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Estelle Ardanouy

Has grant

Assistant professor

University of Neuchatel

Switzerland

Research Interests

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Professors in Switzerland

Recent Grants

Grant: Close

The Multidimensionality of Morphological Awareness in Young Learners with Typical Development and Developmental Dyslexia

Open Date: 2025-01-01

Close Date: 2026-08-01

Grant: Close

The self-teaching hypothesis of spelling and the role of morphology in monolingual and bilingual children and adults.

Open Date: 2023-01-01

Close Date: 2023-06-01

Articles (12)

Year:

2026

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2026

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2026

Year:

2025

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2025

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2025

Year:

2025

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2025

Year:

2025

Year:

2024

Year:

2024

Year:

2023

Collaborators (6)

Olivia Hadjadj

University of Geneva

SWITZERLAND

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Lucie Attout

Université de Genève

SWITZERLAND

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Pauline QUEMART

Associate professor/Lecturer - Psychology

Université de Nantes

FRANCE

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Noémie Lacombe

Lectrice

University of Fribourg

SWITZERLAND

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S. Hélène Deacon

Dalhousie University

CANADA

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Hélène Delage

senor researcher

University of Geneva

SWITZERLAND

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Estelle Ardanouy

Research Interests

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Recent Grants

Articles (12)

Tier 2 Response to Intervention and Progression Profiles: First Evidence from Swiss Grade 1 Students

Morphological knowledge and spelling in French-speaking adults with developmental dyslexia

Sprouts of literacy: The longitudinal prediction of early morphological awareness skills in French

Group training of narrative skills in French-speaking children with developmental language disorder

A Pilot Study Exploring Elementary School-Aged Children’s Knowledge of the Syntactic and Prosodic Functions of Punctuation

Morphological awareness and reading comprehension: to what extent do semantic relations in the classic sentence completion task influence associations?

Why Morphology Matters for Reading and Spelling Development: A Theoretical and Empirical Perspective in Individuals With and Without Dyslexia

Sensitivity to Graphotactic Regularities in Elementary School: Development and Contributing Variables

Derivational Morphology Training in French-Speaking 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does It Improve Morphological Awareness, Reading, and Spelling Outcome Measures?

Intensive and explicit derivational morphology training in school-aged children: an effective way to improve morphological awareness, spelling and reading?

Which skills underlie French-speaking children’s lexical spelling acquisition in elementary school? Insight from a cross-sectional exploratory network study from Grade 1 to Grade 5

Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder

Collaborators (6)

Olivia Hadjadj

Lucie Attout

Pauline QUEMART

Noémie Lacombe

S. Hélène Deacon

Hélène Delage

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