Parties d'ouvrages collectifs (45)
  1. 43. Leybaert, J., & Alegria Iscoa, J. (1988). Do deaf children have to devote attention to word recognition and word naming? In I. Taylor (Ed.), The Education of the Deaf, Current Perspectives (pp. 916-923). Croom Helm.
  2. 44. Leybaert, J., & Alegria Iscoa, J. (1986). Difficultés de lecture de l'enfant sourd: une approche psycholinguistique. In Vivre sourd aujourd'hui ... et demain ? (pp. 93-116). EDIRSA.
  3. 45. Alegria Iscoa, J., & Leybaert, J. (1986). Adquisicion de la lectura en el nino sordo. In M. Monfort (Ed.), Investigacion y logopedia (pp. 211-252). Madrid: C.E.P.E.
    4.   Articles dans des revues avec comité de lecture (80)
  4. 1. Jirschik Caron, C., Vilain, C., Schwartz, J.-L., Leybaert, J., & Colin, C. (2025). Audiovisual Integration in Cued-Speech Perception: Impact on Speech Recognition in Quiet and Noise among adults with Hearing Loss and those with Typical Hearing. Journal of speech, language, and hearing research.
  5. 2. 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
  6. 3. Jirschik Caron, C., Vilain, C., Schwartz, J.-L., Bayard, C., Calcus, A., Leybaert, J., & Colin, C. (2023). The Effect of Cued-Speech (CS) Perception on Auditory Processing in Typically Hearing (TH) Individuals Who Are Either Naïve or Experienced CS Producers. Brain sciences, 13(1036), 18.
  7. 4. Thomas, N., Leybaert, J., & Colin, C. (2021). Improving parent–child interactions through interactive reading workshops: Améliorer les interactions parent–enfant lors de la lecture grâce à des ateliers de sensibilisation à la lecture interactive. Revue européenne de psychologie appliquée, 71(4).
  8. 5. Destoky, F., Bertels, J., Niesen, M., Wens, V., Vander Ghinst, M., Leybaert, J., Lallier, M., Ince, R., Gross, J., De Tiege, X., & Bourguignon, M. (2020). Cortical tracking of speech in noise accounts for reading strategies in children. PLoS biology, 18(8), e3000840. doi:10.1371/journal.pbio.3000840
  9. 6. Thomas, N., Colin, C., & Leybaert, J. (2020). Interactive Reading to Improve Language and Emergent Literacy Skills of Preschool Children from Low Socioeconomic and Language-Minority Backgrounds. Early childhood education journal. doi:10.1007/s10643-020-01022-y
  10. 7. Thomas, N., Leybaert, J., & Colin, C. (2020). Impact d’une sensibilisation à la lecture interactive sur les pratiques éducatives des enseignants du maternel. ANAE. Approche neuropsychologique des apprentissages chez l'enfant, 164, 57-66.
  11. 8. Thomas, N., Colin, C., & Leybaert, J. (2019). Impact of interactive reading intervention on narratives skills on children with low socio-economic background. European early childhood education research journal, 27(6), 837-859. doi:10.1080/1350293X.2019.1678924
  12. 9. Aparicio, M., Peigneux, P., Charlier, B., Balériaux, D., Kavec, M., & Leybaert, J. (2017). The neural basis of speech perception through lipreading and manual cues: Evidence from deaf native users of cued speech. Frontiers in Psychology, 8(MAR), 426. doi:10.3389/fpsyg.2017.00426
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