Silinskas, G., Sénéchal, M., Torppa, M., Lerkkanen, M.-K. (2020). Home literacy activities and children’s reading skills, independent reading and interest in literacy activities from kindergarten to grade 2. Frontiers Psychology, 11:1508. DOI: 10.3389/fpsyg.2020.01508.
Mussar, R., Sénéchal, M., & Rey, V. (2020). The development of morphological knowledge and spelling in French. Frontiers Psychology, 11, 1-17. DOI: 10.3389/fpsyg.200.00146
Gingras, M., & Sénéchal, M. (2019). Evidence of Statistical Learning of Orthographic Representations in Grades 1–5: The Case of Silent Letters and Double Consonants in French, Scientific Studies of Reading, 23, 37-48. DOI: 10.1080/10888438.2018.1482303
Sénéchal, M., Hill, S., & Malette, M. (2018). Individual differences in grade 4 children’s written compositions: The role of online planning and revising, oral storytelling, and reading for pleasure. Cognitive Development, 45, 92-104. DOI: 10.1016/j.cogdev.2017.12.004
Ouellette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53, 77-88.
Sénéchal, M. (2017). Testing a Nested Skills Model of the relations among invented spelling, accurate spelling, and word reading from kindergarten to grade 1. Early Child Development and Care, 197, 358-370. DOI :10.1080/03004430.2016.1205044
Gingras, M., & Sénéchal, M. (2017). Silex: A database for silent-letter endings in French words. Behavior Research Methods, 49, 1894-1904. doi: 10.3758/s13428-016-0832-z
Sénéchal, M., Gingras, M., & L’Heureux, L. (2016). Modeling spelling acquisition: The effect of orthographic regularities on silent-letter representations. Scientific Studies of Reading, 20, 155-162. DOI: 10.1080/10888438.2015.1098650.
Pagan, S., & Sénéchal, M. (2014). Involving Parents in a Summer Book Reading Program to Promote Reading Fluency, Comprehension and Vocabulary in Grade 3 and 5 Children. Canadian Journal of Education/Revue canadienne de l’éducation, 37, 1-26.
Sénéchal, M., & LeFevre, J. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85, 1535-1551. doi: 10.1111/cdev.12222.
Jubenville, K., Sénéchal, M., & Malette, M. (2014). The Moderating Role of Orthographic Consistency on Oral Vocabulary Learning in Monolingual and Bilingual Children. Journal of Experimental Child Psychology, 126, 245-263. doi: 10.1016/j.jecp.2014.05.002.
Ouellette, G., & Sénéchal, M. (2013). Guiding children’s invented spellings: A gateway into literacy learning. The Journal of Experimental Education, 81, 261-272.
Martini, F., & Sénéchal, M. (2012). Learning Literacy Skills at Home: Parent Teaching, Expectations and Child Interest. Canadian Journal of Behavioral Sciences, 44, 210-221. doi: 10.1037/a0026758
Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2011). The role of invented spelling on learning to read in low-phoneme-awareness kindergartners: A randomized-control-trial study. Reading and Writing: An Interdisciplinary Journal. DOI: 10.1007/s11145-011-9310-2
Lever, R., & Sénéchal, M. (2011). Discussing stories: How a dialogic reading intervention improves kindergarteners’ oral narrative construction. Journal of Experimental Child Psychology, 108, 1-24. DOI: 10.1016/j.jecp.2010.07.002
Rahbari, N., & Sénéchal, M. (2010). Learning to read and spell in Persian: A cross-sectional study from grades 1 to 4. Developmental Psychology, 46, 1514-1527. DOI: 10.1037/a0020377
Rahbari, N., & Sénéchal, M. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing: An Interdisciplinary Journal, 22, 511-530. DOI: 10.1007/s11145-008-9122-1
Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children’s acquisition of reading from kindergarten to grade 3: A meta-analytic review. Review of Educational Research, 78, 880-907. DOI: 10.3102/0034654308320319
Ouellette, G., & Sénéchal, M. (2008). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79, 899-913. DOI: 10.1111/j.1467-8624.2008.01166.x
