Publications (2008 - ...)

Maïonchi-Pino, N., Runge, É., & de Cara, B. (révisions). Testing sonority markedness constraints in Phonological Grammar: Evidence from visual processing in children with and without developmental dyslexia.

Maïonchi-Pino, N., & Runge, É. (soumis). Unfeeling a "silent" phonological force in children's visual word processing: What do we learn from sonority distance?

Chabanel, L., Drémont, L., Maïonchi-Pino, N., & Perichon, J. (révisions majeures). Révision d’un auto-questionnaire du retentissement fonctionnel du trouble spécifique du langage écrit en CM1-CM2.

Maïonchi-Pino, N., Runge, É., Perichon, J., Piollet, A., & Chabanal, D. (2026). Threat-triggering instructions modulate the expression and amplitude of the phonological deficit in reading of children with developmental dyslexia. Learning Disabilities: Research & Practice, 41(1), 6–33. https://doi.org/10.1177/09388982251392902

Perichon, J., Paul, M., Chabanal, D., & Maïonchi-Pino, N. (2025). A scoping review of the observed and perceived functional impacts associated with language and learning disorders in school-aged children. International Journal of Language & Communication Disorders, 60(4), e70086. https://doi.org/10.1111/1460-6984.70086

Maïonchi-Pino, N., Runge, É., & Chabanal, D. (2025). Tracking developmental changes in the use of syllables as segmental and prelexical reading units: A longitudinal approach in French children. Reading Research Quarterly, 60(2), e610. https://doi.org/10.1002/rrq.610

Maïonchi-Pino, N., & Runge (2024). A gradient-based preference for sonority markedness constraints in reading: Evidence for intact phonological grammar in developmental dyslexia. Applied Psycholinguistics, 45(6), 1016–1048. https://doi.org/10.1017/S0142716424000353

Maïonchi-Pino, N., Runge, É., & Chabanal, D. (2024). Phonological syllables allow children with developmental dyslexia to access words. Annals of Dyslexia, 74, 244–270. https://doi.org/10.1007/s11881-024-00302-1

Perichon, J., Tissot, N., Marsal, G., & Maïonchi-Pino, N. (2024). Élaboration d'une échelle d'évaluation du retentissement des difficultés en langage écrit (QRF-LE) : une étude-pilote auprès des CE1-CM2. Rééducation Orthophonique, 297.

Chevalère, J., Cazenave, L., Wollast, R., Berthon, M., Martinez, R., Mazenod, V., Borion, M.-C., Pailler, D., Rocher, N., Cadet, R., Lenne, C., Maïonchi-Pino, N., & Huguet, P. (2023). The influence of socioeconomic status, working memory and academic self-concept on academic achievement. European Journal of Psychology of Education, 38, 287–309. https://doi.org/10.1007/s10212-022-00599-9

Chevalère, J., Cazenave, L., Wollast, R., Berthon, M., Martinez, R., Mazenod, V., Borion, M.-C., Pailler, D., Rocher, N., Cadet, R., Lenne, C., Maïonchi-Pino, N., & Huguet, P. (2022). Compensating the socio-achievement gap with computer-assisted instruction. Journal of Computer Assisted Learning, 38(2), 366–378. http://dx.doi.org/10.1111/jcal.12616

Chevalère, J., Cazenave, L., Berthon, M., Martinez, R, Mazenod, V., M Borion, M.-C., Pailler, D., Rocher, N., Cadet, R., Lenne, C., Maïonchi-Pino, N., & Huguet, P. (2021). Comparing traditional computer-assisted instruction and inquiry-based learning methods in French cohorts of middle schoolers: The importance of working memory capacity. PLoS One. https://dx.doi.org/10.1371/journal.pone.0259664

Tossonian, M., Ferrand, L., Lucas, O., & Maïonchi-Pino, N. (2020). Sonority as a phonological cue in early perception of syllables in French. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.558443

Maïonchi-Pino, N., Carmona, A., Tossonian, M., Lucas, O., Loiseau, V., & Ferrand, L. (2020). Universal phonological restrictions in reading: What do French beginning readers (mis)perceive? Frontiers in Psychology. https://doi:10.3389/fpsyg.2019.02914

Ferrand, L., Ducrot, S., Chausse, P., Maïonchi-Pino, N., O’Connor, R., Parris, B., Perret, P., Riggs, K., & Augustinova, M. (2020). Stroop interference is a composite phenomenon: Evidence from distinct developmental trajectories of its components. Developmental Science, 23(2). https://doi.org/10.1111/desc.12899