Article dans une revue scientifique

Papers in refereed journals



Macchi, L., Casalis, S., & Schelstraete, M.-A. (2019). Phonological and Orthographic reading Routes in French-Speaking Children with Severe Developmental Language Disorder. Journal of Communication Disorder, 81.

Khelifi, R., Sparrow, L., & Casalis, S. (2019). Is a Frequency Effect observed in Eye Movements During Text Reading? A comparison Between Developing and Expert Readers. Scientific Studies of Reading

DOI: 10.1080/10880438.2019.1571064

Commissaire, E., Duncan, L.G., & Casalis, S. (2019). investigating pseudohomophone interference effects in young second language (L2) learners. Journal of Experimental Child Psychology, 180, 1-18.

Commissaire, E., Audusseau, J, & Casalis, S (2019). Disentangling cross-language orthographic neighborhood from markeness effects during L2 visual word recognition. Psychonomic Bulletin & Review. (in press)

Casalis, S., (2018). What remains from the determinants of reading acquisition? L'année psychologique/ Topics in Cognitive Psychology, 118, 403-410.

Casalis, S & Colé, P. (2018). Le morphème, une unité de traitement dans l'acquisition de la litéracie. Langue française, 199, 69-81

Commissaire, E., Besse, A.-S., Demont, E., & Casalis, S. (2018). Grapheme coding during sub-lexical processing in French 3rd and 5th graders. Journal of Experimental Child Psychology, 173, 78-84.

Comesaña, M., Bertin, P., Oliveira, H., Soares, A.P., Henrandez-Cabrera, J.A., & Casalis, S. (2018). 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.  PlosOne, March 12.

Sauval, K., Perre, L., & Casalis, S. (2018). Phonemic feature involvement in lexical access in grades 3 and 5: Evidence from visual and auditory lexical decision tasks. Acta Psychologica, 182, 212-219.

Casalis, S., Pacton, S., Lefevre, F., & Fayol, M. (2018). Morphological training in spelling: Immediate and long-term effects of an interventional study in French third graders. Learning and Instruction, 53, 89-98. 

Commissaire, E. & Casalis, S. (2018). The use and nature of grapheme coding during sub-lexical processing and lexical access. Quarterly Journal of Experimental Psychology, vol 71 (6), 1324-1339.

De Clercq-Quaegebeur, M., Casalis, S., Vilette, B., Lemaitre, M. P., & Vallée, L. (2018). Arithmetic abilities in children with developmental dyslexia: Performance on French ZAREKI-R test. Journal of learning disabilities51(3), 236-249.

Sauval, K., Perre, L., Duncan, L.G., Marinus, E., & Casalis, S (2017). Automatic phonological activation during visual word recognition in bilingual children: a cross-language masked priming study in grades 3 & 5. Journal of Experimental Child Psychology, 154, 64-77.

Quémart, P., & Casalis, S. (2017). Morphology and spelling in French Students with Dyslexia: the case of silent final letters. Annals of Dyslexia, 67 (1), 85-98.  doi:10.1007/s11881-016-0133-3.

Sauval, K., Perre, L., & Casalis, S. (2017). Automatic activation of phonological code during visual word recognition in children: a masked study in grades 3 and 5. Reading and Writing: an interdisciplinary Journal. 30 (1), 51-67. DOI 10.1007/s11145-016-9662-8

Sauval, K., Casalis, S., & Perre, L. (2017). Phonological contribtion during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5. Journal of Research in Reading 40(S1), S158-S169. DOI 10.1111/1467-9817.12070

Abbott, R., Fayol, M., Zorman, M., Casalis, S., Nagy, W., & Berninger, V (2016). Relationships of French and English Morphophonemic orthographies to word reading, spelling, and reading comprehension during early and middle childhood. Canadian Journal of School Psychology. 31 (4) 305-321. DOI  10.1177/0829573516640336

Beyersmann, E., Cavalli, E., Casalis, S.  & Colé, P (2016). Embedded Stem Priming Effects in Prefixed and Suffixed Pseudowords, Scientific Studies of Reading, 20:3, 220-230,

Cavalli, E., Casalis, S., El Ahmadi, A., Zira, M.,  Poracchia-George, F., & Colé, P. (2016). Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies. Research in Developmental Disabilities, 51-52, 89-102.

Beyersmann, E., Grainger, J., Casalis, S. & Ziegler, J (2015). Effects of reading proficiency on embedded stem priming in primary school children. Journal of Experimental Child Psychology, 139, 115-126.

