L
Liliane Sprenger-Charolles
Researcher at Centre national de la recherche scientifique
Publications - 85
Citations - 3683
Liliane Sprenger-Charolles is an academic researcher from Centre national de la recherche scientifique. The author has contributed to research in topics: Reading (process) & Dyslexia. The author has an hindex of 28, co-authored 82 publications receiving 3443 citations. Previous affiliations of Liliane Sprenger-Charolles include Paris Descartes University & University of Burgundy.
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MANULEX: a grade-level lexical database from French elementary school readers.
TL;DR: MANULEX is a Web-accessible database that provides grade-level word frequency lists of nonlemmatized and lemmatization words computed from the 1.9 million words taken from 54 French elementary school readers.
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Perceptual Discrimination of Speech Sounds in Developmental Dyslexia
TL;DR: Categorical deficit in children with dyslexia results primarily from an increased perceptibility of within-category differences and that it has a speech-specific component, which may have profound implications for learning and re-education.
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Neural correlates of switching from auditory to speech perception.
Ghislaine Dehaene-Lambertz,Christophe Pallier,Willy Serniclaes,Liliane Sprenger-Charolles,Antoinette Jobert,Stanislas Dehaene +5 more
TL;DR: The results demonstrate that phoneme perception in adults relies on a specific and highly efficient left-hemispheric network, which can be activated in top-down fashion when processing ambiguous speech/non-speech stimuli.
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Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: a four-year longitudinal study.
TL;DR: In all the tasks, very early reliance on the phonological procedure seems to be the bootstrapping mechanism for reading acquisition.
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Allophonic mode of speech perception in dyslexia.
TL;DR: Dyslexic children use an allophonic mode of speech perception that, although without straightforward consequences for oral communication, has obvious implications for the acquisition of alphabetic writing.