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Previous master theses

2019-2021

  • Justine Ernou (Spelling abilities in adults)
  • Marie Zammuto (Learning new words and bilingualism)
  • Ophélie Delecroix (Statistical learning in Chinese) – With Joanna Isselé
  • Caroline Van Cauwenberge (Reading motivation and vocabulary)
  • Ilhem Cherigui (New word learning)
  • Alizée Bonnet Des Tuves (Reading motivation and book choice)
  • Anaïs Daudigny (Reading motivation and book choice)
  • Cécile Balocco (Reading motivation and book choice)
  • Fafa Benkhalifa (Variability in spelling abilities)
  • Hajar M’Haoual (Improving written language skills in adults)
  • Lucas Franc (New word learning) – With Anezka Smejkalova
  • Aurélie Roelandt (New word learning) – With Anezka Smejkalova
  • Valérie Salme (New word learning) – With Anezka Smejkalova

2018-2020

  • Flavie Verheyden (Processes of new word learning) – With Anezka Smejkalova
  • Camille Knaepenbergh (Letter processing in children)
  • Aude Leimbach (Orthographic processes in children)
  • Wendy Wan (Orthographic processes in children)
  • Cansu Altepe (Impact of reading exposure on reading motivation)
  • Camille Rossignol (Impact of reading exposure on language abilities)
  • Valentina Vivallo Perez (Impact of reading exposure on language abilities)
  • Camille Bargibant (Spelling processes in adults)
  • Déborah Corné (Visual word recognition in Chinese) – With Joanna Isselé
  • Elodie Lemarié (Hand laterality and reading abilities)
  • Jade Charron (Processes of new word learning) – With Anezka Smejkalova
  • Layla Kaiser (Links between reading words and knowing their meaning)
  • Laurine Slabolepszy (Novel word learning and eye movements)
  • Melissa Bellocq (Rythm in primary education)
  • Mélanie Biasini (Novel word learning and eye movements)
  • Saskia Becker (Novel word learning in L2)

2017-2019

  • Camille Hervé (Links between reading words and knowing their meaning)
  • Hortense Hamel (Processes of new word learning) – With Anezka Smejkalova
  • Madeline Jochim (Processes of new word learning) – With Anezka Smejkalova
  • Maryam Aarab (Reading upper and lowercase words)
  • Nina Marcelli (Impact of word reading in RSVP)
  • Anouk De Mol (New word learning and bilingualism) – With Charline Urbain

2016-2018

  • Sophie Lemaire (Handwriting processes)
  • Tifanie De Cooman (Processes of new word learning)
  • Sarah Brissaud (Processes of new word learning)
  • Maëlle Kahan (Filling the gap between research and classroom practices)
  • Ghizlane Ibnedaoud (Statistical learning in print)
  • Chafik Soumaya (Processes of new word learning and eye tracking)
  • Cécile Tiéchon (Learning new words in L2)

2015-2017

  • Jeanne Cuvelier (Development of the sensitivity to orthographic regularities)
  • Joanna Isselé (Letter perception processing)
  • Laetitia Jacquet (Inter-individual differences in learning orthographic regularities)
  • Mathilda Bourgeois (Interaction between letter status and letter frequency)
  • Pauline Aumeunier (Influence of semantic information in early stages of visual word processing)
  • Stessie Toumani (Influence of graphemic units in visual word recognition)

2014-2016

  • Sophie Robert (Sensitivity to orthographic regularities and EEG)
  • Siham Namane (Effect of orthographic regularities in children)
  • Emeline Boursain (Processing of diacritics in letter and word processing)
  • Camille Hervé and Safae Karioun (Measuring spelling abilities in French)
  • Suzanne Compagnon (Development of sensitivity to orthographic regularities)
  • Anaïs Delavier (Orthographic neighborhood effects and eye tracking)

2013-2015

  • Sylvie Nguyen (Impact of letter categories in text reading) – With Virginie Drabs
  • Morgane Desmedt (Semantic activation in early steps of visual word processing)
  • Carole Leminse (Sensitivity to orthographic regularities)
  • Alizée Lucion (Sensitivity to orthographic regularities)

2012-2014

  • Léo Dussart (Impact of CV pattern examined with eye tracking)
  • Alexandra Mas (Boundaries between orthographic units)

2011-2013

  • Marilou Casanova (Segmentation of polysyllabic words)
  • Julia Lemaire (Perception of the CV structure of written words)
  • Fanny Lecoeuvre et Caroline Mayeux (Processing of the silent E in spoken words)
  • Elisabeth Thomasset (Role of reading units in visual word recognition)
  • Amaia Samora (Impact of reading units when learning new words)
  • Amandine Hugou (Effect of the CV structure of words in children)

2010-2012

  • Estelle Kauffmann and Jennifer Milford (CV pattern effects: Comparison between beginning and skilled readers)

2009-2011

  • Sophie Gassend (Semantic priming effects in visual word recognition) – With Alain Content
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