Articles dans des revues avec comité de lecture (66)
  1. 2. Domínguez, A. B., Alegria Iscoa, J., Carrillo, M. S., & González, V. (2019). Learning to read for spanish-speaking deaf children with and without cochlear implants: The role of phonological and orthographic representation. American annals of the deaf, 164(1), 37-72. doi:10.1353/aad.2019.0009
  2. 3. Domínguez, A. B., Carrillo, M. S., González-Vélez, V., & Alegria Iscoa, J. (2016). How do deaf children with and without cochlear implants manage to read sentences: The key word strategy. Journal of deaf studies and deaf education, 21(3), 280-292. doi:10.1093/deafed/enw026
  3. 4. Carrillo, M. S., & Alegria Iscoa, J. (2014). The development of children's sensitivity to bigram frequencies when spelling in Spanish, a transparent writing system. Reading & writing, 27(3), 571-590. doi:10.1007/s11145-013-9459-y
  4. 5. Aparicio, M., Demont, E., Metz-Lutz, M., Leybaert, J., & Alegria Iscoa, J. (2014). Why do Deaf participants have a lower performance than Hearing participants in a Visual Rhyming Task: a phonological hypothesis. Reading & writing, 27, 31-54. doi:10.007/s 11145-013-9432-9
  5. 6. Domínguez, A. B., Carrillo, M. S., Pérez, M. D. M., & Alegria Iscoa, J. (2014). Analysis of reading strategies in deaf adults as a function of their language and meta-phonological skills. Research in developmental disabilities, 35(7), 1439-1456. doi:10.1016/j.ridd.2014.03.039
  6. 7. Alegria Iscoa, J., & Carrillo, M. S. (2014). La escritura de palabras en castellano: Un análisis comparativo. Estudios de psicología, 35(3), 476-501. doi:10.1080/02109395.2014.978544
  7. 8. Carrillo, M. S., Alegria Iscoa, J., & Marín, J. (2013). On the acquisition of some basic word spelling mechanisms in a deep (French) and a shallow (Spanish) system. Reading & writing, 26(6), 799-819. doi:10.1007/s11145-012-9391-6
  8. 9. Rodríguez-Parra, M. J., Buiza, J. J., Adrián, J. A., & Alegria Iscoa, J. (2012). Lengua oral, bilingüismo y dificultades en el aprendizaje de la lengua escrita. Infancia y aprendizaje, 35(3), 343-364. doi:10.1174/021037012802238966
  9. 10. Domínguez, A. B., Pérez, I., & Alegria Iscoa, J. (2012). La lectura en los alumnos sordos: Aportación del implante coclear. Infancia y aprendizaje, 35(3), 327-341. doi:10.1174/021037012802238993
  10. 11. Legrain, L., Stevens, J., Alegria Iscoa, J., & Destrebecqz, A. (2011). A case study of conflict management in bonobos : How does a bonobo (Pan paniscus) mother manage conflicts between her sons and her female coalition partners ? Folia primatologica,(82), 236-243. doi:10.1159/000334818
  11. 12. Dominguez, A., & Alegria Iscoa, J. (2010). Reading Mechanisms in Orally Educated Deaf Adults. Journal of deaf studies and deaf education, 15, 136-148. doi:10.1093/deafed/enp033
  12. 13. Serrano, F., Genard, N., Sucena, A., Defior, S., Alegria Iscoa, J., Mousty, P., Leybaert, J., Castro, S. L., & Seymour, P. (2010). Variations in reading and spelling acquisition in Portuguese, French and Spanish : A cross-linguistic comparison. Journal of Portuguese Linguistics, 10(1), 183-204.
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