05.002\">⟨10.1016/j.jecp.2015.05.002⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116806v1\">⟨hal-02116806⟩</a>", "title_s":["Third and fifth graders’ processing of parafoveal information in reading: A study in single-word recognition"], "authFullName_s":["Rachid Khelifi","Laurent Sparrow","Séverine Casalis"], "halId_s":"hal-02116806", "docType_s":"ART", "producedDateY_i":2015 },{ "citationRef_s":"Psychonomic Bulletin and Review, 2015, 22 (4), pp.1054-1061. <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13423-014-0752-9\">⟨10.3758/s13423-014-0752-9⟩</a>", "citationFull_s":"Elisabeth Beyersmann, Séverine Casalis, Johannes C. Ziegler, Jonathan Grainger. Language proficiency and morpho-orthographic segmentation. Psychonomic Bulletin and Review, 2015, 22 (4), pp.1054-1061. <a target=\"_blank\" href=\"https://dx.doi.org/10.3758/s13423-014-0752-9\">⟨10.3758/s13423-014-0752-9⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01432359v1\">⟨hal-01432359⟩</a>", "title_s":["Language proficiency and morpho-orthographic segmentation"], "authFullName_s":["Elisabeth Beyersmann","Séverine Casalis","Johannes C. Ziegler","Jonathan Grainger"], "halId_s":"hal-01432359", "docType_s":"ART", "producedDateY_i":2015 },{ "citationRef_s":"Applied Psycholinguistics, 2015, 36 (02), pp.345-376. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S014271641300026X\">⟨10.1017/S014271641300026X⟩</a>", "citationFull_s":"Pauline Quemart, Séverine Casalis. Visual processing of derivational morphology in children with developmental dyslexia: Insights from masked priming. Applied Psycholinguistics, 2015, 36 (02), pp.345-376. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S014271641300026X\">⟨10.1017/S014271641300026X⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02077084v1\">⟨hal-02077084⟩</a>", "title_s":["Visual processing of derivational morphology in children with developmental dyslexia: Insights from masked priming"], "authFullName_s":["Pauline Quemart","Séverine Casalis"], "halId_s":"hal-02077084", "docType_s":"ART", "producedDateY_i":2015 },{ "citationRef_s":"Frontiers in Psychology, 2015, 6, pp.452. <a target=\"_blank\" href=\"https://dx.doi.org/10.3389/fpsyg.2015.00452\">⟨10.3389/fpsyg.2015.00452⟩</a>", "citationFull_s":"Séverine Casalis, Pauline Quemart, Lynne G. Duncan. How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study. Frontiers in Psychology, 2015, 6, pp.452. <a target=\"_blank\" href=\"https://dx.doi.org/10.3389/fpsyg.2015.00452\">⟨10.3389/fpsyg.2015.00452⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01991114v1\">⟨hal-01991114⟩</a>", "title_s":["How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study"], "authFullName_s":["Séverine Casalis","Pauline Quemart","Lynne G. Duncan"], "halId_s":"hal-01991114", "docType_s":"ART", "producedDateY_i":2015 },{ "citationRef_s":"Learning Written Language: Diversity of Languages, Uniqueness of disorder, Dec 2014, Strasbourg, France", "citationFull_s":"Pauline Quemart, Séverine Casalis. Rôle de la morphologie dans l’orthographe des lettres muettes chez les enfants et adolescents dyslexiques. Learning Written Language: Diversity of Languages, Uniqueness of disorder, Dec 2014, Strasbourg, France. <a target=\"_blank\" href=\"https://shs.hal.science/halshs-01377535v1\">⟨halshs-01377535⟩</a>", "title_s":["Rôle de la morphologie dans l’orthographe des lettres muettes chez les enfants et adolescents dyslexiques","Spelling morphology in children and adolescents with dyslexia: the case of silent letters"], "authFullName_s":["Pauline Quemart","Séverine Casalis"], "halId_s":"halshs-01377535", "docType_s":"COMM", "producedDateY_i":2014 },{ "citationRef_s":"Research in Developmental Disabilities, 2014, 35 (12), pp.3313-3325. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.ridd.2014.07.058\">⟨10.1016/j.ridd.2014.07.058⟩</a>", "citationFull_s":"Lucie Macchi, Marie-Anne Schelstraete, Séverine Casalis. Word and pseudoword reading in children with specific speech and language impairment. Research in Developmental Disabilities, 2014, 35 (12), pp.3313-3325. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.ridd.2014.07.058\">⟨10.1016/j.ridd.2014.07.058⟩</a>. <a target=\"_blank\" href=\"https://shs.hal.science/halshs-03035383v1\">⟨halshs-03035383⟩</a>", "title_s":["Word and pseudoword reading in children with specific speech and language impairment"], "authFullName_s":["Lucie Macchi","Marie-Anne Schelstraete","Séverine Casalis"], "halId_s":"halshs-03035383", "docType_s":"ART", "producedDateY_i":2014 },{ "citationRef_s":"Research in Developmental Disabilities, 2014, 35 (12), pp.3313-3325. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.ridd.2014.07.058\">⟨10.1016/j.ridd.2014.07.058⟩</a>", "citationFull_s":"Lucie Macchi, Marie-Anne Schelstraete, Séverine Casalis. Word and pseudoword reading in children with specific speech and language impairment. Research in Developmental Disabilities, 2014, 35 (12), pp.3313-3325. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.ridd.2014.07.058\">⟨10.1016/j.ridd.2014.07.058⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116816v1\">⟨hal-02116816⟩</a>", "title_s":["Word and pseudoword reading in children with specific speech and language impairment"], "authFullName_s":["Lucie Macchi","Marie-Anne Schelstraete","Séverine Casalis"], "halId_s":"hal-02116816", "docType_s":"ART", "producedDateY_i":2014 },{ "citationRef_s":"Journal of Cognitive Psychology, 2014, Journal of Cognitive Psychology, 26 (7), pp.725-739. