Launch week offerEnds in00h00m00s

annual Promonthly Pro

Hélène Delage

Has grant

senor researcher

University of Geneva

Switzerland

Research Interests

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Explore related searches

Professors in Switzerland

Recent Grants

Grant: Close

First language acquisition and foreign language learning in French-speaking children with DLD: Targeting grammar through explicit intervention

Open Date: 2022-10-01

Close Date: 2026-09-30

Grant: Close

Dynamic assessment as a window to language processing: Improving diagnosis and remediation in children with DLD

Open Date: 2021-04-01

Close Date: 2025-03-31

Grant: Close

Executive functions and syntax: Distinguishing DLD from ADHD in French-speaking children

Open Date: 2020-10-01

Close Date: 2020-10-31

Grant: Close

From language to cognition and vice-versa: Training effects in children with SLI and ASD

Open Date: 2016-03-01

Close Date: 2020-02-29

Articles (20)

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Collaborators (6)

Olivia Hadjadj

University of Geneva

SWITZERLAND

View details

Vasiliki Chondrogianni

Professor of Bilingualism and Language Development

University of Edinburgh

UNITED KINGDOM

View details

Samuel Maistre

University of Strasbourg

FRANCE

View details

Pauline WOLFER

University of Fribourg

SWITZERLAND

View details

Estelle Ardanouy

Assistant professor

University of Neuchatel

SWITZERLAND

View details

Anamaria Jeker Bentea

University of Konstanz

GERMANY

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Hélène Delage

Research Interests

Make your next move.

Explore related searches

Recent Grants

Articles (20)

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

The Relationship Between Dynamic Assessment of Analogical Reasoning and Syntax in French-Speaking Children With and Without Developmental Language Disorder

Clinical usability and utility of a French dynamic assessment tool of speech stimulability for children with speech sound disorders: a survey of speech-language therapist’s opinions

Predictive value of dynamic assessment on future narrative skills in French-speaking children with developmental language disorder: A pilot study

Bilingualism, working memory, and relative clause comprehension in children

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

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?

L’évaluation du langage chez l’élève multilingue

Dynamic Assessment of Inflectional Morphology as a Diagnostic Tool for Developmental Language Disorder in French-Speaking Children

The efficiency of an explicit approach to improve complex syntax in French-speaking children with developmental language disorder: A pilot study

Dynamic assessment of phonological awareness in monolingual and bilingual French-speaking children

Dynamic Assessment of Narrative Skills for Identifying Developmental Language Disorder in Monolingual and Bilingual French-Speaking Children

Supporting multilingual children with language impairment in a multilingual environment: experience and perspectives from speech and language therapists in Switzerland

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

Corrigendum to "Disentangling sources of difficulty associated with the acquisition of accusative clitics in French" [Lingua 180 (2016) 1-24] (vol 3, 2024, 103789)

Training syntax: Linguistic and cognitive benefits in children with DLD or ASD

The Language-Cognition Interface in Atypical Development: Support for an Integrative Approach

A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children

Collaborators (6)

Olivia Hadjadj

Vasiliki Chondrogianni

Samuel Maistre

Pauline WOLFER

Estelle Ardanouy

Anamaria Jeker Bentea

Make your next move.