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Writing Systems Research Volume 7, 2015 - Issue 2: Reading Morphologically Complex Words in a Second Language
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Original Articles

Sensitivity to morpheme units in English as L2 word recognition

Séverine CasalisLaboratoire URECA (EA 1059), Université Lille Nord de France, Villeneuve d’ Ascq, FranceCorrespondence[email protected]
,
Eva CommissaireLaboratoire de Psychologie des Cognitions (EA 4440), Université de Strasbourg, Strasbourg, France
&
Lynne G. DuncanSchool of Psychology, University of Dundee, Dundee, UK
Pages 186-201 | Received 29 Sep 2013, Accepted 07 Oct 2014, Published online: 10 Nov 2014

Citations (11)

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Read on this site (2)

Constanze Weth & Rachel Wollschläger. (2019) Spelling patterns of German 4th graders in French vowels: insights into spelling solutions within and across two alphabetic writing systems. Writing Systems Research 11:2, pages 124-141.
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Min Wang & Ludo Verhoeven. (2015) Introduction to this special issue: Reading morphologically complex words in a second language. Writing Systems Research 7:2, pages 129-132.
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Articles from other publishers (9)

Ângela Tomaz, Helena M. Oliveira, Ana Paula Soares, Séverine Casalis & Montserrat Comesaña. (2023) The representation and processing of synonyms and translations: A masked priming study with European Portuguese-English bilinguals. International Journal of Bilingualism, pages 136700692311642.
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Sophie L. Arana, Helena M. Oliveira, Ana Isabel Fernandes, Ana Paula Soares & Montserrat Comesaña. (2022) The cognate facilitation effect depends on the presence of identical cognates. Bilingualism: Language and Cognition 25:4, pages 660-678.
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Amélie Menut, Marc Brysbaert & Séverine Casalis. (2022) Derivational awareness in late bilinguals increases along with proficiency without a clear influence of the suffixes shared with L1. Bilingualism: Language and Cognition, pages 1-14.
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Florian Salomé, Séverine Casalis & Eva Commissaire. (2021) Bilingual advantage in L3 vocabulary acquisition: evidence of a generalized learning benefit among classroom-immersion children. Bilingualism: Language and Cognition 25:2, pages 242-255.
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Paz Suárez-Coalla, Cristina Martínez-García & Andrés Carnota. (2020) Reading in English as a Foreign Language by Spanish Children With Dyslexia. Frontiers in Psychology 11.
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Anat Prior, Rita Zeltsman‐Kulick & Tami Katzir. (2020) Adolescent word reading in English as a foreign language. Journal of Research in Reading 43:1, pages 116-139.
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Eva Commissaire, Jean Audusseau & Séverine Casalis. (2018) Disentangling cross-language orthographic neighborhood from markedness effects in L2 visual word recognition. Psychonomic Bulletin & Review 26:1, pages 353-359.
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Montserrat Comesaña, Pauline Bertin, Helena Oliveira, Ana Paula Soares, Juan Andrés Hernández-Cabrera & Séverine Casalis. (2018) The impact of cognateness of word bases and suffixes on morpho-orthographic processing: A masked priming study with intermediate and high-proficiency Portuguese-English bilinguals. PLOS ONE 13:3, pages e0193480.
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Junmin Li, Marcus Taft & Joe Xu. (2017) The Processing of English Derived Words by Chinese-English Bilinguals. Language Learning 67:4, pages 858-884.
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