Language & Learning Lab


Please note that pdfs are for personal research use only. Any other use is prohibited.

Refereed journal papers

Cavalli, E., Duncan, L.G., Elbro, C., El Ahmadi, A., & Colé, P. (2017) Phonemic – Morphemic dissociation in university students with dyslexia: An index of reading compensation? Annals of Dyslexia, 67(1), 63-84. DOI:  10.1007/s11881-016-0138-y

Sauval, K., Perre, L., Duncan, L.G., Marinus, E., & Casalis, S. (2017). Automatic phonological activation during visual word recognition in bilingual children: a cross-language masked priming study in Grades 3 and 5. Journal of Experimental Child Psychology, vol 154, pp. 64-77. DOI10.1016/j.jecp.2016.10.003

Duncan, L.G., McGeown, S.P., Griffiths, Y.M., Stothard, S.E., & Dobai, A. (2016). Adolescent reading skill and engagement with digital and traditional literacies as predictors of reading comprehension. British Journal of Psychology, 107(2), 209-238. DOI: 

McGeown, S.P., Osborne, C., Warhurst, A., Norgate, R.,
 & Duncan, L.G. (2016). Understanding children’s reading activities: reading motivation, skill and child characteristics as predictors. Journal of Research in Reading
, 39(1), 109-125. DOI:  10.1111/1467-9817.12060

Terzopoulos, A.R., Duncan, L.G., Wilson, M.A.J., Niolaki, G.Z., & Masterton, J. (2017). HelexKids: a word frequency database for Greek and Cypriot primary school children. Behavior Research Methods, 49(1), 83-96. DOI:  10.3758/s13428-015-0698-5

Casalis, S., Quémart, P., & Duncan, L.G. (2015). How language affects children's use of derivational morphology in visual word and pseudoword processing: Evidence from a cross-language study. Frontiers in Psychology, 6:452 ( pdf )
Bouton, S., Colé, P., Serniclaes, W., Duncan, L.G., & Giraud, A.-L. (2015). Atypical phonological processing impairs written word recognition in children with cochlear implants. Language, Cognition and Neuroscience ( pdf )
McGeown, S.P., Duncan, L.G., Griffiths, Y.M., & Stothard, S.E. (2015). Exploring the relationship between adolescents' reading skills, reading motivation and reading habits. Reading and Writing, 28(4), 545-569 ( pdf )

Commissaire, E., Duncan, L.G., & Casalis, S. (2014). Grapheme coding in L2: How do L2 learners process new graphemes? Journal of Cognitive Psychology, 26(7), 725-739 ( pdf )

Colé, P., Duncan, L.G., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology, 5:565 ( pdf )

Duncan, L.G., Castro, S.L., Defior, S., Seymour, P.H.K, Baillie, S., Genard, N., Leybaert, J., Sarris, M., Porpodas, C.D., Lund, R., Sigurðsson, B., Þráinsdóttir, A.S., Sucena, A., & Serrano, F. (2013) Phonological development, native language and literacy: Variations on a theme in six European languages. Cognition, 127(3), 398-419 ( pdf )

Quémart, P., Casalis, S., & Duncan, L.G. (2012). Exploring the role of base words and suffixes in word and pseudoword processing: Evidence from young French readers. Scientific Studies of Reading, 16(5), 424-442 ( pdf )

Commissaire, E., Casalis, S., & Duncan, L.G. (2011). Cross-language transfer of orthographic processing skills. A study of French children who learn English at school. Special issue on 'Learning to read in more than one language' (Guest Editors: H. Deacon & K. Cain). Journal of Research in Reading, 34(1), 59-76 ( pdf)

Duncan, L.G., Gray, E., Quémart, P., & Casalis, S. (2010). Do good and poor readers make use of morphemic structure in English word recognition? Special issue on 'Lexical processing: Phonetic, prosodic and morphological aspects' (Guest Editors: J. Morais & S.L. Castro). Journal of Portuguese Linguistics, 9(2)-10(1), 143-160 ( pdf )

