{"id":78,"date":"2012-02-22T21:41:34","date_gmt":"2012-02-22T21:41:34","guid":{"rendered":"http:\/\/labosenechal.wordpress.com\/?page_id=78"},"modified":"2025-10-22T15:55:46","modified_gmt":"2025-10-22T19:55:46","slug":"publications-book-chapters","status":"publish","type":"page","link":"https:\/\/carleton.ca\/cllr\/senechals-home-page\/publications-book-chapters\/","title":{"rendered":"Publications: Book chapters"},"content":{"rendered":"\n
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\n Publications: Book chapters\n <\/h1>\n \n \n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n

S\u00e9n\u00e9chal, M. (2017). Shared reading: an informal literacy activity par excellence. In N. Kucirkova, C. Snow, V. Grover and C. McBride (Eds.). The Routledge International Handbook of Early Literacy Education<\/em> (Ch. 22, pp. 273-283).<\/em> Oxford: Routledge.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., Whissell, J., & Bidfell, A. (2017). Starting from home: Home literacy practices that make a difference. In K. Cain, D. Compton & R. Parrila (Eds.) Theories of Reading Development <\/em>(Chap. 17, pp. 383-407). Amsterdam: John Benjamins.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2015). Young Children\u2019s Home Literacy Experiences. In A. Pollatsek & R. Treiman, (Eds.). The Oxford Handbook of Reading <\/em>(chap. 26, pp. 397-414). Oxford: Oxford University Press.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., & Lever, R. (2014). Young children\u2019s narrative abilities: Links to syntax comprehension and reading. In S. Quinn & S. Robson (Eds.). International Handbook of Young Children\u2019s Thinking and Understanding <\/em>(chap. 9, pp. 96-108). Oxford: Routledge.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2014). Morphological awareness and spelling difficulties in French-speaking children. In B. Arfe, V. Berninger, & Dockrell, J. (Eds.). Writing Development and Instruction in Children with Hearing, Speech, and Oral Language<\/em> Difficulties <\/em>(chap. 10, pp. 130-142).<\/em> Oxford: Oxford University Press.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2014). Meta-linguistic awareness. In P. Brooks, V. Kempe, & G. J. Golson (Eds.) Encyclopedia of language development <\/em>(Chapter M: pp. 371-372). Thousand Oaks, CA: Sage.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2012). Language and literacy development at home. In B. H. Wasik & B. Van Horn (Eds.) Handbook on Family Literacy<\/em> (chapter 3, pp. 38-50). New York: Routledge.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2010). Reading Books to Young Children: What It does and does not do. In D. Aram & O. Korat (Eds.) Literacy Development and Enhancement across Orthographies and Cultures<\/em> (chap. 8, pp. 111-122).<\/em> New York: Springer.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M. (2010). A model of the concurrent and longitudinal relations between home literacy and child outcomes. In S. B. Neuman  & D. Dickinson (Eds.) Handbook of Early Literacy <\/em>(vol. 3, chap. 11, pp. 175-188). New York: Guilford Press.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., & Kearnan, K. (2007). The Role of Morphology to Reading and Spelling. In R. Kail (Ed.) Advances in Child Development and Behavior<\/em> (chap. 8, pp. 297-325), <\/em>Volume 35. San Diego, CA, US: Elsevier Academic Press.<\/em><\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., Ouellette, G., & Rodney, D. (2006). The misunderstood giant: On the predictive role of vocabulary to reading. In S. B. Neuman  & D. Dickinson (Eds.) Handbook of Early Literacy <\/em>(Vol.2; pp.173-182). New York: Guilford Press.<\/p>\n\n\n\n

S\u00e9n\u00e9chal, M., & LeFevre, J. (2001). Storybook Reading and Parent Teaching: Links to Language and Literacy Development. In J. Brooks-Gunn & P. Rebello (Eds.) Sourcebook on Emergent Literacy<\/em> (pp.39-52). San Francisco: Jossey-Bass.<\/p>\n","protected":false},"excerpt":{"rendered":"

S\u00e9n\u00e9chal, M. (2017). Shared reading: an informal literacy activity par excellence. In N. Kucirkova, C. Snow, V. Grover and C. McBride (Eds.). The Routledge International Handbook of Early Literacy Education (Ch. 22, pp. 273-283). Oxford: Routledge. S\u00e9n\u00e9chal, M., Whissell, J., & Bidfell, A. (2017). Starting from home: Home literacy practices that make a difference. In […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":99,"menu_order":2,"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-78","page","type-page","status-publish","hentry"],"acf":{"cu_post_thumbnail":false},"_links":{"self":[{"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/78","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=78"}],"version-history":[{"count":1,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/78\/revisions"}],"predecessor-version":[{"id":374,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/pages\/78\/revisions\/374"}],"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=78"}],"wp:term":[{"taxonomy":"cu_page_type","embeddable":true,"href":"https:\/\/carleton.ca\/cllr\/wp-json\/wp\/v2\/cu_page_type?post=78"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}