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/20445911.2014.951363\">⟨10.1080/20445911.2014.951363⟩</a>", "citationFull_s":"Eva Commissaire, Lynne G. Duncan, Séverine Casalis. Grapheme coding in L2: How do L2 learners process new graphemes?. Journal of Cognitive Psychology, 2014, Journal of Cognitive Psychology, 26 (7), pp.725-739. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/20445911.2014.951363\">⟨10.1080/20445911.2014.951363⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03605634v1\">⟨hal-03605634⟩</a>", "title_s":["Grapheme coding in L2: How do L2 learners process new graphemes?"], "authFullName_s":["Eva Commissaire","Lynne G. Duncan","Séverine Casalis"], "halId_s":"hal-03605634", "docType_s":"ART", "producedDateY_i":2014 },{ "citationRef_s":"Sciences humaines, 2014, Sciences Humaines, 258 (4), pp.49. <a target=\"_blank\" href=\"https://dx.doi.org/10.3917/sh.258.0049\">⟨10.3917/sh.258.0049⟩</a>", "citationFull_s":"Bruno Facon, Séverine Casalis, Yannick Courbois, Vinca Riviere. Comprendre le développement du langage de l'enfant handicapé. Sciences humaines, 2014, Sciences Humaines, 258 (4), pp.49. <a target=\"_blank\" href=\"https://dx.doi.org/10.3917/sh.258.0049\">⟨10.3917/sh.258.0049⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03280132v1\">⟨hal-03280132⟩</a>", "title_s":["Comprendre le développement du langage de l'enfant handicapé"], "authFullName_s":["Bruno Facon","Séverine Casalis","Yannick Courbois","Vinca Riviere"], "halId_s":"hal-03280132", "docType_s":"ART", "producedDateY_i":2014 },{ "citationRef_s":"Arfé, Barbara; Dockrell, Julie; Berninger, Virginia. Writing Development and Instruction in Children with Hearing, Speech and Oral Difficulties, Oxford University Press, 2014, 9780199827282. <a target=\"_blank\" href=\"https://dx.doi.org/10.1093/acprof:oso/9780199827282.003.0015\">⟨10.1093/acprof:oso/9780199827282.003.0015⟩</a>", "citationFull_s":"Séverine Casalis. Written Spelling in French Children with Dyslexia. Arfé, Barbara; Dockrell, Julie; Berninger, Virginia. Writing Development and Instruction in Children with Hearing, Speech and Oral Difficulties, Oxford University Press, 2014, 9780199827282. <a target=\"_blank\" href=\"https://dx.doi.org/10.1093/acprof:oso/9780199827282.003.0015\">⟨10.1093/acprof:oso/9780199827282.003.0015⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02538463v1\">⟨hal-02538463⟩</a>", "title_s":["Written Spelling in French Children with Dyslexia"], "authFullName_s":["Séverine Casalis"], "halId_s":"hal-02538463", "docType_s":"COUV", "producedDateY_i":2014 },{ "citationRef_s":"Scientific Studies of Reading, 2014, 18 (5), pp.363-382. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2014.912218\">⟨10.1080/10888438.2014.912218⟩</a>", "citationFull_s":"Pauline Quémart, Séverine Casalis. Effects of Phonological and Orthographic Shifts on Children's Processing of Written Morphology: a Time-Course Study. Scientific Studies of Reading, 2014, 18 (5), pp.363-382. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2014.912218\">⟨10.1080/10888438.2014.912218⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-03290358v1\">⟨hal-03290358⟩</a>", "title_s":["Effects of Phonological and Orthographic Shifts on Children's Processing of Written Morphology: a Time-Course Study"], "authFullName_s":["Pauline Quémart","Séverine Casalis"], "halId_s":"hal-03290358", "docType_s":"ART", "producedDateY_i":2014 },{ "citationRef_s":"Writing Systems Research, 2014, Reading Morphologically Complex Words in a Second Language, 7 (2), pp.186-201. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/17586801.2014.976165\">⟨10.1080/17586801.2014.976165⟩</a>", "citationFull_s":"Séverine Casalis, Eva Commissaire, Lynne G. Duncan. Sensitivity to morpheme units in English as L2 word recognition. Writing Systems Research, 2014, Reading Morphologically Complex Words in a Second Language, 7 (2), pp.186-201. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/17586801.2014.976165\">⟨10.1080/17586801.2014.976165⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02539910v1\">⟨hal-02539910⟩</a>", "title_s":["Sensitivity to morpheme units in English as L2 word recognition"], "authFullName_s":["Séverine Casalis","Eva Commissaire","Lynne G. Duncan"], "halId_s":"hal-02539910", "docType_s":"ART", "producedDateY_i":2014 },{ "citationRef_s":"Frontiers in Psychology, 2013, Frontiers in Psychology, 4, <a target=\"_blank\" href=\"https://dx.doi.org/10.3389/fpsyg.2013.00696\">⟨10.3389/fpsyg.2013.00696⟩</a>", "citationFull_s":"Sébastien Pacton, Jean Noël Foulin, Séverine Casalis, Rebecca Treiman. Children benefit from morphological relatedness when they learn to spell new words. Frontiers in Psychology, 2013, Frontiers in Psychology, 4, <a target=\"_blank\" href=\"https://dx.doi.org/10.3389/fpsyg.2013.00696\">⟨10.3389/fpsyg.2013.00696⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03613289v1\">⟨hal-03613289⟩</a>", "title_s":["Children benefit from morphological relatedness when they learn to spell new words"], "authFullName_s":["Sébastien Pacton","Jean Noël Foulin","Séverine Casalis","Rebecca Treiman"], "halId_s":"hal-03613289", "docType_s":"ART", "producedDateY_i":2013 },{ "citationRef_s":"Elsevier-Masson, 192 p., 2013, 978-2294711299", "citationFull_s":"Séverine Casalis, Gilles Leloup, Françoise Bois Parriaud. Prise en charge des troubles du langage écrit. Elsevier-Masson, 192 p., 2013, 978-2294711299. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02536685v1\">⟨hal-02536685⟩</a>", "title_s":["Prise en charge des troubles du langage écrit"], "authFullName_s":["Séverine Casalis","Gilles Leloup","Françoise Bois Parriaud"], "halId_s":"hal-02536685", "docType_s":"OUV", "producedDateY_i":2013 },{ "citationRef_s":"Journal of Learning Disabilities -London-, 2013, Dyslexia and languages, 46 (3), pp.210-219. