Recent Publications and Events

Below is a list of publications and major events from 2012. This page was last updated on 14 November 2012.

Published Papers 

Conference & Paper Presentations 

Books & Book Chapters 

Published Papers

Caravolas, M., Lervåg, A., Defior, S., Seidlová-Malková, G., & Hulme, C. (in press). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies.  Psychological Science.

Caravolas, M., Lervåg, A., Mousikou, P., Schöffelová, M., Salas, N., Onochie-Quintanilla, E., Litavský, M., Effrim, C., Defior, S., Mikulajová, M., Seidlová-Malková, G., & Hulme, C. (2012). Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies. Psychological Science 23, 678-686.

This first major output of the Marie Curie funded ELDEL project reports a large-scale, longitudinal study carried out simultaneously in four languages. The main novel finding of the paper reveals that the key cognitive factors that drive early literacy development are essentially identical across languages with alphabetic orthographies, regardless of the complexity of the orthography. (PDF download, Supplemental materials)

Franke, H., & Mikulajová, M. (2012). Pre-literacy skills of Slovak children with various profiles of language abilities. Pedagogika, LXII, 1(2), 164-177. Dissemnination of Slovak ELDEL outputs among Czech language pathologists, psychologists and special educators.

Jagerčíková, Z., & Kucharská, A. (2012). Počátky gramotnosti u česky mluvících dětí s vývojovou dysfázií ve srovnání s běžně se vyvíjejícími vrstevníky (Beginnings of Literacy among Czech-Speaking Children with Developmental Dysphasia as Compared to the Normally Developing Contemporaries). Pedagogika, 1-2, 150-163. ISSN 0031-3815.

Kucharská, A., & Málková, G. (2012). Čtenářská gramotnost - předpoklady rozvoje, počáteční gramotnosti. Úvodník (Prerequisities of literacy development and early literacy. Editorial). Pedagogika, 1-2, 1-9. ISSN 0031-3815.

Mikulajová, M. (2012). European project ELDEL about reading in successful conclusion. Naša univerzita, Spravodaj Univerzity Komenského v Bratislave, Vol 10, p. 20.

Mikulajová, M., Váryová, B., Vencelová, L., Caravolas, M., & Škrabáková, G. (2012). Čítanie, písanie a dyslexia (s testami a normami). In Reading, spelling and dyslexia (including tests and norms). Slovenská asociácia logopédov, ISBN 978-80-89113-94-1

Mikulajová, M., Franke, H., & Miklošová, I. (2012). Structure of language-cognitive abilities in children with a clinical diagnosis of a developmental dysphasia. Česká a slovenská neurologie a neurochirurgie, 75/108(1), p.120.

Mikulajová, M., & Velecká, A. (2012). A profile of Slovak children with “dyslexia” from the view of their reading abilities. Pedagogika, LXII, 1(2), 137-149.

Schöffelová, M., Mikulajová, M., Zubáková, M. (2012). Diagnosis of executive function using Orientational test of dynamic praxis. Psychológia a patopsychológia dieťaťa, 46(1), 33-45.

Schöffelová, M., Mikulajová, M. (2012). Development of various reading aspects in Slovak langauge. Pedagogika, LXII, 1(2), 111-125.

Sotáková, H. (2012). Projekt ELDEL. (The ELDEL Project). Pedagogika, 1-2, 211-215. ISSN 0031-3815.

[Slovak Association of Speech Therapists].

Simpson, I, Mousikou, B., Montoya, JM, & Defior, S. (in press). A Visual Similarity Matrix for Latin Based Alphabets. Behavior Research Methods.

Zubáková, M., Mikulajová, M., & Schöffelová, M. (2012). Diagnosis of executive functions using Venger test of drawing sample based on dictation. In PhD thesis II: česko-slovenská psychologická konference (nejen) pro doktorandy a o doktorandech. Olomouc: Univerzita Palackého. 23-36.

 

 

Conference & Paper Presentations

Alamargot, D., *Paduraru, C., *Flouret, L., *Pontart, V & Fayol, M. (2012). Nature and time course of subject-verb agreement during written sentence production: developmental perspective. Symposium organized by M. Fayol and V. Berninger “Multiple Levels and Temporal Dimensions of Cognitive/Linguistic Translation Processes across Development”. EARLI - SIG-Writing conference. Porto University (Portugal). July 11-13, 2012.

Elliott, Z., & Caravolas, M. (2012). Work Package 4: Overview. Presentation at the ELDEL Workshop VIII, Liverpool, UK.