Ouellette, G., & Sénéchal, M. (2008). A window into early literacy: Exploring the cognitive and linguistic underpinnings of invented spelling. Scientific Studies of Reading, 12, 1-25. DOI: 10.1080/10888430801917324
Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. (2008). Relations among the frequency of shared reading and 4-year-old children’s vocabulary, morphological and syntax comprehension, and narrative skills. Early Education and Development, 19, 28-45. DOI: 10.1080/10409280701838710
Rahbari, N., Sénéchal, M., & Arab-Moggahdam, N. (2007). The role of orthographic and phonological processing skills in reading and spelling of monolingual Persian children. Reading and Writing: An Interdisciplinary Journal, 20, 273-294. DOI: 10.1007/s11145-006-9042-x
Sénéchal, M., Basque, M. T., & Leclaire, T. (2006). Morphological knowledge as revealed in children’s spelling accuracy and reports of spelling strategies. Journal of Experimental Child Psychology, 95, 231-254. DOI: 10.1016/j.jecp.2006.05.003
Cormier, P., Desrochers, A., & Sénéchal, M. (2006). Validation et consistence interne d’une batterie de tests pour l’évaluation multidimensionnelle de la lecture en français. Revue des sciences de l’éducation. 31, 205-225. DOI:
Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Journal for the Scientific Study of Reading, 10, 59-87. DOI: 10.1207/s1532799xssr1001_4
Sénéchal, M., Ouellette, G., & Young, L. (2004). Testing the concurrent and longitudinal relations among articulation accuracy, speech perception, and phoneme awareness. Journal of Experimental Child Psychology, 89, 242-269.
Thomas, E. M., & Sénéchal, M. (2004). Long-term effects of articulation on speech perception, phoneme sensitivity, and decoding: A Study from age 3 to age 8. Applied Psycholinguistics, 25, 513-541.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A 5-year longitudinal study. Child Development, 73, 445-460.
Sénéchal, M., LeFevre, J., Smith-Chant, B. L., & Colton, K. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology. 39, 439-460.
Arab-Mogghadam, N. & Sénéchal, M. (2001). Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals. International Journal of Behavioral Development, 25, 140-147.
Sénéchal, M. (2000). Morphological effects in children’s spelling of French words. Canadian Journal of Experimental Psychology, 54, 76-86.
Sénéchal, M. (2000). Examen du lien entre la lecture de livres et le développement du vocabulaire chez l’enfant préscolaire. Enfance, 52, 169-186.
Hargrave, A. C. & Sénéchal, M. (2000). Book reading interventions with language-delayed preschool children: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90.
Sénéchal, M., LeFevre, J.-A., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96-116.
Thomas, E. M., & Sénéchal, M. (1998). Articulation and phoneme awareness of three-year-old children. Applied Psycholinguistics,19, 363-391.
Sénéchal, M. (1997). The differential effect of storybook reading on preschooler’s expressive and receptive vocabulary acquisition. Journal of Child Language, 24, 123-138.
Sénéchal, M., LeFevre, J.-A, Hudson, E., & Lawson, P. (1996). Knowledge of picture-books as a predictor of young children’s vocabulary development. Journal of Educational Psychology, 88, 520-536.
Sénéchal, M., Thomas, E., & Monker, J-A. (1995). Individual differences in 4-year-olds’ ability to learn new vocabulary. Journal of Educational Psychology, 87, 218-229.
Sénéchal, M., Cornell, E.H., & Broda, L.S. (1995). Age-related changes in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10, 317-337.
Sénéchal, M., & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-374.
Cornell, E. H., Sénéchal, M., Broda, L. S. (1988). Recall of picture-books by 3-year-old children: Testing and repetition effects in joint reading activity. Journal of Educational Psychology, 80, 537-542.