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0022219412449423\">⟨10.1177/0022219412449423⟩</a>", "citationFull_s":"Séverine Casalis, Christel Leuwers, Heather E. Hilton. Syntactic comprehension in reading and listening: a study of French children with dyslexia. Journal of Learning Disabilities -London-, 2013, Dyslexia and languages, 46 (3), pp.210-219. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0022219412449423\">⟨10.1177/0022219412449423⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lyon2.fr/hal-02052037v1\">⟨hal-02052037⟩</a>", "title_s":["Syntactic comprehension in reading and listening: a study of French children with dyslexia"], "authFullName_s":["Séverine Casalis","Christel Leuwers","Heather E. Hilton"], "halId_s":"hal-02052037", "docType_s":"ART", "producedDateY_i":2013 },{ "citationRef_s":"Presses universitaires de Grenoble, 140 p., 2012, 9782706117428", "citationFull_s":"Ana Belen Dominguez, Séverine Casalis, Pascale Colé, Jacqueline Leybaert, Marie-Anne Schelstraete, et al.. Lecture et pathologies du langage oral. Presses universitaires de Grenoble, 140 p., 2012, 9782706117428. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02543193v1\">⟨hal-02543193⟩</a>", "title_s":["Lecture et pathologies du langage oral"], "authFullName_s":["Ana Belen Dominguez","Séverine Casalis","Pascale Colé","Jacqueline Leybaert","Marie-Anne Schelstraete","Liliane Sprenger-Charolles"], "halId_s":"hal-02543193", "docType_s":"OUV", "producedDateY_i":2012 },{ "citationRef_s":"Scientific Studies of Reading, 2012, 16 (5), pp.424-442. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2011.584333\">⟨10.1080/10888438.2011.584333⟩</a>", "citationFull_s":"Pauline Quemart, Séverine Casalis, Lynne G Duncan. Exploring the Role of Bases and Suffixes When Reading Familiar and Unfamiliar Words: Evidence From French Young Readers. Scientific Studies of Reading, 2012, 16 (5), pp.424-442. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/10888438.2011.584333\">⟨10.1080/10888438.2011.584333⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02101405v1\">⟨hal-02101405⟩</a>", "title_s":["Exploring the Role of Bases and Suffixes When Reading Familiar and Unfamiliar Words: Evidence From French Young Readers"], "authFullName_s":["Pauline Quemart","Séverine Casalis","Lynne G Duncan"], "halId_s":"hal-02101405", "docType_s":"ART", "producedDateY_i":2012 },{ "citationRef_s":"19th Annual Meeting Society for the Scientific Study of Reading, Jul 2012, Montréal, Canada", "citationFull_s":"Lucie Macchi, Séverine Casalis, Marie-Anne Schelstraete. Reading in children with specific language impairment. 19th Annual Meeting Society for the Scientific Study of Reading, Jul 2012, Montréal, Canada. <a target=\"_blank\" href=\"https://hal.science/hal-00907248v1\">⟨hal-00907248⟩</a>", "title_s":["Reading in children with specific language impairment"], "authFullName_s":["Lucie Macchi","Séverine Casalis","Marie-Anne Schelstraete"], "halId_s":"hal-00907248", "docType_s":"COMM", "producedDateY_i":2012 },{ "citationRef_s":"Brain and Cognition, 2012, 78 (2), pp.123-132. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.bandc.2011.11.003\">⟨10.1016/j.bandc.2011.11.003⟩</a>", "citationFull_s":"Rachid Khelifi, Laurent Sparrow, Séverine Casalis. Sensitivity to lateral information on a perceptual word identification task in french third and fifth graders. Brain and Cognition, 2012, 78 (2), pp.123-132. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.bandc.2011.11.003\">⟨10.1016/j.bandc.2011.11.003⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116805v1\">⟨hal-02116805⟩</a>", "title_s":["Sensitivity to lateral information on a perceptual word identification task in french third and fifth graders"], "authFullName_s":["Rachid Khelifi","Laurent Sparrow","Séverine Casalis"], "halId_s":"hal-02116805", "docType_s":"ART", "producedDateY_i":2012 },{ "citationRef_s":"Applied Psycholinguistics, 2012, 33 (1), pp.97-120. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S0142716411000282\">⟨10.1017/S0142716411000282⟩</a>", "citationFull_s":"Pascale Colé, Sophie Bouton, Christel Leuwers, Séverine Casalis, Liliane Sprenger-Charolles. Stem and derivational-suffix processing during reading by French second and third graders. Applied Psycholinguistics, 2012, 33 (1), pp.97-120. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S0142716411000282\">⟨10.1017/S0142716411000282⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01440371v1\">⟨hal-01440371⟩</a>", "title_s":["Stem and derivational-suffix processing during reading by French second and third graders"], "authFullName_s":["Pascale Colé","Sophie Bouton","Christel Leuwers","Séverine Casalis","Liliane Sprenger-Charolles"], "halId_s":"hal-01440371", "docType_s":"ART", "producedDateY_i":2012 },{ "citationRef_s":"17th Annual Conference on Architectures and Mechanisms For Language Processing (AMLAP), Sep 2011, Paris, France", "citationFull_s":"Eva Commissaire, Lynne G. Duncan, Séverine Casalis. Orthographic representations in a Second Language: Evidence from French learners of English. 17th Annual Conference on Architectures and Mechanisms For Language Processing (AMLAP), Sep 2011, Paris, France. <a target=\"_blank\" href=\"https://hal.science/hal-00907233v1\">⟨hal-00907233⟩</a>", "title_s":["Orthographic representations in a Second Language: Evidence from French learners of English"], "authFullName_s":["Eva Commissaire","Lynne G. Duncan","Séverine Casalis"], "halId_s":"hal-00907233", "docType_s":"COMM", "producedDateY_i":2011 },{ "citationRef_s":"Journal of Experimental Child Psychology, 2011, 109 (4), pp.478-496. