Sénéchal, M., Gingras, M., & L’Heureux, L. (2015). Modeling spelling acquisition: The effect of orthographic regularities on silent-letter representations. Scientific Studies of Reading, online first, 21 December 2015, DOI: 10.1080/10888438.2015.1098650.
Pagan, S., & Sénéchal, M. (2014). Involving Parents in a Summer Book Reading Program to Promote Reading Fluency, Comprehension and Vocabulary in Grade 3 and 5 Children. Canadian Journal of Education/Revue canadienne de l’éducation, 37, 1-26.
Sénéchal, M., & LeFevre, J. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85, 1535-1551. doi: 10.1111/cdev.12222.
Jubenville, K., Sénéchal, M., & Malette, M. (2014). The Moderating Role of Orthographic Consistency on Oral Vocabulary Learning in Monolingual and Bilingual Children. Journal of Experimental Child Psychology, 126, 245-263. doi: 10.1016/j.jecp.2014.05.002.
Ouellette, G., & Sénéchal, M. (2013). Guiding children’s invented spellings: A gateway into literacy learning. The Journal of Experimental Education, 81, 261-272.
Martini, F., & Sénéchal, M. (2012). Learning Literacy Skills at Home: Parent Teaching, Expectations and Child Interest. Canadian Journal of Behavioral Sciences, 44, 210-221. doi: 10.1037/a0026758
Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2011). The Role of Invented Spelling on Learning to Read in Low-Phoneme-Awareness Kindergartners: A Randomized-Control-Trial Study. Reading and Writing: An Interdisciplinary Journal. DOI: 10.1007/s11145-011-9310-2
Lever, R., & Sénéchal, M. (2011). Discussing stories: How a dialogic reading intervention improves kindergarteners’ oral narrative construction. Journal of Experimental Child Psychology, 108, 1-24. DOI: 10.1016/j.jecp.2010.07.002
Rabahri, N., & Sénéchal, M. (2010). Learning to read and spell in Persian: A cross-sectional study from grades 1 to 4. Developmental Psychology, 46, 1514-1527. DOI: 10.1037/a0020377
Rabahri, N., & Sénéchal, M. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing: An Interdisciplinary Journal, 22, 511-530. DOI: 10.1007/s11145-008-9122-1
Sénéchal, M., & Young, L. (2008). The Effect of Family Literacy Interventions on Children’s Acquisition of Reading from Kindergarten to Grade 3: A Meta-Analytic Review. Review of Educational Research, 78, 880-907. DOI: 10.3102/0034654308320319
Ouellette, G., & Sénéchal, M. (2008). Pathways to Literacy: A Study of Invented Spelling and Its Role in Learning to Read. Child Development, 79, 899-913. DOI: 10.1111/j.1467-8624.2008.01166.x
Ouellette, G., & Sénéchal, M. (2008). A Window into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling. Scientific Studies of Reading, 12, 1-25. DOI: 10.1080/10888430801917324
Sénéchal, M., Pagan, S., Lever, R., & Ouellette, G. (2008). Relations Among the Frequency of Shared Reading and 4-year-old Children’s Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills. Early Education and Development, 19, 28-45. DOI: 10.1080/10409280701838710
Rabahri, N., Sénéchal, M., & Arab-Moggahdam, N. (2007). The role of orthographic and phonological processing skills in reading and spelling of monolingual Persian children. Reading and Writing: An Interdisciplinary Journal, 20, 273-294. DOI: 10.1007/s11145-006-9042-x
Sénéchal, M., Basque, M. T., & Leclaire, T. (2006). Morphological Knowledge as Revealed in Children’s Spelling Accuracy and Reports of Spelling Strategies. Journal of Experimental Child Psychology, 95, 231-254. DOI: 10.1016/j.jecp.2006.05.003
Cormier, P., Desrochers, A., & Sénéchal, M. (2006). Validation et consistence interne d’une batterie de tests pour l’évaluation multidimensionnelle de la lecture en français. Revue des sciences de l’éducation. 31, 205-225. DOI:
Sénéchal, M. (2006). Testing the Home Literacy Model: Parent Involvement in Kindergarten is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure. Journal for the Scientific Study of Reading, 10, 59-87. DOI: 10.1207/s1532799xssr1001_4
Sénéchal, M., Ouellette, G., & Young, L. (2004). Testing the Concurrent and Longitudinal Relations Among Articulation Accuracy, Speech Perception, and Phoneme Awareness. Journal of Experimental Child Psychology, 89, 242-269.
Thomas, E. M., & Sénéchal, M. (2004). Long-term effects of articulation on speech perception, phoneme sensitivity, and decoding: A Study from age 3 to age 8. Applied Psycholinguistics, 25, 513-541.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A 5-year longitudinal study. Child Development, 73, 445-460.
Sénéchal, M., LeFevre, J., Smith-Chant, B. L., & Colton, K. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology. 39, 439-460.
Arab-Mogghadam, N. & Sénéchal, M. (2001). Orthographic and Phonological Processing Skills in Reading and Spelling in Persian/English Bilinguals. International Journal of Behavioral Development, 25, 140-147.
Sénéchal, M. (2000). Morphological effects in children’s spelling of French words. Canadian Journal of Experimental Psychology, 54, 76-86.
Sénéchal, M. (2000). Examen du lien entre la lecture de livres et le développement du vocabulaire chez l’enfant préscolaire. Enfance, 52, 169-186.
Hargrave, A. C. & Sénéchal, M. (2000). Book reading interventions with language-delayed preschool children: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15, 75-90.
Sénéchal, M., LeFevre, J.-A., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96-116.
Thomas, E. M., & Sénéchal, M. (1998). Articulation and phoneme awareness of three-year-old children. Applied Psycholinguistics,19, 363-391.
Sénéchal, M. (1997). The differential effect of storybook reading on preschooler’s expressive and receptive vocabulary acquisition. Journal of Child Language, 24, 123-138.
Sénéchal, M., LeFevre, J.-A, Hudson, E., & Lawson, P. (1996). Knowledge of picture-books as a predictor of young children’s vocabulary development. Journal of Educational Psychology, 88, 520-536.
Sénéchal, M., Thomas, E., & Monker, J-A. (1995). Individual differences in 4-year-olds’ ability to learn new vocabulary. Journal of Educational Psychology, 87, 218-229.
Sénéchal, M., Cornell, E.H., & Broda, L.S. (1995). Age-related changes in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10, 317-337.
Sénéchal, M., & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-374.
Cornell, E. H., Sénéchal, M., Broda, L. S. (1988). Recall of picture-books by 3-year-old children: Testing and repetition effects in joint reading activity. Journal of Educational Psychology, 80, 537-542.