Publications

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Heeren, Willemijn and Charles Jean Etienne Fayt. 2019. Contextuele invloeden op de productie van /h/ in het Nederlands van Belgisch-Franstalige leerders. [Contextual influences on the production of /h/ in the Dutch of Belgian-French learners.] Dutch Journal of Applied Linguistics 7 (1) : 89–108.
Heeren, Willemijn and Charles Jean Etienne Fayt. 2018. Contextuele invloeden op de productie van /h/ in het Nederlands van Belgisch-Franstalige leerders. Dutch Journal of Applied Linguistics 7 (1) : 89–108.
Sandra, Dominiek, Pol Ghesquière, Kirsten Schraeyen, Wim van der Elst and Astrid Geudens. 2018. Beyond global differences between monolingual and bilingual children on the nonword repetition task: retention skills for phonemes’ identity and serial order. Bilingualism 21 (2) : 403–418.
Lin, Yuhan. 2018. The role of educational factors in the development of lexical splits. Asia-Pacific Language Variation 4 (1) : 36–72.
Sakai, Mari and Colleen Moorman. 2018. Can perception training improve the production of second language phonemes? A meta-analytic review of 25 years of perception training research. Applied Psycholinguistics 39 (1) : 187–224.
Valverde-Macías, Andrés, Alejandro Gómez-Camacho and Coral Ivy Hunt-Gómez. 2018. Textisms, texting, and spelling in Spanish. Lingua 201 : 92–101.
Pytlyk, Carolyn. 2017. Are orthographic effects language specific? The influence of second language orthography on second language phoneme awareness. Applied Psycholinguistics 38 (2) : 233–266.
Huang, Becky and Keelan Evanini. 2016. Phonetic variants and factors contributing to English th pronunciation among Chinese speakers. Journal of Second Language Pronunciation 2 (2) : 253–275.
Kopečková, Romana. 2016. The bilingual advantage in L3 learning: a developmental study of rhotic sounds. The International Journal of Multilingualism 13 (4) : 410–425.
Kaneko, Emiko, Younghyon Heo, Gregory K. Iverson and Ian L. Wilson. 2015. Quasi-neutralization in the acquisition of English coronal fricatives by native speakers of Japanese. Journal of Second Language Pronunciation 1 (1) : 65–85.
Winskel, H. and vivilia Widjaja. 2007. Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers. Applied Psycholinguistics 28 (1) : 23–45.
Bryant, Peter and Annukka Lehtonen. 2004. Length awareness predicts spelling skills in Finnish. Reading and Writing 17 (9) : 875–890.
Johnston, Rhona S. and Joyce E. Watson. 2004. Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing 17 (4) : 327–357.
Savioz-Clavien, Carole. 2003. Le développement des compétences metaphonologiques chez l'enfant : role du contexte et de la signification. [The development of metaphonological skills in children : The role of context and meaning.] Tranel 38-39 : 235–244.
Shapiro, Michael C. 1997. Broad and Flat a in Marked Words. American Speech 72 (4) : 437–439.
Dhaouadi, Mahmoud. 1996. Un essai de théorisation sur le penchant vers l´accent parisien chez la femme tunisienne. [A theoretical essay on the versus the Parisian accent of the Tunisian woman.] International Journal of the Sociology of Language (122) : 107–125.
Carney, Edward. 1994. A survey of English spelling. Routledge.
Ostigny, Luc and Claude Tousignant. 1993. Le Français québécois: Normes et usages. Guérin Universitaire.
Gough, P.B., L.C. Ehri and R. Trieman. 1992. Reading acquisition. Erlbaum.
Pike, Kenneth L. 1978. Social interaction as the break-in-point for the analysis of verbal behavior. Proceedings of the International Congress of Linguists/Actes du Congrès International des Linguistes 12 : 739–741.
Savin, Harris B. 1972. What a child knows about speech when he starts to learn to read. In Kavanagh, James F. and Ignatius G. Mattingly, eds. Language by ear and by eye: The relationships between speech and reading. MIT Press. pp. 319–326.
Belardi, Walter. 1967. Il 'significato' del fonema. Word 23 : 25–36.
Antal, Laszlo. 1961. Sign, meaning, context. Lingua 10 (2) : 211–219.