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2011.02.008\">⟨10.1016/j.jecp.2011.02.008⟩</a>", "citationFull_s":"Pauline Quemart, Séverine Casalis, Pascale Colé. The role of form and meaning in the processing of written morphology: A priming study in French developing readers. Journal of Experimental Child Psychology, 2011, 109 (4), pp.478-496. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.jecp.2011.02.008\">⟨10.1016/j.jecp.2011.02.008⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01440426v1\">⟨hal-01440426⟩</a>", "title_s":["The role of form and meaning in the processing of written morphology: A priming study in French developing readers"], "authFullName_s":["Pauline Quemart","Séverine Casalis","Pascale Colé"], "halId_s":"hal-01440426", "docType_s":"ART", "producedDateY_i":2011 },{ "citationRef_s":"7th international morphological processing conference, Jun 2011, San Sebastián (Donostia), Spain. pp.45-45", "citationFull_s":"Séverine Casalis, Pascale Colé, Stéphanie Ducrot. Morphological priming in visual word recognition in developing French readers: frequency effects. 7th international morphological processing conference, Jun 2011, San Sebastián (Donostia), Spain. pp.45-45. <a target=\"_blank\" href=\"https://hal.science/hal-01514699v1\">⟨hal-01514699⟩</a>", "title_s":["Morphological priming in visual word recognition in developing French readers: frequency effects"], "authFullName_s":["Séverine Casalis","Pascale Colé","Stéphanie Ducrot"], "halId_s":"hal-01514699", "docType_s":"COMM", "producedDateY_i":2011 },{ "citationRef_s":"Applied Psycholinguistics, 2011, Applied Psycholinguistics, 32 (3), pp.499-511. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/s014271641100018x\">⟨10.1017/s014271641100018x⟩</a>", "citationFull_s":"Séverine Casalis, S. H. Deacon, S. Pacton. How specific is the connection between morphological awareness and spelling? A study of French children. Applied Psycholinguistics, 2011, Applied Psycholinguistics, 32 (3), pp.499-511. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/s014271641100018x\">⟨10.1017/s014271641100018x⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03585239v1\">⟨hal-03585239⟩</a>", "title_s":["How specific is the connection between morphological awareness and spelling? A study of French children"], "authFullName_s":["Séverine Casalis","S. H. Deacon","S. Pacton"], "halId_s":"hal-03585239", "docType_s":"ART", "producedDateY_i":2011 },{ "citationRef_s":"Journal of Research in Reading, 2011, 34 (1), pp.59-76. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/j.1467-9817.2010.01473.x\">⟨10.1111/j.1467-9817.2010.01473.x⟩</a>", "citationFull_s":"Eva Commissaire, Lynne G Duncan, Séverine Casalis. Cross-language transfer of orthographic processing skills: a study of French children who learn English at school. Journal of Research in Reading, 2011, 34 (1), pp.59-76. <a target=\"_blank\" href=\"https://dx.doi.org/10.1111/j.1467-9817.2010.01473.x\">⟨10.1111/j.1467-9817.2010.01473.x⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116791v1\">⟨hal-02116791⟩</a>", "title_s":["Cross-language transfer of orthographic processing skills: a study of French children who learn English at school"], "authFullName_s":["Eva Commissaire","Lynne G Duncan","Séverine Casalis"], "halId_s":"hal-02116791", "docType_s":"ART", "producedDateY_i":2011 },{ "citationRef_s":"Roy, J.M.; Putois, B.; Maïonchi-Pino, Norbert; Pénicaud, F.X.; Bault, N.; Chambon, V. Peut on se passer de représentations en sciences cognitives?, De Boeck, pp.47-57, 2011", "citationFull_s":"Pauline Quémart, Marion Janiot, Séverine Casalis, Ana Petrova, Norbert Maïonchi-Pino. Développement de la reconnaissance des mots écrits et représentations mentales : l'approche de la psycholinguistique cognitive. Roy, J.M.; Putois, B.; Maïonchi-Pino, Norbert; Pénicaud, F.X.; Bault, N.; Chambon, V. Peut on se passer de représentations en sciences cognitives?, De Boeck, pp.47-57, 2011. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02537916v1\">⟨hal-02537916⟩</a>", "title_s":["Développement de la reconnaissance des mots écrits et représentations mentales : l'approche de la psycholinguistique cognitive"], "authFullName_s":["Pauline Quémart","Marion Janiot","Séverine Casalis","Ana Petrova","Norbert Maïonchi-Pino"], "halId_s":"hal-02537916", "docType_s":"COUV", "producedDateY_i":2011 },{ "citationRef_s":"Dougier, Henry; Balacheff, N.; Cassan-Blanc, Donatien. Le mook: Apprentissage et transmettre: Des idées, des savoir-faire, des valeurs, Editions Autrement, 2011", "citationFull_s":"Séverine Casalis. Apprentissage de la lecture: saisir la forme pour reconnaitre les mots. Dougier, Henry; Balacheff, N.; Cassan-Blanc, Donatien. Le mook: Apprentissage et transmettre: Des idées, des savoir-faire, des valeurs, Editions Autrement, 2011. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02509702v1\">⟨hal-02509702⟩</a>", "title_s":["Apprentissage de la lecture: saisir la forme pour reconnaitre les mots"], "authFullName_s":["Séverine Casalis"], "halId_s":"hal-02509702", "docType_s":"COUV", "producedDateY_i":2011 },{ "citationRef_s":"Annals of Dyslexia, 2010, 60 (2), pp.238-64. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11881-010-0043-8\">⟨10.1007/s11881-010-0043-8⟩</a>", "citationFull_s":"Jennifer Martin, Pascale Colé, Christel Leuwers, Séverine Casalis, Michel Zorman, et al.. Reading in French-speaking adults with dyslexia. Annals of Dyslexia, 2010, 60 (2), pp.238-64. