| Integration of newly learned L2 words into the mental lexicon is modulated by vocabulary learning method G Boddaert, C Cornut, S Casalis Acta Psychologica 212, 103220, 2021 | 17 | 2021 |
| L2 word recognition in French–English late bilinguals: Does modality matter? C Cornut, G Mahé, S Casalis Bilingualism: Language and Cognition 25 (1), 121-136, 2022 | 8 | 2022 |
| Dyslexie et bilinguisme C Cornut, S Casalis Elsevier Masson, 2023 | 1 | 2023 |
| L2 word recognition among late bilinguals: Does modality matter?: investigation of the modality effect in English second language among typical and dyslexic-readers C Cornut Université de Lille, 2021 | 1 | 2021 |
| Second language word recognition among late bilinguals: Does modality matter? Investigation of the modality effect in English as a second language among typical and dyslexic … C Cornut Bulletin de psychologie 579 (1), 71-75, 2023 | | 2023 |
| L2 word learning among dyslexic and expert reader late bilinguals: Impact of word presentation modality. C Cornut, S Casalis, G Mahe | | 2021 |
| L2 word recognition among dyslexic and expert reader late bilinguals: impact of word presentation modality? C Cornut, S Casalis, G Mahe | | 2021 |
| Dyslexie et multilinguisme S Casalis, G Boddaert, C Cornut | | 2021 |
| Word recognition among French late learners of English: impact of language, modality and L1 reading efficiency. C Cornut, LG Duncan, G Mahe, S Casalis | | 2019 |
| Modality and cognate effects in L2 word recognition among French late learners of English. C Cornut, G Mahe, S Casalis | | 2019 |
| Word recognition among French late learers of English: impact of language, modality and cognateness C Cornut, G Mahe, S Casalis | | 2019 |
| Modality effect in L1 and L2 word recognition among French late learners of English. C Cornut, G Mahe, S Casalis | | 2019 |
| Preschool language profile as a predictor of reading disabilities among children with language impairment C Cornut, F Boidein, S Casalis | | 2018 |
| Camille CORNUT Gwendoline MAHE Séverine CASALIS C Cornut | | |
