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S. Hélène Deacon

S. Hélène Deacon

D-Index & Metrics

Psychology

D-Index
42
Citations
8476
World Ranking
7497
National Ranking
509

Overview

S. Hélène Deacon is affiliated with Dalhousie University in Canada. Their research primarily spans the fields of psychology and social sciences, with a significant focus on developmental and educational psychology as well as education.

The scientist's research topics cover a broad array of areas related to literacy and cognitive development. These include:

  • Reading and Literacy Development
  • Writing and Handwriting Education
  • Cognitive and developmental aspects of mathematical skills
  • Neurobiology of Language and Bilingualism
  • Language Development and Disorders
  • Child Development and Digital Technology
  • Second Language Acquisition and Learning

The publication record includes notable recent papers such as:

  • How morphology impacts reading and spelling: advancing the role of morphology in models of literacy development (2020, Journal of Research in Reading)
  • What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills? (2021, Journal of Research in Reading)
  • Building Meaning: Meta-analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder (2021, Autism Research)
  • Informing the Science of Reading: Students' Awareness of Sentence-Level Information Is Important for Reading Comprehension (2021, Reading Research Quarterly)
  • Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy (2021, Annals of Dyslexia)

The frequent publication venues for their work include:

  • Journal of Research in Reading
  • Reading Research Quarterly
  • Reading and Writing
  • Annals of Dyslexia
  • Scientific Studies of Reading

Deacon frequently collaborates with several co-authors, including:

  • Sherry H. Stewart
  • Kyle Levesque
  • Raquel Nogueira-Arjona
  • Simon Sherry
  • Xi Chen

Best Publications

  • Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development

    S. Hélène Deacon;John R. Kirby

  • The Effects of Morphological Instruction on Literacy Skills A Systematic Review of the Literature

    Peter N. Bowers;John R. Kirby;S. Hélène Deacon

  • Children's Morphological Awareness and Reading Ability.

    John R. Kirby;S. Hélène Deacon;Peter N. Bowers;Leah Izenberg

  • Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8.

    A.A. Roman;J.R. Kirby;R.K. Parrila;L. Wade-Woolley

  • Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English.

    Xiuli Tong;S. Helene Deacon;John R. Kirby;Kate Cain

  • Crossover: the role of morphological awareness in French immersion children's reading.

    S. Hélène Deacon;Lesly Wade-Woolley;John Kirby

  • The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models

    S. Hélène Deacon;Michael J. Kieffer;Annie Laroche

  • Morphological awareness and reading comprehension: Examining mediating factors.

    Kyle C. Levesque;Michael J. Kieffer;S. Hélène Deacon

  • A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling.

    S. Hélène Deacon;Nicole Conrad;Sébastien Pacton

  • How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development

    Kyle C. Levesque;Helen L. Breadmore;S. Hélène Deacon

  • The timing and mechanisms of children's use of morphological information in spelling: A review of evidence from English and French

    Sébastien Pacton;S. Hélène Deacon

  • Reciprocal relationship: children's morphological awareness and their reading accuracy across grades 2 to 3

    S. Hélène Deacon;Jenna Benere;Adrian Pasquarella

  • Morphological and Syntactic Awareness in Poor Comprehenders Another Piece of the Puzzle

    Xiuli Tong;S. Hélène Deacon;Kate Cain

  • Sounds, letters and meanings: the independent influences of phonological, morphological and orthographic skills on early word reading accuracy

    S. Hélène Deacon

  • What Young Children Do and Do Not Know about the Spelling of Inflections and Derivations.

    S. Hélène Deacon;Peter Bryant

  • Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

    Erin Sparks;S. Hélène Deacon

  • Processing of derived forms in high-functioning dyslexics.

    S. Hélène Deacon;Rauno Parrila;John R. Kirby

  • Flexibility in young second-language learners: examining the language specificity of orthographic processing

    S. Hélène Deacon;Lesly Wade-Woolley;John R. Kirby

  • How robust is the contribution of morphological awareness to general spelling outcomes

    S. Hélène Deacon;John R. Kirby;Melissa Casselman-Bell

  • Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy

    S. Hélène Deacon;Jenna Benere;Anne Castles

Frequent Co-Authors

Rauno Parrila
Rauno Parrila Macquarie University
John R. Kirby
John R. Kirby Queen's University
Sherry H. Stewart
Sherry H. Stewart Dalhousie University
Peter Bryant
Peter Bryant University of Oxford
Anne Castles
Anne Castles Macquarie University
Kate Cain
Kate Cain Lancaster University
Charles A. Perfetti
Charles A. Perfetti University of Pittsburgh
Ludo Verhoeven
Ludo Verhoeven Radboud University
Gordon J.G. Asmundson
Gordon J.G. Asmundson University of Regina
Steven Taylor
Steven Taylor University of British Columbia

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