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11881-010-0043-8\">⟨10.1007/s11881-010-0043-8⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-00733530v1\">⟨hal-00733530⟩</a>", "title_s":["Reading in French-speaking adults with dyslexia"], "authFullName_s":["Jennifer Martin","Pascale Colé","Christel Leuwers","Séverine Casalis","Michel Zorman","Liliane Sprenger-Charolles"], "halId_s":"hal-00733530", "docType_s":"ART", "producedDateY_i":2010 },{ "citationRef_s":"Journal of Learning Disabilities, 2010, Journal of Learning Disabilities, 43 (6), pp.563-574. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0022219410375000\">⟨10.1177/0022219410375000⟩</a>", "citationFull_s":"Maryse de Clercq-Quaegebeur, Severine Casalis, Marie-Pierre Lemaitre, Béatrice Bourgois, Marie Getto, et al.. Neuropsychological Profile on the WISC-IV of French Children With Dyslexia. Journal of Learning Disabilities, 2010, Journal of Learning Disabilities, 43 (6), pp.563-574. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0022219410375000\">⟨10.1177/0022219410375000⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-04061164v1\">⟨hal-04061164⟩</a>", "title_s":["Neuropsychological Profile on the WISC-IV of French Children With Dyslexia"], "authFullName_s":["Maryse de Clercq-Quaegebeur","Severine Casalis","Marie-Pierre Lemaitre","Béatrice Bourgois","Marie Getto","Louis Vallée"], "halId_s":"hal-04061164", "docType_s":"ART", "producedDateY_i":2010 },{ "citationRef_s":"Seventeenth Annual Meeting Society for the Scientific Study of Reading, Jul 2010, Berlin, Germany", "citationFull_s":"Eva Commissaire, Lynne G. Duncan, Séverine Casalis. Lexical and sublexical orthographic interactions across languages in young learners of a L2. Seventeenth Annual Meeting Society for the Scientific Study of Reading, Jul 2010, Berlin, Germany. <a target=\"_blank\" href=\"https://hal.science/hal-00907208v1\">⟨hal-00907208⟩</a>", "title_s":["Lexical and sublexical orthographic interactions across languages in young learners of a L2"], "authFullName_s":["Eva Commissaire","Lynne G. Duncan","Séverine Casalis"], "halId_s":"hal-00907208", "docType_s":"COMM", "producedDateY_i":2010 },{ "citationRef_s":"Seventeenth Annual Meeting Society for the Scientific Study of Reading, Jul 2010, Berlin, Germany", "citationFull_s":"M. Janiot, Séverine Casalis. Lexical Competition in Reading Acquisition: A Masked Priming Study in French Children. Seventeenth Annual Meeting Society for the Scientific Study of Reading, Jul 2010, Berlin, Germany. <a target=\"_blank\" href=\"https://hal.science/hal-00907210v1\">⟨hal-00907210⟩</a>", "title_s":["Lexical Competition in Reading Acquisition: A Masked Priming Study in French Children"], "authFullName_s":["M. Janiot","Séverine Casalis"], "halId_s":"hal-00907210", "docType_s":"COMM", "producedDateY_i":2010 },{ "citationRef_s":"European Journal of Developmental Psychology, 2010, European Journal of Developmental Psychology, 7 (3), pp.309-328. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/17405620802114546\">⟨10.1080/17405620802114546⟩</a>", "citationFull_s":"Isabelle Bonnotte, Séverine Casalis. Semantic priming in French children with varying comprehension skills. European Journal of Developmental Psychology, 2010, European Journal of Developmental Psychology, 7 (3), pp.309-328. <a target=\"_blank\" href=\"https://dx.doi.org/10.1080/17405620802114546\">⟨10.1080/17405620802114546⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03612354v1\">⟨hal-03612354⟩</a>", "title_s":["Semantic priming in French children with varying comprehension skills"], "authFullName_s":["Isabelle Bonnotte","Séverine Casalis"], "halId_s":"hal-03612354", "docType_s":"ART", "producedDateY_i":2010 },{ "citationRef_s":"Journal of Portuguese Linguistics, 2010, 10 (1), pp.143-160", "citationFull_s":"Lynne G. Duncan, Elaine Gray, Pauline Quémart, Séverine Casalis. Do good and poor readers make use of morphemic structure in English word recognition?. Journal of Portuguese Linguistics, 2010, 10 (1), pp.143-160. <a target=\"_blank\" href=\"https://hal.science/hal-03819397v1\">⟨hal-03819397⟩</a>", "title_s":["Do good and poor readers make use of morphemic structure in English word recognition?"], "authFullName_s":["Lynne G. Duncan","Elaine Gray","Pauline Quémart","Séverine Casalis"], "halId_s":"hal-03819397", "docType_s":"ART", "producedDateY_i":2010 },{ "citationRef_s":"16th European Society for Cognitive Psychology Conference, Sep 2009, Cracovie, Poland", "citationFull_s":"Eva Commissaire, Séverine Casalis. Intra- and Interlingual Frequency Neighborhood Effect in L1 French Adults Low Proficient L2 English speakers. 16th European Society for Cognitive Psychology Conference, Sep 2009, Cracovie, Poland. <a target=\"_blank\" href=\"https://hal.science/hal-00907206v1\">⟨hal-00907206⟩</a>", "title_s":["Intra- and Interlingual Frequency Neighborhood Effect in L1 French Adults Low Proficient L2 English speakers"], "authFullName_s":["Eva Commissaire","Séverine Casalis"], "halId_s":"hal-00907206", "docType_s":"COMM", "producedDateY_i":2009 },{ "citationRef_s":"British Journal of Developmental Psychology, 2009, 27, pp.761-766. <a target=\"_blank\" href=\"https://dx.doi.org/10.1348/026151008X389575\">⟨10.1348/026151008X389575⟩</a>", "citationFull_s":"Séverine Casalis, Marion Dusautoir, Pascale Colé, Stéphanie Ducrot. Morphological effects in children word reading: A priming study in fourth graders. British Journal of Developmental Psychology, 2009, 27, pp.761-766. <a target=\"_blank\" href=\"https://dx.doi.org/10.1348/026151008X389575\">⟨10.1348/026151008X389575⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01440485v1\">⟨hal-01440485⟩</a>", "title_s":["Morphological