Khelifi, R., Sparrow, L., & Casalis, S. (2015). Third and fifth graders’ processing of parafoveal information in reading: A study in single-word recognition. Journal of Experimental Child Psychology, 139, 1-17.

Casalis, S., Quémart, P., & Duncan, L. (2015). How language affects children’s use of derivational morphology in visual word and pseudoword processing:evidence from a cross-language study. Frontiers in Psychology. April 2015|Volume6|Article452

Beyersmann, E., Casalis, S., Ziegler, J., & Grainger, J. (2015). Language proficiency and morpho-orthographic segmentation. Psychonomic Bulletin & Review, 22:1054–1061.

Quémart, P, & Casalis, S (2015). Visual Processing of Derivational Morphology in Children with Developmental Dyslexia: Insights from Masked Priming. Applied Psycholinguistics, 36, 345–376. pdf

Casalis, S, Commissaire, E., & Duncan, L (2015). Sensitivity to morpheme units in English as L2 word recognition. Writting System Research, 7,(2), 186'-201.

Commissaire, E., Duncan, L., & Casalis, S. (2014). Grapheme coding in L2: how do L2 learners process new graphemes? Journal of Cognitive Psychology, 26(7), 725-739.

Macchi, L., Schelstraete, M.-A., Casalis, S. (2014). Word and pseudoword reading in children with Specific Speech and Language Impairment. Research In Developmental Disabilities, 35, 3313-3325.

Macchi, L., Casalis, S., & Schelstraete, M.-A. (2014). La lecture à voix haute chez les enfants dysphasiques. Approche Neuropsychologique des Apprentissages chez l'Enfant, 26(131), 366‑373.

Quémart, P., & Casalis, S. (2014). Effects of phonological and orthographic shifts on children’s processing of written morphology: A time-course study. Scientific Studies of Reading. Vol 18(5), 363-382.

Pacton, S., Foulin, J.N., Casalis, S., & Treiman, R. (2013). Children benefit from morphological relatedness when they learn to spell new words. Frontiers in Psychology/ Cognitive Science. vol 4, doi: 10.3389/fpsyg.2013.00696 [pdf].

Casalis, S, Leuwers, C & Hilton, H (2013). Syntactic comprehension in reading and listening: a study in French dyslexic children. Journal of Learning Disabilities, 46, 201-219.

Janiot, M. & Casalis, S (2012). La reconnaissance visuelle des mots écrits chez les dyslexiques: le cas du codage orthographique. ANAE Approche neuropsychologique des apprentissages chez l'enfant. 116, vol 24, 28-34.

Khelifi, R., Sparrow, L. & Casalis, S. (2012). Sensitivity to Lateral Information on a Perceptual Word Identification Task in French Third and Fifth Graders. Brain & Cognition, 78, 123-132.

Quémart, P, Casalis, S & Duncan, L (2012). Exploring the Role of Bases and Suffixes when Reading Familiar and Unfamiliar Words: Evidence from French Young Readers. Scientific Studies of Reading, 16, 424-442.

Colé, P., Bouton, S., Leuwers, C., Casalis, S. & Sprenger-Charolles, L. (2012). Stem and derivational suffix processing during reading by French second and third graders. Applied Psycholinguistics, 33 (01), 97-120. [pdf]

Quémart, P, Casalis, S, & Colé, P (2011). The role of Form and Meaning in the Processing of Written Morphology: a priming Study in French Developing Readers. Journal of Experimental Child Psychology, 109, 478-496. [pdf]

Casalis, S., Deacon, H. & Pacton S. (2011) How specific is the connection between morphological awareness and spelling? Applied Psycholinguistics, 32(3), 499-511.[pdf]

Commissaire, E., Duncan, L., & Casalis, S. (2011). Cross-language transfer of orthographic skills. A study of French children who learn English at school. Journal of Research in Reading, 34(1), 59-76. [pdf]

Duncan, L., Gray, E., Quémart, P& Casalis, S. (2010). Do good and poor readers make use of morphemic structure in English word recognition? Journal of Portuguese Linguistics, 9/10, 143-160.

