Catherine Mimeau

Mimeau, Catherine; Ricketts, Jessie et Deacon, S. Hélène (2025). Learning spellings and meanings: Longitudinal relations to reading. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12477

Deacon, S. Hélène; Mimeau, Catherine; Levesque, Kyle et Ricketts, Jessie (2024). Testing mechanisms underlying children’s reading development: The power of learning lexical representations. Developmental Psychology, 60 (7), 1343-1356. https://doi.org/10.1037/dev0001749

Gagnon, Eloi; Boivin, Michel; Mimeau, Catherine; Feng, Bei; Morneau‐Vaillancourt, Genevieve; Aubé, Sophie; Brendgen, Mara; Vitaro, Frank et Dionne, Ginette (2024). The intensity of formal child‐care attendance decreases the shared environment contribution to school readiness: A twin study. Child Psychiatry and Human Development, 55 (4), 882-892. https://doi.org/10.1007/s10578-022-01440-6

Galilee, Alena; Beck, Lisa J.; Lownie, Clara J.; Veinot, Jennika; Mimeau, Catherine; Dempster, Tammy; Elliott, Laura; Deacon, S. Hélène et Newman, Aaron J. (2024). Ortho-semantic learning of novel words: An event-related potential study of Grade 3 children. Frontiers in Developmental Psychology, 2, 1340383. https://doi.org/10.3389/fdpys.2024.1340383

Robertson, Erin K.; Mimeau, Catherine et Deacon, S. Hélène (2024). Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled?. Frontiers in Language Sciences, 3, 1388964. https://doi.org/10.3389/flang.2024.1388964

Zhou, Mei; Zhang, Puyuan; Mimeau, Catherine et Tong, Shelley Xiuli (2024). Unravelling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages. Child Development, 95 (5), e338-e351. https://doi.org/10.1111/cdev.14121

Aubé, Sophie; Mimeau, Catherine; Gagnon, Eloi; Remon, Alexandra; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Tremblay, Richard E.; Boivin, Michel et Dionne, Ginette (2022). From preschool language skills to writing in adolescence: Evidence of genetic continuity. Developmental Psychology, 58 (7), 1318-1330. https://doi.org/10.1037/dev0001338

Sorenson Duncan, Tamara; Mimeau, Catherine; Crowell, Nikita et 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. et 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 et 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 et 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 et 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

Burchell, Diana; Mimeau, Catherine; Deacon, Hélène; Koh, Poh Wee et Chen, Xi (2018). Le transfert inter-langue dans le programme d’immersion français : la conscience syntaxique. OISE GSRC Journal, 1 (1), 59-65.

Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E. et 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 et 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 et 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 et 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