Cited by

Cited by 35 other publications

Ailhaud, Emilie, Florence Chenu & Harriet Jisa
2021. Development of revision and drafting in narrative and expository texts written by French children and adolescents (El desarrollo de la revisión y redacción de los textos narrativos y expositivos escritos por niños y adolescentes franceses). Journal for the Study of Education and Development 44:1  pp. 150 ff. DOI logo
ALAMILLO, ASELA REIG, JEAN-MARC COLLETTA & MICHÈLE GUIDETTI
2013. Gesture and language in narratives and explanations: the effects of age and communicative activity on late multimodal discourse development. Journal of Child Language 40:3  pp. 511 ff. DOI logo
Aparici, Melina, Elisa Rosado & Joan Perera
2016. Later Development of Relative Clauses Across Discourse Genres and Modalities of Production. In Written and Spoken Language Development across the Lifespan [Literacy Studies, 11],  pp. 201 ff. DOI logo
Ben-Zvi, Galit & Ronit Levie
2016. Development of Hebrew derivational morphology from preschool to adolescence. In Acquisition and Development of Hebrew [Trends in Language Acquisition Research, 19],  pp. 135 ff. DOI logo
Berman, Ruth & Lyle Lustigman
2020. Acquisition and Development of Verb/Predicate Chaining in Hebrew. Frontiers in Psychology 10 DOI logo
Berman, Ruth A.
2016. Linguistic Literacy and Later Language Development. In Written and Spoken Language Development across the Lifespan [Literacy Studies, 11],  pp. 181 ff. DOI logo
Berman, Ruth A.
2017. Language Development and Literacy. In Encyclopedia of Adolescence,  pp. 1 ff. DOI logo
Berman, Ruth A.
2018. Language Development and Literacy. In Encyclopedia of Adolescence,  pp. 2093 ff. DOI logo
Berman, Ruth A. & Bracha Nir-sagiv
2007. Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox. Discourse Processes 43:2  pp. 79 ff. DOI logo
Berman, Ruth A. & Bracha Nir-sagiv
2007. Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox. Discourse Processes 43:2  pp. 79 ff. DOI logo
Colletta, Jean-Marc, Ramona N. Kunene, Aurélie Venouil, Virginie Kaufmann & Jean-Pascal Simon
2009. Multi-track Annotation of Child Language and Gestures. In Multimodal Corpora [Lecture Notes in Computer Science, 5509],  pp. 54 ff. DOI logo
Delage, Hélène, Emily Stanford, Clara Baratti & Stéphanie Durrleman
2023. Working memory training in children with developmental language disorder: Effects on complex syntax in narratives. Frontiers in Rehabilitation Sciences 3 DOI logo
Hess Zimmermann, Karina
2019. Pensar sobre la Morfología de las Palabras: un Proyecto Didáctico para el Desarrollo de Vocabulario en la Escuela Secundaria. Revista Iberoamericana de Evaluación Educativa 12:2  pp. 193 ff. DOI logo
Joffe, Victoria L. & Marilyn A. Nippold
2012. Progress in Understanding Adolescent Language Disorders. Language, Speech, and Hearing Services in Schools 43:4  pp. 438 ff. DOI logo
Kaplan, Dafna & Ruth Berman
2015. Developing linguistic flexibility across the school years. First Language 35:1  pp. 27 ff. DOI logo
Laks, Lior & Ruth A. Berman
2014. A New Look at Diglossia: Modality-Driven Distinctions between Spoken and Written Narratives in Jordanian Arabic. In Handbook of Arabic Literacy [Literacy Studies, 9],  pp. 241 ff. DOI logo
Laks, Lior & Elinor Saiegh-Haddad
2022. Between Varieties and Modalities in the Production of Narrative Texts in Arabic. In Handbook of Literacy in Diglossia and in Dialectal Contexts [Literacy Studies, 22],  pp. 247 ff. DOI logo
Llauradó, Anna & Liliana Tolchinsky
2013. Growth of text-embedded lexicon in Catalan: From childhood to adolescence. First Language 33:6  pp. 628 ff. DOI logo
Mazur, Audrey & Florence Chenu
2023. The revision process during handwritten text production: The case of French higher education students with dyslexia. Dyslexia 29:2  pp. 116 ff. DOI logo
Mazur Palandre, Audrey
2019. L’étudiant dyslexique présente-t-il encore des difficultés de production textuelle à l’écrit ?. Enfance N° 2:2  pp. 241 ff. DOI logo
Mazur-Palandre, Audrey
2015. Overcoming preferred argument structure in written French. Written Language & Literacy 18:1  pp. 25 ff. DOI logo
Mazur-Palandre, Audrey, Florence Chenu, F. Neveu, B. Harmegnies, L. Hriba, S. Prévost & A. Steuckardt
2020. Le processus de révision en production écrite de textes par des étudiants francophones dyslexiques. SHS Web of Conferences 78  pp. 10002 ff. DOI logo
Mazur-Palandre, Audrey & Kristine Lund
Mazur-Palandre, Audrey, F. Neveu, B. Harmegnies, L. Hriba & S. Prévost
2018. La dyslexie à l’âge adulte : la persistance des difficultés orthographiques. SHS Web of Conferences 46  pp. 10003 ff. DOI logo
Nir, Bracha & Ruth A. Berman
2010. Complex syntax as a window on contrastive rhetoric. Journal of Pragmatics 42:3  pp. 744 ff. DOI logo
Phillips Galloway, Emily & Paola Uccelli
2019. Beyond reading comprehension: exploring the additional contribution of Core Academic Language Skills to early adolescents’ written summaries. Reading and Writing 32:3  pp. 729 ff. DOI logo
Rosado, Elisa, Melina Aparici & Joan Perera
2014. Adapting to the circumstances: on discourse competence in L2 Spanish / De la competencia discursiva en español L2 o de cómo adaptarse a las circunstancias. Cultura y Educación 26:1  pp. 71 ff. DOI logo
Schäfer, Gregor, Karin Schittenhelm & Yasmin El Dali
2023. Places and mechanisms of belonging and exclusion: Intra‐EU academic migration in a comparative perspective. Population, Space and Place 29:8 DOI logo
Tolchinsky, Liliana
2022. Linguistic Literacy: Twenty Years Later. In Developing Language and Literacy [Literacy Studies, 23],  pp. 321 ff. DOI logo
Tolchinsky, Liliana & Ruth A. Berman
2023. Growing into Language, DOI logo
Veneziano, Edy
2016. The Development of Narrative Discourse in French by 5 to 10 Years Old Children: Some Insights from a Conversational Interaction Method. In Written and Spoken Language Development across the Lifespan [Literacy Studies, 11],  pp. 141 ff. DOI logo
Veneziano, Edy, Marie-Thérèse Le Normand, Marie-Helène Plumet & Juliette Elie-Deschamps
2020. Promoting narrative skills in 5- to 8-year-old French-speaking children: The effects of a short conversational intervention. First Language 40:3  pp. 225 ff. DOI logo
Veneziano, Edy & Marie-Hélène Plumet
Volckaert‐Legrier, Olga, Josie Bernicot & Alain Bert‐Erboul
2009. Electronic mail, a new written‐language register: A study with French‐speaking adolescents. British Journal of Developmental Psychology 27:1  pp. 163 ff. DOI logo
[no author supplied]
2016. Bibliographie. In Du langage oral à la compréhension de l’écrit,  pp. 249 ff. DOI logo

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