Martin, J., Colé, P., Leuwers, C., Casalis, S., Zorman, M. & Sprenger-Charolles, L. (2010). Reading in French-speaking adult dyslexics. Annals of Dyslexia, 60(2), 238-26. [pdf]

DeClercq-Quaegebeur, M., Casalis, S., Lemaître, M.P., Bourgeois, B., Getto, M., & Vallée, L. (2010). Neuropsychological Profile at WISC IV of French Dyslexic Children. Journal of Learning Disabilities,43(6), 563-574.[pdf]

Bonnotte, I. & Casalis, S. (2010). Semantic priming in French children with varying comprehension skills. European Journal of Developmental Psychology, 7 (3), 309-328.[pdf]

Janiot, M. & Casalis, S. (2009). La dyslexie à l'école primaire. La mise en place des procédures de lecture. Approches Neuropsychologique des Apprentissages chez l'enfant. 103, 235-242.[pdf]

Casalis, S., Dusautoir, M., Colé, P. & Ducrot, S. (2009). Morphological relationship to children word reading: a priming study in fourth graders. British Journal of Developmental Psychology, 27, 761-766. [pdf]

Duncan, L., Casalis, S. & Colé, P. (2009) Early meta-linguistic awareness of derivational morphology: Some observations from a comparison of English and French. Applied Psycholinguistics, 30, 405-440.[pdf]

Casalis, S. & Colé, P. (2009). On the relationship between morphological and phonological awareness : effects on training in kindergarten. First language, 29(1), 113-145 [pdf]

Casalis, S., Colé, P., Mathiot, E. (2006). La reconnaissance de mots morphologiquement complexes chez les dyslexiques. Rééducation orthophonique, 225, 111-128.

Pacton, S., & Casalis, S. (2006). L'utilisation d'informations morphologiques en orthographe rend-elle le cauchemar(d?) des lettres muettes moins cauchemardesque ? Rééducation Orthophonique 225, 129-144.

Colé, P., Royer, C., Leuwers, C., & Casalis, S. (2004) 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, 104, 701-750.

Casalis, S., Colé, P. Sopo, D., (2004). Morphological awareness in developmental dyslexia. Annals of Dyslexia vol 54(1), 114-138. [pdf]

Cuvellier, J.-C., Pandit, F., Casalis, S., Lemaître, M.P., Cuisset, J.M., Platof, A., Vallée, L. (2004). Analyse d’une population de 100 enfants adressés pour troubles d’apprentissage scolaire. Archives de Pédiatrie, 11, 201-206.

Casalis, S. (2003). The Delay-Type in Developmental Dyslexia: Reading Processes. Current Psychology Letters, 10, Vol.1,Special Issue on Language Disorders and Reading Acquisition

Casalis, S. (2003). Le codage de l’information morphologique dans l’écriture de mots chez les apprentis scripteurs. Le langage et l’Homme, vol 38(2), 95-110. [pdf]

Casalis, S., Colé, P. & Royer, C. (2003).Traitement morphologique et dyslexie : une stratégie compensatoire pour les dyslexiques ? Glossa, 85, 4-17.

Casalis, S., Mathiot, E., Becavin, A.S., Colé, P. (2003). Conscience morphologique chez des lecteurs tout venant et en difficultés. Silexicales, vol 3.57-66. [pdf]

Casalis, S. (2001). De l’oral à l’écrit, A.N.A.E., N°62/63, 75-77.

Casalis, S., Louis Alexandre, M.F. (2000). Morphological analysis, phonological analysis and learning to read French. Reading and writing, vol 12, 303-335.

Casalis, S. (2000). Prédire et dépister précocement les dyslexies de l'enfant. Quelques questions théoriques et méthodologiques, Rééducation orthophonique, 204, 19-33.

Leuwers, C. , Casalis, S. (1998): Apprentissage de la lecture et compréhension . Revue française de linguistique appliquée. 2, 51-60.

Casalis, S. (1997). Reconnaissance visuelle de mots et dyslexies de l'enfant. Rééducation orthophonique. N°192, 37-50.

Casalis, S. (1997). De l'oral à l'écrit. A.N.A.E. N°43, 119-120.

Casalis, S. (1996). Dyslexies du développement : présentation de deux cas contrastés. Revue de Neuropsychologie, vol 6, N°2, 189-203.

Sprenger-Charolles, L., Casalis, S., (1995). Reading and spelling acquisition in French first graders : longitudinal evidence. Reading and writing : an interdisciplinary Journal, 7, 39-63.


Books and chapters


Casalis, S. & Colé, P. (2016). Morphologie (psycholingusitique). Encyclopaedia Universalis (en ligne). URL: //

Casalis, S. (in Press). Acquisition of spelling: normal and impaired/disordered populations. in Bar-On, A. & Ravid, D. (eds.). Handbook of Communication Disorders. Theoretical, Empirical, and Applied Linguistics Perspectives. Berlin, Boston: De Gruyter Mouton.

