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S. Casalis · SciRah

Researcher profile · Semantic Scholar

S. Casalis

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S. Casalis — researcher profile on SciRah

h-index: 23
Works: 105
Citations: 4,864

Most-cited papers

Effects of reading proficiency on embedded stem priming in primary school children
Elisabeth Beyersmann, Jonathan Grainger, S. Casalis, Johannes C. Ziegler
20212,703 citations
Semantic Scholar
Morphological awareness in developmental dyslexia
S. Casalis, P. Colé, D. Sopo
2004Annals of Dyslexia254 citations
Semantic Scholar
On the relationship between morphological and phonological awareness: Effects of training in kindergarten and in first-grade reading
S. Casalis, P. Colé
200998 citations Open access
Semantic Scholar
The role of form and meaning in the processing of written morphology: A priming study in French developing readers.
Pauline Quémart, S. Casalis, P. Colé
2011Journal of Experimental Child Psychology95 citations Open access
Semantic Scholar
Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French
Lynne G. Duncan, S. Casalis, P. Colé
200993 citations
Semantic Scholar
How Specific Is the Connection between Morphological Awareness and Spelling? A Study of French Children.
S. Casalis, S. Deacon, S. Pacton
201188 citations
Semantic Scholar
Language proficiency and morpho-orthographic segmentation
Elisabeth Beyersmann, S. Casalis, J. Ziegler, J. Grainger
2014Psychonomic Bulletin & Review82 citations
Semantic Scholar
How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study
S. Casalis, Pauline Quémart, Lynne G. Duncan
2015Frontiers in Psychology74 citations Open access
Semantic Scholar
Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies.
Eddy Cavalli, S. Casalis, A. El Ahmadi, Mélody Zira +2 more
2016Research in Developmental Disabilities71 citations Open access
Semantic Scholar
Neuropsychological Profile on the WISC-IV of French Children With Dyslexia
Maryse De Clercq-Quaegebeur, S. Casalis, M. Lemaître, B. Bourgois +2 more
2010Journal of Learning Disabilities63 citations
Semantic Scholar
Effects of reading proficiency on embedded stem priming in primary school children.
Elisabeth Beyersmann, J. Grainger, S. Casalis, J. Ziegler
2015Journal of Experimental Child Psychology62 citations Open access
Semantic Scholar
Morphological effects in children word reading: a priming study in fourth graders.
S. Casalis, Marion Dusautoir, P. Colé, S. Ducrot
2009British Journal of Developmental Psychology62 citations Open access
Semantic Scholar
Reading in French-speaking adults with dyslexia
J. Martin, P. Colé, C. Leuwers, S. Casalis +2 more
2010Annals of Dyslexia59 citations Open access
Semantic Scholar
Embedded Stem Priming Effects in Prefixed and Suffixed Pseudowords
Elisabeth Beyersmann, Eddy Cavalli, S. Casalis, P. Colé
201657 citations
Semantic Scholar
Exploring the Role of Bases and Suffixes When Reading Familiar and Unfamiliar Words: Evidence From French Young Readers
Pauline Quémart, S. Casalis, Lynne G. Duncan
201247 citations
Semantic Scholar
Cross-language transfer of orthographic processing skills: a study of French children who learn English at school
Eva Commissaire, Lynne G. Duncan, S. Casalis
201144 citations
Semantic Scholar
Stem and derivational-suffix processing during reading by French second and third graders
P. Colé, Sophie Bouton, C. Leuwers, S. Casalis +1 more
2011Applied Psycholinguistics44 citations
Semantic Scholar
Visual processing of derivational morphology in children with developmental dyslexia: Insights from masked priming
Pauline Quémart, S. Casalis
201534 citations Open access
Semantic Scholar
Children benefit from morphological relatedness when they learn to spell new words
S. Pacton, Jean-Noël Foulin, S. Casalis, R. Treiman
2013Frontiers in Psychology34 citations Open access
Semantic Scholar
Morphology and spelling in French students with dyslexia: the case of silent final letters
Pauline Quémart, S. Casalis
2016Annals of Dyslexia27 citations Open access
Semantic Scholar
Syntactic Comprehension in Reading and Listening
S. Casalis, C. Leuwers, Heather E. Hilton
2013Journal of Learning Disabilities27 citations
Semantic Scholar
Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test
Maryse De Clercq-Quaegebeur, S. Casalis, B. Vilette, M. Lemaître +1 more
2018Journal of Learning Disabilities23 citations
Semantic Scholar
Word and pseudoword reading in children with specific speech and language impairment.
Lucie Macchi, Marie-Anne Schelstraete, S. Casalis
2014Research in Developmental Disabilities20 citations Open access
Semantic Scholar
Morphological training in spelling: Immediate and long-term effects of an interventional study in French third graders
S. Casalis, S. Pacton, F. Lefèvre, M. Fayol
201817 citations Open access
Semantic Scholar
Semantic priming in French children with varying comprehension skills
Isabelle Bonnotte, S. Casalis
201017 citations Open access
Semantic Scholar
Sensitivity to morpheme units in English as L2 word recognition
S. Casalis, Eva Commissaire, Lynne G. Duncan
201515 citations Open access
Semantic Scholar