Flouret, L., Alamargot, D., *Pontart, V., *Paduraru, C. & Fayol, M. (2012). Development of subject-verb agreement in French: Nature and temporal of processes from grade 3 to grade 12. Symposium organized by M. Fayol and V. Berninger “Multiple Levels and Temporal Dimensions of Cognitive/Linguistic Translation Processes across Development”. EARLI - SIG-Writing conference. Porto University (Portugal). July 11-13, 2012.

Moll, K. (2012). Dyslexia and comorbid disorders. Paper presented at the Conference Dyslexia Centre Bangor, UK.

Moll, K. Loff, A. & Snowling, M. (2012). The Development of Fluent Reading. Reading and Maths Disorders meeting. Evora, UK.

Mousikou, P., Francis, K., & Crewe, S. (2012, April). Nonword reading strategies in developing readers: A computational modelling account. Paper presented at the 39th EPC meeting, UNSW, Sydney, Australia.

Paduraru, C., Alamargot, D., *Pontart, V. & Fayol, M. (2012). Avoiding attraction errors during the written production of the subject-verb agreement in French: functioning of the pregraphic control in adults. Symposium organized by M. Fayol and V. Berninger “Multiple Levels and Temporal Dimensions of Cognitive/Linguistic Translation Processes across Development”. EARLI - SIG-Writing conference. Porto University (Portugal). July 11-13, 2012.

Pontart, V. & Alamargot, D. (2012). Evolution of handwriting constrains from grades 2 to 9: impact on spelling development. EARLI - SIG-Writing conference. Porto University (Portugal). July 11-13, 2012.

Salas, N., & Caravolas, M. (2012, May 6-8). Text writing development in English and Spanish. The role of orthographic complexity. COST Action European Network on Learning to Write Effectively. Presentation of paper Final Workshop, Poitiers, France. 

Salas, N., & Caravolas, M. (2012, July 10-13). Longitudinal relationships among word-level and text-level features: a cross-linguistic study. Paper presentation at SIG Writing Conference, – 13th International Congress of the EARLI Special Interest Group on Writing, Porto, Portugal. 

Salas, N., & Caravolas, M. (2012, July 10-13). Longitudinal relationships among word-level and text-level features: a cross-linguistic study. Paper presentation at SIG Writing Conference, – 13th International Congress of the EARLI Special Interest Group on Writing, Porto, Portugal.

Samara, A., & Caravolas, M. (2012). Learning novel graphotactics in children and adults. Paper presented at the SSSR conference, Montréal, Canada.

Samara, A., & Caravolas, M. (2012). Work Package 5: An overview. Presentation at the ELDEL Workshop VIII, Liverpool, UK.

Samara, A., & Caravolas, M. (2012). Artificial Grammar Learning in typical and dyslexic adult learners. Invited talk at the CRL Summer Workshop, York, UK.

Simpson, I, Onochie-Quintanilla, E., & Defior, S. Reading models. BAPS-SEPEX Conference, Liège (Belgie), 10-11 May, 2012. Comunicación oral.

  

 Simpson, I, Serrano, F., Defior, S., Seidlová Málková, G., Mousikou, B. & Caravolas, M. (2012). Learning the letters of three Latin alphabets: Influences of alphabet features, letter-sound consistency, and instruction. SSSR Conference, Montreal. Comunicación oral en Symposium “Symbol learning across writing systems”.

 

Published Books

Fayol, M., Alamargot, D., & Berninger, V. (2012, Eds). Written Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods and Tools, and Applications. Psychology press. USA.


Book Chapters

Alamargot, D., Flouret, L., Pontart, V., Morisset, P., Larocque, D., & Caporossi, G. (2012, in press). Evolution de la procédure d’accord sujet-verbe en production écrite. Exemple d’une étude en « temps réel » menée chez des élèves de CE2, CM2, 4ème et Terminale. In FNAME (Ed.), Construire l'écrit, se construire par l'écrit. Les pratiques d'écriture : outils de médiation, objectifs d'apprentissage. Editions de Retz.

Alamargot, D. & Chesnet, D. (2012). Eye and pen: a device to assess the temporal course of writing production. Three studies. In. M. Torrance, D. Alamargot, M. Castello, F. Ganier, O. Kruse, A. Mangen, L. Tolchinsky, & L. van Waes (Eds). Learning to Write Effectively: Current Trends in European Research. Bingley (UK): Emerald Group Publishing Limited.

Alamargot, D., Chesnet, D., & Caporossi, G. (2012). Using eye and pen movements to study the writing process. In M. Fayol, D. Alamargot, & V. Berninger (Eds.), Written Translation of Thought to Written Text While Composing: Advancing Theory, Knowledge, Research Methods and Tools, and Applications. New York: Taylor & Francis/Routledge, Psychology Press.