Orthographic facilitation on L2 vocabulary learning in elementary-school children: evidence for an early inter play between L2 spoken and written forms independent of L1 reading experience? - Université de Lille
Communication Dans Un Congrès Année : 2022

Orthographic facilitation on L2 vocabulary learning in elementary-school children: evidence for an early inter play between L2 spoken and written forms independent of L1 reading experience?

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Sciences cognitives

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https://hal.univ-lille.fr/hal-04398429

Soumis le : mardi 16 janvier 2024-16:49:51

Dernière modification le : mercredi 5 juin 2024-10:26:03

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hal-04398429 , version 1 (16-01-2024)

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  • HAL Id : hal-04398429 , version 1

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Florian Salomé, E. Commissaire, Severine Casalis. Orthographic facilitation on L2 vocabulary learning in elementary-school children: evidence for an early inter play between L2 spoken and written forms independent of L1 reading experience?. 22th Conference of the European Society for Cognitive Psychology (ESCoP), Aug 2022, Lille, France. ⟨hal-04398429⟩

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