{"id":76,"date":"2012-02-22T21:40:20","date_gmt":"2012-02-22T21:40:20","guid":{"rendered":"http:\/\/labosenechal.wordpress.com\/?page_id=76"},"modified":"2025-10-22T15:55:46","modified_gmt":"2025-10-22T19:55:46","slug":"publications-articles","status":"publish","type":"page","link":"https:\/\/carleton.ca\/cllr\/senechals-home-page\/publications-articles\/","title":{"rendered":"Publications: Articles"},"content":{"rendered":"\n
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\n Publications: Articles\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n

Gingras, M., & S\u00e9n\u00e9chal, M. (2019). Evidence of Statistical Learning of Orthographic Representations in Grades 1\u20135: The Case of Silent Letters and Double Consonants in French, Scientific Studies of Reading, 23<\/em>, 37-48. DOI: 10.1080\/10888438.2018.1482303<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., Hill, S., & Malette, M. (2018). Individual differences in grade 4 children\u2019s written compositions: The role of online planning and revising, oral storytelling, and reading for pleasure. Cognitive Development, 45<\/em>, 92-104.<\/em> DOI: 10.1016\/j.cogdev.2017.12.004<\/p>\n\n\n\n

Ouellette, G., & S\u00e9n\u00e9chal, 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, <\/em>77-88.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, 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<\/em>, 358-370. DOI :10.1080\/03004430.2016.1205044<\/p>\n\n\n\n

Gingras, M., & S\u00e9n\u00e9chal, M. (2016, online first). Silex: A database for silent-letter endings in French words. Behavior Research Methods<\/em>. doi: 10.3758\/s13428-016-0832-z<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., Gingras, M., & L\u2019Heureux, L. (2016). Modeling spelling acquisition: The effect of orthographic regularities on silent-letter representations. Scientific Studies of Reading<\/em>, 20<\/em>, 155-162. DOI: 10.1080\/10888438.2015.1098650.<\/p>\n\n\n\n

Pagan, S., & S\u00e9n\u00e9chal, 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\u2019\u00e9ducation, 37<\/em>, 1-26.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., & LeFevre, J. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85<\/em>, 1535-1551. doi: 10.1111\/cdev.12222.<\/p>\n\n\n\n

Jubenville, K., S\u00e9n\u00e9chal, 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, <\/em>245-263. <\/em>doi: 10.1016\/j.jecp.2014.05.002.<\/p>\n\n\n\n

Ouellette, G., & S\u00e9n\u00e9chal, M. (2013). Guiding children\u2019s invented spellings: A gateway into literacy learning. The Journal of Experimental Education, 81<\/i>, 261-272.<\/p>\n\n\n\n

Martini, F., & S\u00e9n\u00e9chal, M. (2012). Learning Literacy Skills at Home:  Parent Teaching, Expectations and Child Interest. Canadian Journal of Behavioral Sciences, 44<\/i>, 210-221. doi: 10.1037\/a0026758<\/p>\n\n\n\n

S\u00e9n\u00e9chal, 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. <\/em>DOI: 10.1007\/s11145-011-9310-2<\/p>\n\n\n\n

Lever, R., & S\u00e9n\u00e9chal, M. (2011). Discussing stories: How a dialogic reading intervention improves kindergarteners\u2019 oral narrative construction. Journal of Experimental Child Psychology, 108<\/em>, 1-24. DOI: 10.1016\/j.jecp.2010.07.002<\/p>\n\n\n\n

Rabahri, N., &  S\u00e9n\u00e9chal, M. (2010). Learning to read and spell in Persian: A cross-sectional study from grades 1 to 4. Developmental Psychology,<\/em> 46,<\/em> 1514-1527. DOI: 10.1037\/a0020377<\/p>\n\n\n\n

Rabahri, N., & S\u00e9n\u00e9chal, M. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing: An Interdisciplinary Journal, 22<\/em>, 511-530. DOI: 10.1007\/s11145-008-9122-1<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., & Young, L. (2008). The Effect of Family Literacy Interventions on Children\u2019s Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review. Review of Educational Research, 78, <\/em>880-907. DOI: 10.3102\/0034654308320319<\/p>\n\n\n\n

Ouellette, G., & S\u00e9n\u00e9chal, M. (2008). Pathways to Literacy: A Study of Invented Spelling and Its Role in Learning to Read. Child Development<\/em>, 79<\/em>, 899-913. DOI: 10.1111\/j.1467-8624.2008.01166.x<\/p>\n\n\n\n

Ouellette, G., & S\u00e9n\u00e9chal, M. (2008). A Window into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling. Scientific Studies of Reading<\/em>, 12<\/em>, 1-25. DOI: 10.1080\/10888430801917324<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., Pagan, S., Lever, R., & Ouellette, G. (2008). Relations Among the Frequency of Shared Reading and 4-year-old Children\u2019s Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills. Early Education and Development, 19<\/em>, 28-45. DOI: 10.1080\/10409280701838710<\/p>\n\n\n\n

