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Cognition|January 24, 2004
Lexical orthographic knowledge develops from the beginning of literacy acquisitionCatherine Martinet, Sylviane Valdois, Michel FayolHeliyon|May 20, 2021
Rapid automatized naming skills of children with intellectual disabilityAnne-Françoise de Chambrier, Rachel Sermier Dessemontet, Catherine Martinet, et al.Journal of Intellectual Disabilities : JOID|June 16, 2021
A descriptive study on reading instruction provided to students with intellectual disabilityRachel Sermier Dessemontet, Anne-Laure Linder, Catherine Martinet, et al.American Journal on Intellectual and Developmental Disabilities|November 9, 2017
Exploring Phonological Awareness Skills in Children With Intellectual DisabilityRachel Sermier Dessemontet, Anne-Françoise de Chambrier, Catherine Martinet, et al.Augmentative and Alternative Communication (Baltimore, Md. : 1985)|June 15, 2026
A descriptive study on reading instruction provided to students with intellectual disability who use augmentative and alternative communicationNatalina Meuli, Anne-Laure Linder, Anne-Françoise de Chambrier, et al.Research in Developmental Disabilities|February 6, 2021
Effects of a phonics-based intervention on the reading skills of students with intellectual disabilityRachel Sermier Dessemontet, Anne-Françoise de Chambrier, Catherine Martinet, et al.Acta Psychologica|May 21, 2023
Reading numbers is harder than reading words: An eye-tracking studyAnne-Françoise de Chambrier, Marco Pedrotti, Paolo Ruggeri, et al.Data in Brief|July 17, 2023
Raw eye tracking data of healthy adults reading aloud words, pseudowords and numeralsMarco Pedrotti, Anne-Françoise de Chambrier, Paolo Ruggeri, et al.Pageof 1