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Severine Casalis

Professeure des universités CNU : SECTION 16 - PSYCHOLOGIE ET ERGONOMIE

Publications

Article dans une revue scientifique

Habilitation à diriger des recherches

Ouvrage (y compris édition critique et traduction)

Partie d'ouvrage

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.   http://dx.doi.org/10.1080/17470218.2017.1318294

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 disabilities, 51(3), 236-249.

Khelifi, R., Sparrow, L, & Casalis, S. (2017).  Are the final letters of a parafoveal word used by developing readers? Evidence from a single word reading task. Cognitive Development, 41, 65–72.

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  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5094806

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. http://www.sciencedirect.com/science/article/pii/S0022096515001435

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. http://authors.elsevier.com/a/1R8pI51Y~xMiz

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 http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00452/abstract

Beyersmann, E., Casalis, S., Ziegler, J., & Grainger, J. (2015). Language proficiency and morpho-orthographic segmentation. Psychonomic Bulletin & Review, 22:1054–1061. http://link.springer.com/article/10.3758/s13423-014-0752-9

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. http://www.tandfonline.com/eprint/D6T47jFFyu5792m4e2GA/full

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. http://www.tandfonline.com/eprint/mkBw4f5z6yVY6XtxVe7p/full

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. http://www.tandfonline.com/eprint/KGS56yu6DwWHZ2xVu7MH/full

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 http://cpl.revues.org/document95.html

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: //www.uiversalis.fr/encyclopedie.

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).