E. Marinus

发表

Australian comparison data for the Test of Word Reading Efficiency (TOWRE)

E. Marinus, S. Kohnen, G. McArthur, 2013 .

Does phonological recoding occur during silent reading, and is it necessary for orthographic learning?

E. Marinus, P. D. de Jong, Daniëlle J L Bitter, 2009, Journal of experimental child psychology.

Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in grades 3 and 5.

Lynne G. Duncan, E. Marinus, Laetitia Perre, 2017, Journal of experimental child psychology.

CROSS-LANGUAGE PHONOLOGICAL ACTIVATION IN CHILD READERS 1 Automatic phonological activation during visual word recognition in bilingual children: A cross-language masked priming study in Grades 3 and 5

Lynne G. Duncan, E. Marinus, Laetitia Perre, 2016 .

Size does not matter, frequency does: sensitivity to orthographic neighbors in normal and dyslexic readers.

Eva Marinus, E. Marinus, P. D. de Jong, 2010, Journal of experimental child psychology.

Word-recognition processes in normal and dyslexic readers

E. Marinus, 2004 .

Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers

E. Marinus, A. Castles, Xenia Schmalz, 2020, Annals of dyslexia.

Two distinct parsing stages in nonword reading aloud: Evidence from Russian

E. Marinus, Xenia Schmalz, A. Porshnev, 2017, Quarterly journal of experimental psychology.

Unpredictability and complexity of print-to-speech correspondences increase reliance on lexical processes: more evidence for the orthographic depth hypothesis

Xenia Schmalz, Eva Marinus, Elisabeth Beyersmann, 2016 .

Quantifying the reliance on different sublexical correspondences in German and English

Xenia Schmalz, Eva Marinus, Sallyanne Palethorpe, 2014 .

Phonics training for English-speaking poor readers.

E. Marinus, S. Kohnen, G. McArthur, 2012, The Cochrane database of systematic reviews.

Variability in the word-reading performance of dyslexic readers: Effects of letter length, phoneme length and digraph presence

Eva Marinus, Peter F. de Jong, E. Marinus, 2010, Cortex.

Word-recognition processes in normal and dyslexic

E. Marinus, Readers, 2022 .

Tracking orthographic learning in children with different profiles of reading difficulty

E. Marinus, L. Nickels, A. Castles, 2014, Front. Hum. Neurosci..

Launching Registered Report Replications in Computer Science Education Research

Aleata Hubbard Cheuoua, E. Marinus, Neil Brown, 2022, ICER.

Semantic and Phonological Decoding in Children’s Orthographic Learning in Chinese

E. Marinus, A. Castles, Miao-Ling Hsieh, 2020 .

Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese

E. Marinus, A. Castles, Miao-Ling Hsieh, 2018, Cognition.

Phonics training for English-speaking poor readers.

E. Marinus, S. Kohnen, G. McArthur, 2018, The Cochrane database of systematic reviews.

Increasing Word-Reading Speed in Poor Readers: No Additional Benefits of Explicit Letter-Cluster Training

Eva Marinus, Peter de Jong, Aryan van der Leij, 2012 .

The Use of Sublexical Clusters in Normal and Dyslexic Readers

Eva Marinus, Peter F. de Jong, E. Marinus, 2008 .

Orthographic processing and children’s word reading

E. Marinus, A. Castles, S. Deacon, 2018, Applied Psycholinguistics.

Oral vocabulary affects children’s orthographic learning in Chinese

E. Marinus, A. Castles, Luan Li, 2021, Reading and Writing.

German and English Bodies: No Evidence for Cross-Linguistic Differences in Preferred Orthographic Grain Size

Xenia Schmalz, Eva Marinus, Anne Castles, 2017 .

Getting to the bottom of orthographic depth

Xenia Schmalz, Eva Marinus, Anne Castles, 2015, Psychonomic bulletin & review.

Eye-tracking the effect of semantic decoding on orthographic learning in Chinese

Hua Chen Wang, Lili Yu, Eva Marinus, 2018 .

A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading

Eva Marinus, Anne Castles, Max Coltheart, 2018, Cogn. Sci..

Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children

E. Marinus, A. Castles, Xenia Schmalz, 2013, Quarterly journal of experimental psychology.

Modelling the implicit learning of phonological decoding from training on whole-word spellings and pronunciations

Max Coltheart, Eva Marinus, Anne Castles, 2016 .

Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch.

Eva Marinus, Kate Nation, K. Nation, 2015, Journal of experimental child psychology.

Dyslexic and typical-reading children use vowel digraphs as perceptual units in reading

E. Marinus, P. D. de Jong, 2011, Quarterly journal of experimental psychology.

Who Are the Noisiest Neighbors in the Hood? Using Error Analyses to Study the Acquisition of Letter-Position Processing

Eva Marinus, Anne Castles, Serje Robidoux, 2017, Journal of experimental psychology. Learning, memory, and cognition.

A Special Font for People with Dyslexia: Does it Work and, if so, why?

Eliane Segers, Eva Marinus, Alison Madelaine, 2016, Dyslexia.

Spelling in Finnish: the case of the double consonant

E. Marinus, M. Torppa, Mikko Aro, 2021, Reading and Writing.

Precursors to reading: phonological awareness and letter knowledge

E. Marinus, A. Castles, 2015 .

Two distinct parsing stages in nonword reading aloud: Evidence from Russian

E. Marinus, Xenia Schmalz, A. Porshnev, 2017, Quarterly journal of experimental psychology.

Unravelling the Cognition of Coding in 3-to-6-year Olds: The development of an assessment tool and the relation between coding ability and cognitive compiling of syntax in natural language

Genevieve McArthur, Rosalind Thornton, Eva Marinus, 2018, ICER.