Ouvrages publiés à titre de seul auteur (1)
  1. 1. Chetail, F. (2012). La syllabe en lecture. Rôle et implications chez l’adulte et chez l’enfant: Rennes: Presses Universitaires de Rennes.
    2.   Articles dans des revues avec comité de lecture (37)
  2. 1. Sabatier, E., Leybaert, J., & Chetail, F. (2024). Orthographic Learning in French-Speaking Deaf and Hard of Hearing Children. Journal of speech, language, and hearing research, 1-16. doi:10.1044/2023_JSLHR-23-00324
  3. 2. Smejkalova, A., & Chetail, F. (2023). Learning Spelling from Meaning: the Role of Incomplete Contexts in Orthographic Learning. Experimental psychology, 70(3), 145-154. doi:10.1027/1618-3169/a000587
  4. 3. Smejkalova, A., & Chetail, F. (2022). Learning new words by reading books: Does semantic information help? The quarterly journal of experimental psychology. doi:10.1177/17470218221095735
  5. 4. Chetail, F., & Sauval, K. (2022). Diversity matters: The sensitivity to orthographic regularities increases with letter contextual diversity. Psychonomic bulletin & review, 3(29), 1003-1016.
  6. 5. Issele, J., Chetail, F., & Content, A. (2022). Perceptual units in Chinese character recognition: The role of sublexical combinations of components. Quarterly Journal of Experimental Psychology, 8(75), 1514-1527.
  7. 6. Genucchi, M., Content, A., & Chetail, F. (2022). L'importance de la motivation à lire dans la compréhension en lecture chez les adolescents : le roman graphique, un outil prometteur ?: The Importance of Reading Motivation in Adolescent Reading Comprehension: The Graphic Novel as a Promising Tool? L'Année Psychologique, 122(4), 643-685. doi:10.3917/anpsy1.224.0643
  8. 7. Collette, E., Schelstraete, M.-A., Content, A., & Chetail, F. (2021). The extraction of orthographic and phonological structure of printed words in adults with dyslexia. Dyslexia. doi:10.1002/dys.1700
  9. 8. Bertels, J., Bourguignon, M., De Heering, A., Chetail, F., De Tiege, X., Cleeremans, A., & Destrebecqz, A. (2020). Snakes elicit specific neural responses in the human infant brain. Scientific Reports, 10, 7443. doi:10.1038/s41598-020-63619-y
  10. 9. Chetail, F. (2020). Are graphemic effects real in skilled visual word recognition? Journal of memory and language, 111, 104085. doi:10.1016/j.jml.2019.104085
  11. 10. Chetail, F., & Boursain, E. (2019). Shared or separated representations for letters with diacritics? Psychonomic bulletin & review,(26), 347-352. doi:10.3758/s13423-018-1503-0
  12. 11. Chetail, F., Porteous, F., Patout, P.-A., Content, A., & Collette, E. (2019). BOQS: Une échelle de qualité orthographique pour l’adulte / BOQS: Brussels Orthographic Quality Scale. Revue de neuropsychologie,(11), 214-226.
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