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Annals of Dyslexia|February 17, 2024
Phonological syllables allow children with developmental dyslexia to access wordsNorbert Maïonchi-Pino, Élise Runge, Damien Chabanal
Annals of Dyslexia|June 10, 2010
The nature of the phonological processing in French dyslexic children: evidence for the phonological syllable and linguistic features' role in silent reading and speech discriminationNorbert Maïonchi-Pino, Annie Magnan, Jean Ecalle
Journal of Speech, Language, and Hearing Research : JSLHR|December 27, 2011
Are syllabification and resyllabification strategies phonotactically directed in French children with dyslexia? A preliminary reportNorbert Maïonchi-Pino, Bruno de Cara, Jean Ecalle, et al.
Research in Developmental Disabilities|November 19, 2011
Are French dyslexic children sensitive to consonant sonority in segmentation strategies? Preliminary evidence from a letter detection taskNorbert Maïonchi-Pino, Bruno de Cara, Jean Écalle, et al.
International Journal of Language & Communication Disorders|July 14, 2025
A Scoping Review of the Observed and Perceived Functional Impacts Associated With Language and Learning Disorders in School-Aged ChildrenJérémy Perichon, Marianne J Paul, Damien Chabanal, et al.
Frontiers in Psychology|November 12, 2020
Sonority as a Phonological Cue in Early Perception of Written Syllables in FrenchMéghane Tossonian, Ludovic Ferrand, Ophélie Lucas, et al.
Frontiers in Psychology|February 4, 2020
Universal Restrictions in Reading: What Do French Beginning Readers (Mis)perceive?Norbert Maïonchi-Pino, Audrey Carmona, Méghane Tossonian, et al.
Journal of Experimental Child Psychology|February 5, 2013
Is the phonological deficit in developmental dyslexia related to impaired phonological representations and to universal phonological grammar?Norbert Maïonchi-Pino, Yasuyuki Taki, Satoru Yokoyama, et al.
Developmental Science|September 5, 2019
Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its componentsLudovic Ferrand, Stéphanie Ducrot, Pierre Chausse, et al.
Plos One|November 9, 2021
Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacityJohann Chevalère, Loreleï Cazenave, Mickaël Berthon, et al.
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