Casalis, S (2014). Written Spelling in French Children with Dyslexia. In Arfé, B., Dockrell, J., & Berninger, V. (Eds). Writing Development and Instruction in Children with Hearing, Speech and Oral Difficulties. Oxford University Press.

Casalis, S, Leloup, G & Bois Parriaud, F(2013). Prise en charge des troubles du langage écrit chez l'enfant. Elsevier Masson, coll Neuropsychologie.

Colé, P. (Dir), Casalis, S., Dominguez, A., Leybaert, J., Schelstraete, M.A. & Sprenger-Charolles, L. (2012). Lecture et pathologies du langage oral. Presses Universitaires de Grenoble.

Dufayard, C, Colé, P, & Casalis S (2011). Morpho-REM: un outil de remédiation morphologique. Entretiens Bichat : La prise en charge thérapeutique: quels axes rééducatifs après le diagnostic? Quelles aides informatiques? Ortho Edition.

Quémart, P., Janiot, M. , Casalis, S. , Petrova, A, & Maionchi-Pino, N. (2011). Représentations mentales et reconnaissance des mots écrits. In N. Bault, V. Chambon, N. Maionchi-Pino, F.X. Pénicaud, B. Putois, J.-M. Roy (Eds). Peut on se passer de représentations en sciences cognitives ? DeBoeck editions (pp47-58)

Janiot, M. & Casalis, S. (2009). Le codage orthographique chez les enfants dyslexiques et apprentis lecteurs: l'apport de l'amorçage masqué. N. Marec-Breton, A.-S. Besse, de la Haye, F., Bonneton-Botté, N. & Bonjour, E. (Eds). L'apprentissage de la langue écrité, approche cognitive. Presses Universitaires de Rennes (pp67-79)

Casalis, S., Quémart, P. & Colé, P. (2007). Activation de l'information morphologique au cours de la reconnaissance de mots chez les apprentis lecteurs et dyslexiques. In Hahout, N Monterminin F (Eds). Morphologie à Toulouse. Actes du Colloque International de Morphologie, 4emes Décembrettes, München, Lincom Europa (271-290).

Casalis, S. (2005). Reconnaissance de mots et dyslexie. In Y. Coello, S. Casalis & C. Moroni (Eds). Fonctionnement et dysfonctionnement perceptif et moteur. Lille: presses universitaires du Septentrion.

Coello, Y., Casalis, S. & Moroni, C. (2005). Fonctionnement et dysfonctionnement perceptif et moteur. Lille : Presses du Septentrion.

Casalis, S., Colé, P., (2005). L’entraînement à l’analyse morphologique chez des collégiens dyslexiques. Les Entretiens d’Orthophonie,Entretiens Bichat, L'Expansion Scientifique Française (109-120).

Casalis, S. (2004) : Traitements phonologiques et autres facteurs cognitifs associés chez deux groupes contrastés de dyslexiques. In Valdois, S. David, D. (Eds). Les dyslexies développementales, Solal (pp. 85-112).

Casalis, S. (2003) . Concept of dyslexia. In T. Nunes & P. Bryant (Eds). Handbook of child’s literacy, Kluwer (pp. 257-273)

Casalis, S. (2001). Morphological analysis and phonological awareness in the onset of literacy. In M. Almgrem, A. Barrena, M.J. Ezeizabarrena, I. Idiazabal. & B. MacWhinney, (Eds.) Research on Child Language Acquisition, Cascadilla Press, Somerville, Mass, p208-222.

Lecocq, P., Casalis, S., Leuwers, L., Watteau, N. (1996). Apprentissage de la lecture et compréhension d'énoncés. Lille : Presses Universitaires du Septentrion.

Sprenger-Charolles, L., Casalis, S. (1996). Lire. Lecture et écriture : acquisition et troubles du développement. Paris : Presses Universitaires de France.

Casalis, S. (1995). Lecture et dyslexies de l'enfant. Lille : Presses Universitaires du Septentrion.

Casalis, S., Lecocq, P. (1992): La dyslexie développementale. in M. Fayol, Gombert, J.-E., Lecocq, P., Sprenger-Charolles, L., Zagar, D. (Eds): Psychologie cognitive de la lecture. Paris: PUF, (pp195-237).

Lecocq, P., Casalis, S. (1992). L'acquisition de la lecture. in Kremin, H., Leclercq, M (Eds) Approche neuropsychologique de l'enfant, Paris: Société de neuropsychologie de langue française. (pp 143-163).