Références bibliographiques

A

  1. Abercrombie, D. (1967). Elements of General Phonetics. Edinburgh: Edinburgh University Press.
  2. Aldard, A., & Hazan, V. (1998). Speech perception in. children with specific reading difficulties. Quarterly. Journal of Experimental Psychology, 51, 153-177.
  3. Alegria, J., Pignot, E. & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10, 451-456.
  4. Alexandra J., Carbonnel, S., Ans, B., & Valdois, S. (2006). Length effect in naming and lexical decision: the multitrace memory model’s account. Current Psychology Letters , 19, 2006
  5. Álvarez, C. J., Carreiras, M. Y., & de Vega, M. (2000). Syllable frequency effect in visual word recognition: Evidence of a sequential-type processing. Psicológica, 21, 341-374.
  6. Álvarez, C. J., Carreiras, M. Y., Perea, M. (2004). Are syllables phonological units in visual word recognition?. Language and Cognitive Processes, 19, 427-452.
  7. Álvarez, C. J., Carreiras, M. Y., Taft, M. (2001). Syllables and morphemes: Contrasting frequency effects in Spanish. Journal of Experimental Psychology: Learning, Memory & Cognition, 27, 545-555.
  8. Anthony, J.L., & Lonigan, C.J. (2004). The nature of phonological awareness : Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96, 43-55.
  9. Anthony, J.L., Lonigan, C.J., Burgess, S.R., Driscoll, K., Philips, B.M., & Cantor, B.G. (2002). Structure of preschool phonological sensitivity : overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82, 65-92.
  10. Ans, B., Carbonnel, S., & Valdois, S. (1998). A connectionist multiple-trace memory model for polysyllabic word reading. Psychological Review, 105, 678-723.