Lynne G. Duncan

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Severine CasalisProfesseur de psychologie, Université de LilleAdresse e-mail validée de univ-lille.fr
Pauline QuémartUniversité de NantesAdresse e-mail validée de univ-nantes.fr
Yvonne GriffithsAssociate Professor, University of LeedsAdresse e-mail validée de leeds.ac.uk
Eddy CavalliPhD Cognitive Psychology, Aix-Marseille Université, FranceAdresse e-mail validée de univ-lyon2.fr
Ana SucenaInstituto Politécnico do PortoAdresse e-mail validée de estsp.ipp.pt
S DefiorCatedrática de universidad (UGR)Adresse e-mail validée de ugr.es
jacqueline leybaertProfessor of Psychology, université libre de BruxellesAdresse e-mail validée de ulb.ac.be
São Luís CastroProfessor, University of Porto, Faculty of Psychology and Educational SciencesAdresse e-mail validée de fpce.up.pt
Agnès Blayeprofesseur de psychologie du développement, Aix-Marseille Université & CNRSAdresse e-mail validée de univ-amu.fr
Menelaos SarrisAdresse e-mail validée de upatras.gr
Carsten ElbroProfessor i anvendt sprogvidenskabAdresse e-mail validée de hum.ku.dk
Liliane Sprenger-CharollesSenior researcher (Emeritus), Aix Marseille University (AMU), CNRSAdresse e-mail validée de parisdescartes.fr
anne theurelInstance Régionale d'Education et de Promotion de la Santé (IREPS-BFC)Adresse e-mail validée de ireps-bfc.org
Karinne SAUVALPost Doc, Université libre de BruxellesAdresse e-mail validée de ulb.ac.be
Eva MarinusLeiterin Forschungsprofessur, Pädagogische Hochschule SchwyzAdresse e-mail validée de phsz.ch
Maximiliano A. WilsonFull professor, Département de réadaptation, Université LavalAdresse e-mail validée de fmed.ulaval.ca
Martin DohertyDevelopmental Psychology, University of East AngliaAdresse e-mail validée de uea.ac.uk
Rolf BlackUniversity of DundeeAdresse e-mail validée de dundee.ac.uk

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Lynne G. Duncan

University of Dundee

Adresse e-mail validée de dundee.ac.uk - Page d'accueil

reading development cross-linguistic phonology morphology bilingualism


Titre Trier par citations Trier par année Trier par titre	Citée par Citée par	Année
How important are rhyme and analogy in beginning reading? LG Duncan, PHK Seymour, S Hill Cognition 63 (2), 171-208, 1997	308	1997
Socio‐economic differences in foundation‐level literacy LG Duncan, PHK Seymour British Journal of Psychology 91 (2), 145-166, 2000	300	2000
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits SP McGeown, LG Duncan, YM Griffiths, SE Stothard Reading and writing 28, 545-569, 2015	263	2015
Cognitive flexibility predicts early reading skills P Colé, LG Duncan, A Blaye Frontiers in Psychology 5, 565, 2014	159	2014
Understanding children's reading activities: Reading motivation, skill and child characteristics as predictors SP McGeown, C Osborne, A Warhurst, R Norgate, LG Duncan Journal of research in reading 39 (1), 109-125, 2016	139	2016
Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French LG Duncan, S Casalis, P Colé Applied Psycholinguistics 30 (3), 405-440, 2009	138	2009
Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension LG Duncan, SP McGeown, YM Griffiths, SE Stothard, A Dobai British Journal of Psychology 107 (2), 209-238, 2016	111	2016
Differing sequences of metaphonological development in French and English LG Duncan, P Colé, PHK Seymour, A Magnan Journal of Child Language 33 (2), 369-399, 2006	89	2006
Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies LG Duncan, SL Castro, S Defior, PHK Seymour, S Baillie, J Leybaert, ... Cognition 127 (3), 398-419, 2013	86	2013
Phonemic—Morphemic dissociation in university students with dyslexia: An index of reading compensation? E Cavalli, LG Duncan, C Elbro, A El Ahmadi, P Colé Annals of dyslexia 67, 63-84, 2017	78	2017
Small versus large unit theories of reading acquisition PHK Seymour, LG Duncan Dyslexia 3 (3), 125-134, 1997	75	1997
How language affects children's use of derivational morphology in visual word and pseudoword processing: Evidence from a cross-language study S Casalis, P Quémart, LG Duncan Frontiers in Psychology 6, 452, 2015	73	2015
How does phonological awareness relate to nonword reading skill amongst poor readers? LG Duncan, RS Johnston Reading and Writing 11, 405-439, 1999	68	1999
How do children read multisyllabic words? Some preliminary observations LG Duncan, PHK Seymour Journal of Research in Reading 26 (2), 101-120, 2003	63	2003
Rhymes and phonemes in the common unit task: Replications and implications for beginning reading PHK Seymour, LG Duncan, FM Bolik Journal of Research in Reading 22 (2), 113-130, 1999	62	1999
Learning to read in English PHK Seymour, LG Duncan Psychology: The Journal of the Hellenic Psychological Society 8 (3), 281-299, 2001	58	2001
Exploring the role of bases and suffixes when reading familiar and unfamiliar words: Evidence from French young readers P Quémart, S Casalis, LG Duncan Scientific Studies of Reading 16 (5), 424-442, 2012	54	2012
Cross‐language transfer of orthographic processing skills: A study of French children who learn English at school E Commissaire, LG Duncan, S Casalis Journal of Research in Reading 34 (1), 59-76, 2011	51	2011
Language and reading: The role of morpheme and phoneme awareness LG Duncan Current developmental disorders reports 5, 226-234, 2018	34	2018
What is the influence of morphological knowledge in the early stages of reading acquisition among low SES children? A graphical modeling approach P Colé, E Cavalli, LG Duncan, A Theurel, E Gentaz, L Sprenger-Charolles, ... Frontiers in Psychology 9, 547, 2018	28	2018

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