effects in children word reading: A priming study in fourth graders"], "authFullName_s":["Séverine Casalis","Marion Dusautoir","Pascale Colé","Stéphanie Ducrot"], "halId_s":"hal-01440485", "docType_s":"ART", "producedDateY_i":2009 },{ "citationRef_s":"XVIth ESCoP Conference, Sep 2009, Cracovie, France", "citationFull_s":"Rachid Khelifi, Laurent Sparrow, Séverine Casalis. Peripheral information effect in perceptual word identification in French third and fifth graders. XVIth ESCoP Conference, Sep 2009, Cracovie, France. <a target=\"_blank\" href=\"https://hal.science/hal-00907242v1\">⟨hal-00907242⟩</a>", "title_s":["Peripheral information effect in perceptual word identification in French third and fifth graders"], "authFullName_s":["Rachid Khelifi","Laurent Sparrow","Séverine Casalis"], "halId_s":"hal-00907242", "docType_s":"COMM", "producedDateY_i":2009 },{ "citationRef_s":"XVIth ESCoP Conference, Sep 2009, Cracovie, Poland", "citationFull_s":"M. Janiot, Séverine Casalis. Lexicality prime effects in poor and good French spellers in 3rd and 5th grade: A masked priming study. XVIth ESCoP Conference, Sep 2009, Cracovie, Poland. <a target=\"_blank\" href=\"https://hal.science/hal-00907211v1\">⟨hal-00907211⟩</a>", "title_s":["Lexicality prime effects in poor and good French spellers in 3rd and 5th grade: A masked priming study"], "authFullName_s":["M. Janiot","Séverine Casalis"], "halId_s":"hal-00907211", "docType_s":"COMM", "producedDateY_i":2009 },{ "citationRef_s":"Applied Psycholinguistics, 2009, 30 (3), pp.405-440. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S0142716409090213\">⟨10.1017/S0142716409090213⟩</a>", "citationFull_s":"Lynne G. Duncan, Séverine Casalis, Pascale Colé. Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French. Applied Psycholinguistics, 2009, 30 (3), pp.405-440. <a target=\"_blank\" href=\"https://dx.doi.org/10.1017/S0142716409090213\">⟨10.1017/S0142716409090213⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-01440468v1\">⟨hal-01440468⟩</a>", "title_s":["Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French"], "authFullName_s":["Lynne G. Duncan","Séverine Casalis","Pascale Colé"], "halId_s":"hal-01440468", "docType_s":"ART", "producedDateY_i":2009 },{ "citationRef_s":"Sixteenth Annual Meeting Society for the Scientific Study of Reading, Jun 2009, Boston, United States", "citationFull_s":"Eva Commissaire, Séverine Casalis. Second language orthographic representations in children learners. Masked priming paradigm: a good tool for investigating L1-L2 lexicon?. Sixteenth Annual Meeting Society for the Scientific Study of Reading, Jun 2009, Boston, United States. <a target=\"_blank\" href=\"https://hal.science/hal-00907255v1\">⟨hal-00907255⟩</a>", "title_s":["Second language orthographic representations in children learners. Masked priming paradigm: a good tool for investigating L1-L2 lexicon?"], "authFullName_s":["Eva Commissaire","Séverine Casalis"], "halId_s":"hal-00907255", "docType_s":"COMM", "producedDateY_i":2009 },{ "citationRef_s":"First Language, 2009, First Language, 29 (1), pp.113-142. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0142723708097484\">⟨10.1177/0142723708097484⟩</a>", "citationFull_s":"Séverine Casalis, Pascale Colé. On the relationship between morphological and phonological awareness : effects on training in kindergarten. First Language, 2009, First Language, 29 (1), pp.113-142. <a target=\"_blank\" href=\"https://dx.doi.org/10.1177/0142723708097484\">⟨10.1177/0142723708097484⟩</a>. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03613122v1\">⟨hal-03613122⟩</a>", "title_s":["On the relationship between morphological and phonological awareness : effects on training in kindergarten"], "authFullName_s":["Séverine Casalis","Pascale Colé"], "halId_s":"hal-03613122", "docType_s":"ART", "producedDateY_i":2009 },{ "citationRef_s":"Marec-Breton, M.; Besse, A.S.; de la Haye, F.; Bonneton-Botté, N.; Bonjour, E. L'apprentissage de la langue écrite, approche cognitive, Presses Universitaires de Rennes, pp.67-79, 2009", "citationFull_s":"M. Janiot, Séverine Casalis. Le codage orthographique chez les enfants dyslexiques et apprentis lecteurs: l'apport de l'amorçage masqué. Marec-Breton, M.; Besse, A.S.; de la Haye, F.; Bonneton-Botté, N.; Bonjour, E. L'apprentissage de la langue écrite, approche cognitive, Presses Universitaires de Rennes, pp.67-79, 2009. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-02533483v1\">⟨hal-02533483⟩</a>", "title_s":["Le codage orthographique chez les enfants dyslexiques et apprentis lecteurs: l'apport de l'amorçage masqué"], "authFullName_s":["M. Janiot","Séverine Casalis"], "halId_s":"hal-02533483", "docType_s":"COUV", "producedDateY_i":2009 },{ "citationRef_s":"Sixth International Conference on the Mental Lexicon, Oct 2008, Alberta, Canada", "citationFull_s":"Marion Dusautoir, Séverine Casalis, S. Ducrot. Morphemic units as processing units in beginning readers' visual word recognition : Evidence from initial fixation position. Sixth International Conference on the Mental Lexicon, Oct 2008, Alberta, Canada. <a target=\"_blank\" href=\"https://hal.science/hal-00907221v1\">⟨hal-00907221⟩</a>", "title_s":["Morphemic units as processing units in beginning readers' visual word recognition : Evidence from initial fixation position"], "authFullName_s":["Marion Dusautoir","Séverine Casalis","S. Ducrot"], "halId_s":"hal-00907221", "docType_s":"COMM", "producedDateY_i":2008 },{ "citationRef_s":"Sixth International Conference