Duncan, L.G., Casalis, S., & Colé, P. (2009). Early meta-linguistic awareness of derivational morphology: Some observations from a comparison of English and French. Applied Psycholinguistics, 30 (3), 405-440. (pdf)

Duncan, L.G., Seymour, P.H.K., & Bolik, F. (2007). Rimes and superrimes: An exploration of children's disyllabic rhyming skills. British Journal of Psychology, 98 (2), 199-221. (pdf)

Duncan, L.G., Colé, P., Seymour, P.H.K., & Magnan, A. (2006). Differing sequences of metaphonological development in French and English. Journal of Child Language, 33 (2), 369-399. (pdf)

Duncan, L.G. & Seymour, P.H.K. (2003). How do children read multisyllabic words? Some preliminary observations. Journal of Research in Reading, 26 (2), 101-120. (pdf)

Seymour, P.H.K. & Duncan, L.G. (2001). Learning to read in English. ΨYXOΛOΓIA (Psychology), 8 (3), 281-299. (pdf)

Duncan, L.G., Seymour, P.H.K., & Hill, S. (2000). A small to large unit progression in metaphonological awareness and reading? The Quarterly Journal of Experimental Psychology (Section A), 53 (4), 1081-1104. (pdf)

Duncan, L.G. & Seymour, P.H.K. (2000). Socio-economic differences in foundation-level literacy. British Journal of Psychology, 91 (2), 145-166. (pdf)

Seymour, P.H.K., Duncan, L.G. & Bolik, F.M. (1999). Rhymes and phonemes in the common unit task: Replications and implications for beginning reading. Journal of Research in Reading, 22 (2), 113-130. (pdf)

Duncan, L.G. & Johnston, R.S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing, 11 (5-6), 405-439. (pdf)

Seymour, P.H.K. & Duncan, L.G. (1997). Small versus large unit theories of reading acquisition. Dyslexia, 3, 125-134.

Duncan, L.G., Seymour, P.H.K., & Hill, S. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63 (2), 171-208. (pdf)

Book Chapters

Duncan, L.G. (2014). Cross-linguistic research on literacy development. In P. Brooks & V. Kempe (Eds.), Encyclopedia of language development (pp. 128-132). Thousand Oaks, CA: Sage Publications.  

Duncan, L.G. (2010). Phonological development from a cross-linguistic perspective. In: N. Brunswick, S. McDougall, P. de Mornay Davies (Eds.) Reading and dyslexia in different orthographies (pp. 43-68). Hove: Psychology Press.

Duncan, L.G. (2009). Acquiring complex reading skills: An exploration of disyllabic reading. In: V. Connelly & C. Wood (Eds.) Contemporary perspectives on reading and spelling (pp. 42-58). Routledge.

Duncan, L.G. (2004). Influence de l'apprentissage de la lecture et de la langue maternelle sur le développement phonologique: Une perspective inter-langues. In: S. Valdois, P.Colé, & D. David (Eds.) Apprentissage de la lecture et dyslexies développementales: De la théorie à la practique orthophonique et pédagogique (pp. 15-41). Marseille: SOLAL. (pdf)

Duncan, L.G. & Seymour, P.H.K. (2000). Phonemes and rhyme in the development of reading and metaphonology: The Dundee longitudinal study. In: N.A. Badian (Ed.) Prediction and Prevention of Reading Failure (pp. 275-297). Parkton, Maryland: The York Press. (pdf)

Johnston, R.S., Anderson, M., & Duncan, L.G. (1994). The association between reading strategies in poor readers and their visual and phonological segmentation skills. In: M. J. Riddoch & G.W. Humphreys (eds.), Cognitive Neuropsychology and Cognitive Rehabilitation (pp. 401-423). Hillsdale, NJ: Erlbaum.

Johnston, R.S., Anderson, M. & Duncan, L.G. (1991). Phonological and Visual Segmentation Problems in Poor Readers. In: M. Snowling & M. Thomson (Eds.) Dyslexia: Integrating theory and practice (pp. 154-164). London: Whurr. home
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