Rabahri, N., S\u00e9n\u00e9chal, 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<\/em>, 273-294. DOI: 10.1007\/s11145-006-9042-x<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., Basque, M. T., & Leclaire, T. (2006). Morphological Knowledge as Revealed in Children\u2019s Spelling Accuracy and  Reports of Spelling Strategies. Journal of Experimental Child Psychology, 95<\/em>, 231-254. DOI: 10.1016\/j.jecp.2006.05.003<\/p>\n\n\n\n

Cormier, P., Desrochers, A., & S\u00e9n\u00e9chal, M. (2006). Validation et consistence interne d\u2019une batterie de tests pour l\u2019\u00e9valuation multidimensionnelle de la lecture en fran\u00e7ais.  Revue des sciences de l\u2019\u00e9ducation.<\/em> 31<\/em>, 205-225. DOI:<\/p>\n\n\n\n

S\u00e9n\u00e9chal, 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<\/em>, 59-87. DOI: 10.1207\/s1532799xssr1001_4<\/p>\n\n\n\n

S\u00e9n\u00e9chal, 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<\/em>, 242-269.<\/p>\n\n\n\n

Thomas, E. M., & S\u00e9n\u00e9chal, M. (2004). Long-term effects of articulation on speech perception, phoneme sensitivity, and decoding: A Study from age 3 to age 8. Applied Psycholinguistics<\/em>, 25, 513-541.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., & LeFevre, J. (2002).  Parental involvement in the development of children’s reading skill: A 5-year longitudinal study.  Child Development<\/em>, 73<\/em>, 445-460.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, 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, <\/em>439-460.<\/em><\/p>\n\n\n\n

Arab-Mogghadam, N. & S\u00e9n\u00e9chal, M. (2001). Orthographic and Phonological Processing Skills in Reading and Spelling in Persian\/English Bilinguals. International Journal of Behavioral Development<\/em>, 25, 140-147<\/em>.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2000). Morphological effects in children\u2019s spelling of French words. Canadian Journal of Experimental Psychology, 54,<\/em> 76-86.<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2000). Examen du lien entre la lecture de livres et le d\u00e9veloppement du vocabulaire chez l\u2019enfant pr\u00e9scolaire. Enfance, 52,<\/em> 169-186.<\/p>\n\n\n\n

Hargrave, A. C. & S\u00e9n\u00e9chal, M. (2000). Book reading interventions with language-delayed preschool children: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, <\/em>75-90.<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, 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<\/em>.<\/p>\n\n\n\n

Thomas, E. M., & S\u00e9n\u00e9chal, M. (1998). Articulation and phoneme awareness of three-year-old children. Applied Psycholinguistics,19, <\/em>363-391.<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (1997). The differential effect of storybook reading on preschooler’s expressive and receptive vocabulary acquisition.  Journal of Child Language, 24, <\/em>123-138.<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., LeFevre, J.-A, Hudson, E., & Lawson, P. (1996). Knowledge of picture-books as a predictor of young children\u2019s vocabulary development.  Journal of Educational Psychology, 88, <\/em>520-536. <\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., Thomas, E., & Monker, J-A. (1995).  Individual differences in 4-year-olds’ ability to learn new vocabulary.  Journal of Educational Psychology, 87<\/em>, 218-229.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, 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, <\/em>317-337.<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., & Cornell, E.H.  (1993).  Vocabulary acquisition through shared reading experiences.  Reading Research Quarterly, 28, <\/em>360-374.<\/em><\/p>\n\n\n\n

Cornell, E. H., S\u00e9n\u00e9chal, 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<\/em>, 80, <\/em>537-542.<\/p>\n","protected":false},"excerpt":{"rendered":"

Gingras, M., & S\u00e9n\u00e9chal, M. (2019). Evidence of Statistical Learning of Orthographic Representations in Grades 1\u20135: The Case of Silent Letters and Double Consonants in French, Scientific Studies of Reading, 23, 37-48. DOI: 10.1080\/10888438.2018.1482303 S\u00e9n\u00e9chal, M., Hill, S., & Malette, M. (2018). Individual differences in grade 4 children\u2019s written compositions: The role of online planning […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":99,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_cu_dining_location_slug":"","footnotes":"","_links_to":"","_links_to_target":""},"cu_page_type":[],"class_list":["post-76","page","type-page","status-publish","hentry"],"acf":{"cu_post_thumbnail":false},"_links":{"self":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/76","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/comments?post=76"}],"version-history":[{"count":3,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/76\/revisions"}],"predecessor-version":[{"id":397,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/76\/revisions\/397"}],"up":[{"embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/99"}],"wp:attachment":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/media?parent=76"}],"wp:term":[{"taxonomy":"cu_page_type","embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/cu_page_type?post=76"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}