B

  1. Baciu, M., Juphard, A., Ans, C., Carbonnel, S., & Valdois, S. (2005). FMRI Evidence for ACV98 Connectionnist Model for Reading of Mono and Multi-Syllabic Words and Pseudo-Words. In F.J. Chen (Ed.), Brain Mapping and Language. New York: Nova Science Publishers.
  2. Baddeley, A. D. (1986). Working memory. Oxford: Clarendon Press
  3. Ballaz, C., Merendaz, C., & Valdois, S. (1999). Syllables as visual units : Evidences from dyslexic an deaf children. Proceedings of the XIth Conference of the European Society for Cognitive Psychology, Gent, Belgique.
  4. Banel, M-H., & Bacri, N. (1997). Reconnaissance de la parole et indices de segmentation métriques et phonotactiques. L'Année Psychologique, 97, 77-112.
  5. Banel, M.-H., Frauenfelder, U., & Perruchet, P. (1998, Juin). Contributions des indices métriques à l’apprentissage d’un langage artificiel. Communication présentée à XXIIèmes Journées d’Etude sur la Parole, Martigny, Suisse.
  6. Bastien-Toniazzo, M., Magnan, A., & Bouchafa, H. (1999). Nature des représentations du langage écrit aux débuts de l'apprentissage de la lecture: un modèle interprétatif. Journal International de Psychologie, 34, 43-58.
  7. Baayen, R. H., Piepenbrock R., & van Rijn, H. (1993). The CELEX Lexical Database (CD-ROM). University of Pennsylvania, Philadelphia, PA: Linguistic Data Consortium
  8. Bertoncini, J., Bijeljac-Babic, R., Jusczyk, P. W., Kennedy, L. J., & Mehler, J. (1988). An investigation of young infants' perceptual representations of speech sounds. Journal of Experimental Psychology: General, 117, 21-33.
  9. Bertoncini, J. & De Boysson-Bardies, B. (2000). La perception de la parole avant deux ans. In M. Kail & M. Fayol (Eds.), L’acquisition du langage (pp.96-136). Paris: PUF.
  10. Bertoncini, J., Floccia, C., Nazzi, T., & Mehler, J. (1995). Morae and syllables: Rhythmical basis of speech representations in neonates. Language and Speech, 38, 311-329.
  11. Bertoncini, J., & Mehler, J. (1981). Syllables as units in infant perception. Infant Behavior and Development, 4, 247-260.
  12. Besner, D., Twilley, L., McCann, R. S., & Seergobin, K. (1990). On the association between connectionism and data : Are a few words necessary ? Psychological Review, 97, 432-446.
  13. Biancheri, P. (2000). Traitement des informations ordinales et phonologiques chez l’enfant apprenti lecteur. Thèse de doctorat non publiée, Université de Lyon 2, Lyon, France.
  14. Bijeljac-Babic, R., Bertoncini, J., & Mehler, J. (1993). How do four-day-old infants
  15. categorize multisyllabic utterances? Developmental Psychology, 29, 711-721
  16. Bijeljac-Babic, R., Millogo, V., Farioli, F. & Grainger, J. (2004). A developmental investigation of word length effects in reading using a new on-line word identification paradigm. Reading and Writing, 17, 411-431.
  17. Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M., (2002). Computer-assisted instruction in support of beginning reading instruction: A review. University of Amsterdam. Review of Educational Research, 72, 101-130.
  18. Bolinger, D. (1965). Pitch accent and sentence rhythm. In Forms of English: Accent, morpheme, order. Cambridge, MA: Harvard University Press
  19. Bolinger, D., L. (1985). Intonation and its parts: Melody in spoken English. Standford: Standford University Press. Bosch, L., & Sebastián-Gallés, N. (1997). Native language recognition abilities in 4-month-old infants from monolingual and bilingual environments. Cognition, 65, 33-69.
  20. Bosman, A. M. T., & de Groot, A. M. B. (1995). Evidence for assembled phonology in beginning and fluent readers as assessed with the first- letter-naming task. Journal of Experimental Child Psychology, 59, 234-259.
  21. Bosman, A. M. T., & de Groot, A. M. B. (1996). Phonologic mediation is fundamental to reading: Evidence from beginning readers. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49, 715-744.
  22. Bowey, J. A., Cain, M. T., & Ryan, S. M. (1992). A reading-level design study of phonological skills underlying Fourth-Grade children's word reading difficulties. Child Development, 63, 999-1011.
  23. Boysson-Bardies de, B. (1996). Comment la parole vient aux enfants. Paris: Odile Jacob.
  24. Boysson-Bardies de, B., Sagart, L., & Durand, C. (1984). Discernible differences in the babbling of infants according to target-language. Journal of Child Language, 11, 1-15.
  25. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read - A causal connection. Nature, 301, 419-421.
  26. Bradley, D. C., Sànchez-Casas, R. M., & Garcia-Albea, J. E. (1993). The status of the syllable in the perception of Spanish and English. Language and Cognitive Processes, 8, 197-233.
  27. Brand, M., Rey, A., & Peereman, R. (2003). Where is the syllable priming effect ? Journal of Memory and Language, 48, 435-443.
  28. Breznitz, Z. (1997). Enhancing the reading of dyslexics by reading acceleration and auditory masking. Journal of Educational Psychology, 89, 103-113.
  29. Bruck, M., & Treiman, R. (1992). Learning to pronounce words: the limitations of analogies. Reading Research Quarterly, 27, 375-388.
  30. Bruck, M., Treiman, R., & Caravolas, M. (1995). The syllable's role in the processing of spoken English: Evidence from a nonword comparison task. Journal of Experimental Psychology: Human Perception and Performance, 21, 469-479.
  31. Bryant, P., Bradley, L., MacLean, M., & Crossland, J. (1990). Rhyme, alliteration, phoneme detection and learning to read. Developmental Psychology, 26, 429-438.
  32. Bus, A. G., & Van Ijzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414. 
  33. Byrne, B., Freebody, P., & Gates, A. (1992). Longitudinal data on the relations of word-reading strategies to comprehension, reading time, and phonemic awareness. Reading Research Quarterly, 27, 140-51.