The syllabic bridge: the first step in learning spelling-to-sound correspondences*

por DOIGNON-CAMUS, NADEGE, ZAGAR, DANIEL
Publicado 2014

Thought and language disturbance in bipolar disorder quantified via process-oriented verbal fluency measures

por Weiner, Luisa, Doignon-Camus, Nadège, Bertschy, Gilles, Giersch, Anne
Publicado 2019

Vocal features obtained through automated methods in verbal fluency tasks can aid the identification of mixed episodes in bipolar disorder

por Weiner, Luisa, Guidi, Andrea, Doignon-Camus, Nadège, Giersch, Anne, Bertschy, Gilles, Vanello, Nicola
Publicado 2021

Syllable-first rather than letter-first to improve phonemic awareness

por Vazeux, Maria, Doignon-Camus, Nadège, Bosse, Marie-Line, Mahé, Gwendoline, Guo, Teng, Zagar, Daniel
Publicado 2020

Neuropsychological functioning and academic abilities in patients with juvenile idiopathic arthritis

por Granjon, Marine, Rohmer, Odile, Doignon-Camus, Nadège, Popa-Roch, Maria, Pietrement, Christine, Gavens, Nathalie
Publicado 2021

Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self‐judgement of competence

por Rohmer, Odile, Doignon‐Camus, Nadège, Audusseau, Jean, Trautmann, Séléna, Chaillou, Anne‐Clémence, Popa‐Roch, Maria
Publicado 2022