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DOCUMENTS BY catherine.mimeau@teluq.ca

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Journal Articles

Sorenson Duncan, Tamara; Mimeau, Catherine; Crowell, Nikita, & Deacon, S. Hélène (2021). Not all sentences are created equal: Evaluating the relation between children’s understanding of basic and difficult sentences and their reading comprehension. Journal of Educational Psychology, 113 (2), 268-278. https://doi.org/10.1037/edu0000545

Matte-Landry, Alexandra; Boivin, Michel; Tanguay-Garneau, Laurence; Mimeau, Catherine; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E., & Dionne, Ginette (2020). Children with persistent versus transient early language delay: Language, academic and psychosocial outcomes in elementary school. Journal of Speech, Language, and Hearing Research, 63 (11), 3760-3774. https://doi.org/10.1044/2020_JSLHR-20-00230

Mimeau, Catherine; Cantin, Édith; Tremblay, Richard E.; Boivin, Michel, & Dionne, Ginette (2020). The bidirectional association between maternal speech and child characteristics. Journal of Child Language, 47 (2), 435-456. https://doi.org/10.1017/S0305000919000539

Deacon, S. Hélène; Mimeau, Catherine; Chung, Sheila Cira, & Chen, Xi (2019). Young readers’ skill in learning spellings and meanings of words during independent reading. Journal of Experimental Child Psychology, 181, 56-74. https://doi.org/10.1016/j.jecp.2018.12.007

Mimeau, Catherine; Laroche, Annie, & Deacon, S. Hélène (2019). The relation between syntactic awareness and contextual facilitation in word reading: What is the role of semantics?. Journal of Research in Reading, 42 (1), 178-192. https://doi.org/10.1111/1467-9817.12260

Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E., & Boivin, Michel (2018). The genetic and environmental etiology of the association between vocabulary and syntax in first grade. Language Learning and Development, 14 (2), 149-166. https://doi.org/10.1080/15475441.2018.1427589

Mimeau, Catherine; Ricketts, Jessie, & Deacon, S. Hélène (2018). The role of orthographic and semantic learning in word reading and reading comprehension. Scientific Studies of Reading, 22 (5), 384-400. https://doi.org/10.1080/10888438.2018.1464575

Mimeau, Catherine; Coleman, Mike, & Donlan, Chris (2016). The role of procedural memory in grammar and numeracy skills. Journal of Cognitive Psychology, 28 (8), 899-908. https://doi.org/10.1080/20445911.2016.1223082

Mimeau, Catherine; Plourde, Vickie; Ouellet, Andrée-Anne, & Dionne, Ginette (2015). Comparison of measures of morphosyntactic complexity in French-speaking school-aged children. First Language, 35 (2), 163-181. https://doi.org/10.1177/0142723715577320

Mimeau, Catherine (2015). La théorie des vagues qui se chevauchent de Siegler appliquée au développement du langage. Intellectica, 63, 163-177. https://doi.org/10.3406/intel.2015.1030

Doctoral Dissertations and Master's Theses

Mimeau, Catherine (2015). Mesure et étiologie des habiletés morphosyntaxiques des enfants francophones d’âge scolaire (Doctoral dissertation, Université Laval, Québec, Canada). Advisor(s): Dionne, Ginette, & Boivin, Michel.