Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Filters

Lynne G Duncan

Showing results (1-10 of 15) with videos related to

Pageof 2
Sort By:
Current Developmental Disorders Reports|December 8, 2018
Language and Reading: the Role of Morpheme and Phoneme AwarenessLynne G Duncan
Frontiers in Psychology|May 2, 2015
How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language studySéverine Casalis, Pauline Quémart, Lynne G Duncan
Journal of Experimental Child Psychology|December 28, 2018
Investigating pseudohomophone interference effects in young second-language learnersEva Commissaire, Lynne G Duncan, Séverine Casalis
Frontiers in Psychology|June 27, 2014
Cognitive flexibility predicts early reading skillsPascale Colé, Lynne G Duncan, Agnès Blaye
Frontiers in Psychology|February 22, 2019
Editorial: Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different OrthographiesLynne G Duncan, Daniela Traficante, Maximiliano A Wilson
Frontiers in Psychology|August 28, 2020
eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play SettingsLynne G Duncan, Conny Gollek, Douglas D Potter
British Journal of Psychology (London, England : 1953)|April 26, 2007
Rimes and superrimes: an exploration of children's disyllabic rhyming skillsLynne G Duncan, Philip H K Seymour, Fiona Bolik
Journal of Child Language|July 11, 2006
Differing sequences of metaphonological development in French and EnglishLynne G Duncan, Pascale Colé, Philip H K Seymour, et al.
Journal of Experimental Child Psychology|November 12, 2016
Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5Karinne Sauval, Laetitia Perre, Lynne G Duncan, et al.
Annals of Dyslexia|October 15, 2016
Phonemic-Morphemic dissociation in university students with dyslexia: an index of reading compensation?Eddy Cavalli, Lynne G Duncan, Carsten Elbro, et al.
Pageof 2

Showing results (1-10 of 15) with videos related to

Sort By:
Pageof 2
Current Developmental Disorders Reports|December 8, 2018
Language and Reading: the Role of Morpheme and Phoneme AwarenessLynne G Duncan
Frontiers in Psychology|May 2, 2015
How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language studySéverine Casalis, Pauline Quémart, Lynne G Duncan
Journal of Experimental Child Psychology|December 28, 2018
Investigating pseudohomophone interference effects in young second-language learnersEva Commissaire, Lynne G Duncan, Séverine Casalis
Frontiers in Psychology|June 27, 2014
Cognitive flexibility predicts early reading skillsPascale Colé, Lynne G Duncan, Agnès Blaye
Frontiers in Psychology|February 22, 2019
Editorial: Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different OrthographiesLynne G Duncan, Daniela Traficante, Maximiliano A Wilson
Frontiers in Psychology|August 28, 2020
eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play SettingsLynne G Duncan, Conny Gollek, Douglas D Potter
British Journal of Psychology (London, England : 1953)|April 26, 2007
Rimes and superrimes: an exploration of children's disyllabic rhyming skillsLynne G Duncan, Philip H K Seymour, Fiona Bolik
Journal of Child Language|July 11, 2006
Differing sequences of metaphonological development in French and EnglishLynne G Duncan, Pascale Colé, Philip H K Seymour, et al.
Journal of Experimental Child Psychology|November 12, 2016
Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5Karinne Sauval, Laetitia Perre, Lynne G Duncan, et al.
Annals of Dyslexia|October 15, 2016
Phonemic-Morphemic dissociation in university students with dyslexia: an index of reading compensation?Eddy Cavalli, Lynne G Duncan, Carsten Elbro, et al.
Pageof 2