Morphological awareness and learning to read: impact of socio‐economic status in French third graders
A. Rassel, Bruno Facon, S. Casalis
202114 citations Open access
Semantic Scholar
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
M. Comesaña, P. Bertin, H. Oliveira, A. Soares +2 more
2018PLoS ONE14 citations Open access
Semantic Scholar
Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood
Robert D. Abbott, M. Fayol, Michel Zorman, S. Casalis +2 more
2016Canadian Journal of School Psychology13 citations Open access
Semantic Scholar
Bilingual advantage in L3 vocabulary acquisition: evidence of a generalized learning benefit among classroom-immersion children
Florian Salomé, S. Casalis, Eva Commissaire
2021Bilingualism: Language and Cognition12 citations Open access
Semantic Scholar
Predictive factors of reading in children with developmental language disorder.
Lucie Macchi, Marie-Anne Schelstraete, C. Ané, Françoise Boidein +2 more
2024Journal of Experimental Child Psychology11 citations Open access
Semantic Scholar
Effects of Phonological and Orthographic Shifts on Children’s Processing of Written Morphology: A Time-Course Study
Pauline Quémart, S. Casalis
201410 citations Open access
Semantic Scholar
Integration of newly learned L2 words into the mental lexicon is modulated by vocabulary learning method.
G. Boddaert, C. Cornut, S. Casalis
2020Acta Psychologica9 citations Open access
Semantic Scholar
Investigating pseudohomophone interference effects in young second-language learners.
Eva Commissaire, Lynne G. Duncan, S. Casalis
2019Journal of Experimental Child Psychology9 citations Open access
Semantic Scholar
Grapheme coding in L2: How do L2 learners process new graphemes?
Eva Commissaire, Lynne G. Duncan, S. Casalis
20149 citations Open access
Semantic Scholar
Contribution of orthography to vocabulary acquisition in a second language: Evidence of an early word-learning advantage in elementary-school children.
Florian Salomé, Eva Commissaire, S. Casalis
2024Journal of Experimental Child Psychology8 citations Open access
Semantic Scholar
Disentangling cross-language orthographic neighborhood from markedness effects in L2 visual word recognition
Eva Commissaire, Jean Audusseau, S. Casalis
2018Psychonomic Bulletin & Review8 citations Open access
Semantic Scholar
Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5.
Karinne Sauval, Laetitia Perre, Lynne G. Duncan, E. Marinus +1 more
2017Journal of Experimental Child Psychology8 citations Open access
Semantic Scholar
Automatic activation of phonological code during visual word recognition in children: a masked priming study in grades 3 and 5
Karinne Sauval, Laetitia Perre, S. Casalis
20178 citations
Semantic Scholar
Written Spelling in French Children with Dyslexia
S. Casalis
20148 citations
Semantic Scholar
Do good and poor readers make use of morphemic structure in English word recognition
Lynne G. Duncan, Elaine Gray, Pauline Quémart, S. Casalis
20118 citations Open access
Semantic Scholar
L2 word recognition in French–English late bilinguals: Does modality matter?
Camille Cornut, G. Mahé, S. Casalis
2021Bilingualism: Language and Cognition7 citations Open access
Semantic Scholar
The use and nature of grapheme coding during sub-lexical processing and lexical access
Eva Commissaire, S. Casalis
2018Quarterly Journal of Experimental Psychology7 citations Open access
Semantic Scholar
Phonological and orthographic reading routes in French-speaking children with severe developmental language disorder.
Lucie Macchi, S. Casalis, Marie-Anne Schelstraete
2019Journal of Communication Disorders6 citations Open access
Semantic Scholar
Is a Frequency Effect Observed in Eye Movements During Text Reading? A Comparison Between Developing and Expert Readers
Rachid Khelifi, L. Sparrow, S. Casalis
2019Scientific Studies of Reading6 citations Open access
Semantic Scholar
Phonological contribution during visual word recognition in child readers. An intermodal priming study in Grades 3 and 5
Karinne Sauval, S. Casalis, Laetitia Perre
20176 citations Open access
Semantic Scholar
Phonemic feature involvement in lexical access in grades 3 and 5: Evidence from visual and auditory lexical decision tasks.
Karinne Sauval, Laetitia Perre, S. Casalis
2018Acta Psychologica5 citations Open access
Semantic Scholar
Cognitive Predictors of Decoding Skills in Newcomer and Monolingual French-Speaking Children.
Matthieu Bignon, S. Casalis, Sandrine Mejias
2025Journal of Speech, Language and Hearing Research4 citations
Semantic Scholar
Morphological Complexity Modulates Morphological Processing: Evidence from Cross-Language Embedded Stem Priming in French-English Bilinguals
Hasibe Kahraman, S. Casalis, Ludivine Javourey-Drevet, Amélie Menut +2 more
2025Scientific Studies of Reading4 citations Open access
Semantic Scholar
Visual–verbal paired-associate learning: An investigation of the role of verbal and crossmodal associative learning in reading skills in French first- and second-grade children.
Matthieu Bignon, Sandrine Mejias, S. Casalis
2024Journal of Educational Psychology4 citations
Semantic Scholar

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