on the Mental Lexicon, Oct 2008, Albert, Canada", "citationFull_s":"Pauline Quémart, Séverine Casalis, Lynne G. Duncan. Morphological processing in beginning readers and developmental dyslexic children. Sixth International Conference on the Mental Lexicon, Oct 2008, Albert, Canada. <a target=\"_blank\" href=\"https://hal.science/hal-00907223v1\">⟨hal-00907223⟩</a>", "title_s":["Morphological processing in beginning readers and developmental dyslexic children"], "authFullName_s":["Pauline Quémart","Séverine Casalis","Lynne G. Duncan"], "halId_s":"hal-00907223", "docType_s":"COMM", "producedDateY_i":2008 },{ "citationRef_s":"Sixth International Conference on the Mental Lexicon, Oct 2008, Alberta, Canada", "citationFull_s":"Séverine Casalis, Pascale Colé, S. Ducrot. Morphological priming in visual word recognition in French third and fifth graders : Frequency effects. Sixth International Conference on the Mental Lexicon, Oct 2008, Alberta, Canada. <a target=\"_blank\" href=\"https://hal.science/hal-00907222v1\">⟨hal-00907222⟩</a>", "title_s":["Morphological priming in visual word recognition in French third and fifth graders : Frequency effects"], "authFullName_s":["Séverine Casalis","Pascale Colé","S. Ducrot"], "halId_s":"hal-00907222", "docType_s":"COMM", "producedDateY_i":2008 },{ "citationRef_s":"Sixth International Conference on the Mental Lexicon, Oct 2008, Alberta, Canada", "citationFull_s":"Eva Commissaire, Séverine Casalis. Orthographic skills in French 8th grade children learning English as a second language: Exploring orthographic transfer. Sixth International Conference on the Mental Lexicon, Oct 2008, Alberta, Canada. <a target=\"_blank\" href=\"https://hal.science/hal-00907234v1\">⟨hal-00907234⟩</a>", "title_s":["Orthographic skills in French 8th grade children learning English as a second language: Exploring orthographic transfer"], "authFullName_s":["Eva Commissaire","Séverine Casalis"], "halId_s":"hal-00907234", "docType_s":"COMM", "producedDateY_i":2008 },{ "citationRef_s":"Rééducation orthophonique, 2006, 44 (225), pp. 111-128", "citationFull_s":"Emmanuelle Mathiot, S. Casalis, Pascale Colé. La reconnaissance des mots morphologiquement complexes chez les dyslexiques.. Rééducation orthophonique, 2006, 44 (225), pp. 111-128. <a target=\"_blank\" href=\"https://shs.hal.science/halshs-00276425v1\">⟨halshs-00276425⟩</a>", "title_s":["La reconnaissance des mots morphologiquement complexes chez les dyslexiques."], "authFullName_s":["Emmanuelle Mathiot","S. Casalis","Pascale Colé"], "halId_s":"halshs-00276425", "docType_s":"ART", "producedDateY_i":2006 },{ "citationRef_s":"Annals of Dyslexia, 2004, 54 (1), pp.114-138. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11881-004-0006-z\">⟨10.1007/s11881-004-0006-z⟩</a>", "citationFull_s":"Séverine Casalis, Pascale Colé, Delphine Sopo. Morphological awareness in developmental dyslexia. Annals of Dyslexia, 2004, 54 (1), pp.114-138. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/s11881-004-0006-z\">⟨10.1007/s11881-004-0006-z⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116825v1\">⟨hal-02116825⟩</a>", "title_s":["Morphological awareness in developmental dyslexia"], "authFullName_s":["Séverine Casalis","Pascale Colé","Delphine Sopo"], "halId_s":"hal-02116825", "docType_s":"ART", "producedDateY_i":2004 },{ "citationRef_s":"Archives de Pédiatrie, 2004, 11 (3), pp.201-206. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.arcped.2003.12.004\">⟨10.1016/j.arcped.2003.12.004⟩</a>", "citationFull_s":"J.C Cuvellier, F Pandit, S Casalis, M.P Lemaître, J.M Cuisset, et al.. Analyse d’une population de 100 enfants adressés pour troubles d’apprentissage scolaire. Archives de Pédiatrie, 2004, 11 (3), pp.201-206. <a target=\"_blank\" href=\"https://dx.doi.org/10.1016/j.arcped.2003.12.004\">⟨10.1016/j.arcped.2003.12.004⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116835v1\">⟨hal-02116835⟩</a>", "title_s":["Analyse d’une population de 100 enfants adressés pour troubles d’apprentissage scolaire"], "authFullName_s":["J.C Cuvellier","F Pandit","S Casalis","M.P Lemaître","J.M Cuisset","A Platof","L Vallée"], "halId_s":"hal-02116835", "docType_s":"ART", "producedDateY_i":2004 },{ "citationRef_s":"L'Année psychologique, 2004, L'Année Psychologique, 104, pp.701-750", "citationFull_s":"Pascale Colé, Carine Royer, Christel Leuwers, Séverine Casalis. Les connaissances morphologiques dérivationnelles et l’apprentissage de la lecture chez l’apprenti-lecteur français du C.P. au C.E.2.. L'Année psychologique, 2004, L'Année Psychologique, 104, pp.701-750. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03613276v1\">⟨hal-03613276⟩</a>", "title_s":["Les connaissances morphologiques dérivationnelles et l’apprentissage de la lecture chez l’apprenti-lecteur français du C.P. au C.E.2."], "authFullName_s":["Pascale Colé","Carine Royer","Christel Leuwers","Séverine Casalis"], "halId_s":"hal-03613276", "docType_s":"ART", "producedDateY_i":2004 },{ "citationRef_s":"L'Année psychologique, 2004, 104 (4), pp.701-750. <a target=\"_blank\" href=\"https://dx.doi.org/10.3406/psy.2004.29686\">⟨10.3406/psy.2004.29686⟩</a>", "citationFull_s":"Pascale Colé, Carine Royer, Christel Leuwers, Séverine Casalis. Les connaissances morphologiques dérivationnelles et l'apprentissage de la lecture chez l'apprenti-lecteur français du CP au CE2. L'Année psychologique, 2004, 104 (4), pp.701-750. <a target=\"_blank\" href=\"https://dx.doi.org/10.3406/psy.2004.29686\">⟨10.3406/psy.2004.29686⟩</a>. <a target=\"_blank\" href=\"https://shs.hal.science/halshs-03777551v1\">⟨halshs-03777551⟩</a>", "title_s":["Les connaissances morphologiques dérivationnelles et l'apprentissage de la lecture chez l'apprenti-lecteur français du CP au CE2"], "authFullName_s":["Pascale Colé","Carine Royer","Christel Leuwers","Séverine Casalis"], "halId_s":"halshs-03777551", "docType_s":"ART", "producedDateY_i":2004 },{ "citationRef_s":"Le Langage et l'Homme, 2003, Le Langage et l'homme, 38 (2), pp.95-110", "citationFull_s":"Séverine Casalis. Le codage de l'information morphologique dans l'écriture de mots chez les apprentis scripteurs. Le Langage et l'Homme, 2003, Le Langage et l'homme, 38 (2), pp.95-110. