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 (39)
  2. 1. Chetail, F. (2024). Reading books: The positive impact of print exposure on written word recognition. Cognition, 251, 105905. doi:10.1016/j.cognition.2024.105905
  3. 2. Siegelman, N., Elgort, I., Brysbaert, M., Agrawal, N., Amenta, S., Arsenijević Mijalković, J., Chang, C. S., Chernova, D., Chetail, F., Clarke, A. J. B., Content, A., Crepaldi, D., Davaabold, N., Delgersuren, S., Deutsch, A., Dibrova, V., Drieghe, D., Filipović Đurđević, D., Finch, B., Frost, R., Gattei, C., Geva, E., Godfroid, A., Griener, L., Hernández‐Rivera, E., Ivanenko, A., Järvikivi, J., Kawaletz, L., Khare, A., Lee, J. R., Lee, C. E., Manouilidou, C., Marelli, M., Mashanlo, T., Mišić, K., Miwa, K., Palma, P., Plag, I., Rezanova, Z., Riimed, E., Rueckl, J., Schroeder, S., Sekerina, I., Shalom, D., Slioussar, N., Slosar, N. M., Taler, V., Thériault, K., Titone, D., Tumee, O., Wetering, R. V. D., Verma, A., Weiss, A. F., Wu, D. H., & Kuperman, V. (2024). Rethinking First Language–Second Language Similarities and Differences in English Proficiency: Insights From the ENglish Reading Online (ENRO) Project. Language learning, 74(1), 249-294. doi:10.1111/lang.12586
  4. 3. 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
  5. 4. 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
  6. 5. 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
  7. 6. Chetail, F., & Sauval, K. (2022). Diversity matters: The sensitivity to orthographic regularities increases with letter contextual diversity. Psychonomic bulletin & review, 3(29), 1003-1016.
  8. 7. 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.
  9. 8. 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
  10. 9. 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
  11. 10. 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
  12. 11. 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
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