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03576834v1\">⟨hal-03576834⟩</a>", "title_s":["Le codage de l'information morphologique dans l'écriture de mots chez les apprentis scripteurs"], "authFullName_s":["Séverine Casalis"], "halId_s":"hal-03576834", "docType_s":"ART", "producedDateY_i":2003 },{ "citationRef_s":"Glossa, 2003, 2003: GLOSSA 85, pp.4-17", "citationFull_s":"Séverine Casalis, Pascale Colé, Carine Royer. Traitement morphologique et lecture : une stratégie compensatoire pour les dyslexiques. Glossa, 2003, 2003: GLOSSA 85, pp.4-17. <a target=\"_blank\" href=\"https://shs.hal.science/halshs-03791027v1\">⟨halshs-03791027⟩</a>", "title_s":["Traitement morphologique et lecture : une stratégie compensatoire pour les dyslexiques"], "authFullName_s":["Séverine Casalis","Pascale Colé","Carine Royer"], "halId_s":"halshs-03791027", "docType_s":"ART", "producedDateY_i":2003 },{ "citationRef_s":"Current Psychology Letters/Behaviour, Brain and Cognition, 2003", "citationFull_s":"Séverine Casalis. The Delay-Type in Developmental Dyslexia : Reading Processes. Current Psychology Letters/Behaviour, Brain and Cognition, 2003. <a target=\"_blank\" href=\"https://hal.science/hal-02116829v1\">⟨hal-02116829⟩</a>", "title_s":["The Delay-Type in Developmental Dyslexia : Reading Processes"], "authFullName_s":["Séverine Casalis"], "halId_s":"hal-02116829", "docType_s":"ART", "producedDateY_i":2003 },{ "citationRef_s":"Reading and Writing Quarterly, 2000, 12 (3/4), pp.303-335. <a target=\"_blank\" href=\"https://dx.doi.org/10.1023/A:1008177205648\">⟨10.1023/A:1008177205648⟩</a>", "citationFull_s":"Séverine Casalis, Marie-France Louis-Alexandre. Morphological analysis, phonological analysis and learning to read French: a longitudinal study. Reading and Writing Quarterly, 2000, 12 (3/4), pp.303-335. <a target=\"_blank\" href=\"https://dx.doi.org/10.1023/A:1008177205648\">⟨10.1023/A:1008177205648⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116821v1\">⟨hal-02116821⟩</a>", "title_s":["Morphological analysis, phonological analysis and learning to read French: a longitudinal study"], "authFullName_s":["Séverine Casalis","Marie-France Louis-Alexandre"], "halId_s":"hal-02116821", "docType_s":"ART", "producedDateY_i":2000 },{ "citationRef_s":"Revue de neuropsychologie, 1996, Revue de Neuropsychologie, 6 (2), pp.189-203", "citationFull_s":"Severine Casalis. Developmental dyslexia: Two contrasted cases. Revue de neuropsychologie, 1996, Revue de Neuropsychologie, 6 (2), pp.189-203. <a target=\"_blank\" href=\"https://hal.univ-lille.fr/hal-03576766v1\">⟨hal-03576766⟩</a>", "title_s":["Developmental dyslexia: Two contrasted cases"], "authFullName_s":["Severine Casalis"], "halId_s":"hal-03576766", "docType_s":"ART", "producedDateY_i":1996 },{ "citationRef_s":"PUF, pp.258, 1996", "citationFull_s":"Liliane Sprenger-Charolles, Séverine Casalis. Lire. Lecture/écriture: acquisition et troubles du développement. PUF, pp.258, 1996. <a target=\"_blank\" href=\"https://hal.science/hal-00733572v1\">⟨hal-00733572⟩</a>", "title_s":["Lire. Lecture/écriture: acquisition et troubles du développement"], "authFullName_s":["Liliane Sprenger-Charolles","Séverine Casalis"], "halId_s":"hal-00733572", "docType_s":"OUV", "producedDateY_i":1996 },{ "citationRef_s":"Reading and Writing : an interdisciplinary journal, 1995, 7 (1), pp.39-63. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/BF01026947\">⟨10.1007/BF01026947⟩</a>", "citationFull_s":"Liliane Sprenger-Charolles, Séverine Casalis. Reading and spelling acquisition in French first graders: Longitudinal evidence. Reading and Writing : an interdisciplinary journal, 1995, 7 (1), pp.39-63. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/BF01026947\">⟨10.1007/BF01026947⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-02116824v1\">⟨hal-02116824⟩</a>", "title_s":["Reading and spelling acquisition in French first graders: Longitudinal evidence"], "authFullName_s":["Liliane Sprenger-Charolles","Séverine Casalis"], "halId_s":"hal-02116824", "docType_s":"ART", "producedDateY_i":1995 },{ "citationRef_s":"Reading and Writing : an interdisciplinary journal, 1995, 7, pp.39-63. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/BF01026947\">⟨10.1007/BF01026947⟩</a>", "citationFull_s":"Liliane Sprenger-Charolles, Séverine Casalis. Reading and spelling acquisition in French first graders: Longitudinal evidence. Reading and Writing : an interdisciplinary journal, 1995, 7, pp.39-63. <a target=\"_blank\" href=\"https://dx.doi.org/10.1007/BF01026947\">⟨10.1007/BF01026947⟩</a>. <a target=\"_blank\" href=\"https://hal.science/hal-00733593v1\">⟨hal-00733593⟩</a>", "title_s":["Reading and spelling acquisition in French first graders: Longitudinal evidence"], "authFullName_s":["Liliane Sprenger-Charolles","Séverine Casalis"], "halId_s":"hal-00733593", "docType_s":"ART", "producedDateY_i":1995 }] } }

Rechercher

Paramétrage

Thèmes

Accessibilité

Severine Casalis

Publications

liste complete de toutes les publications