catherine.mimeau

Gagnon, É., Boivin, M., Mimeau, C., Feng, B., Morneau-Vaillancourt, G., Aubé, S., Brendgen, M., Vitaro, F., & Dionne, G. (2022). The intensity of formal child-care attendance decreases the shared environment contribution to school readiness: A twin study. Child Psychiatry & Human Development. Publication en ligne anticipée. https://doi.org/10.1007/s10578-022-01440-6

Aubé, S., Mimeau, C., Gagnon, É., Remon, A., Boivin, M., Brendgen, M., Vitaro, F., Ouellet-Morin, I., Tremblay, R. E., & Dionne, G. (2022). From preschool language skills to writing in adolescence: Evidence of genetic continuity. Developmental Psychology, 58(7), 1318–1330. https://doi.org/10.1037/dev0001338

Bouillon, A., Couture, K., Pleau, J., Aubé, S., Mimeau, C., Boivin, M., Brendgen, M., Vitaro, F., Tremblay, R. E., & Dionne, G. (2021). The influence of delinquent peers on academic achievement: Direct effects or genetic predispositions? Behavior Genetics, 51(6), 696. https://doi.org/10.1007/s10519-021-10087-3

Bouillon, A., Couture, K., Pleau, J., Aubé, S., Mimeau, C., Boivin, M., Brendgen, M., Vitaro, F., Tremblay, R. E., & Dionne, G. (2021). Influence des amis délinquants sur la réussite scolaire : Effets directs ou prédispositions génétiques? Psycause, 11(2), 12–14. https://doi.org/10.51656/psycause.v11i2.51363

Sorenson Duncan, T., Mimeau, C., Crowell, N., & Deacon, S. H. (2021). Not all sentences are created equal: Evaluating the relation between children’s understanding of basic and difficult sentences and their reading comprehension. Journal of Educational Psychology, 113(2), 268–278. https://doi.org/10.1037/edu0000545

Matte-Landry, A., Boivin, M., Tanguay-Garneau, L., Mimeau, C., Brendgen, M., Vitaro, F., Tremblay, R. E., & Dionne, G. (2020). Children with persistent versus transient early language delay: Language, academic and psychosocial outcomes in elementary school. Journal of Speech, Language, and Hearing Research, 63(11), 3760–3774. https://doi.org/10.1044/2020_JSLHR-20-00230

Mimeau, C., Cantin, É., Tremblay, R. E., Boivin, M., & Dionne, G. (2020). The bidirectional association between maternal speech and child characteristics. Journal of Child Language, 47(2), 435–456. https://doi.org/10.1017/S0305000919000539

Deacon, S. H., Tong, X., & Mimeau, C. (2019). Morphological and semantic processing in developmental dyslexia. Dans L. Verhoeven, C. Perfetti, & K. Pugh (Éds.), Developmental dyslexia across languages and writing systems (pp. 327–349). Cambridge University Press. 

Deacon, S. H., Mimeau, C., Chung, S. C., & Chen, X. (2019). Young readers’ skill in learning spellings and meanings of words during independent reading. Journal of Experimental Child Psychology, 181, 56–74. https://doi.org/10.1016/j.jecp.2018.12.007

Mimeau, C., Laroche, A., & Deacon, S. H. (2019). The relation between syntactic awareness and contextual facilitation in word reading: What is the role of semantics? Journal of Research in Reading, 42(1), 178–192. https://doi.org/10.1111/1467-9817.12260

Burchell, D., Mimeau, C., Deacon, H., Koh, P. W., & Chen, X. (2018). Le transfert inter-langue dans le programme d’immersion français : la conscience syntaxique. OISE GSRC Journal, 1(1), 59–65.  https://1e222839-ef72-4e9a-b2c6-0ae8e40de7f9.filesusr.com/ugd/94f94f_a1a4fcbf82384609b3213bd12a4241bd.pdf

Mimeau, C., Ricketts, J., & Deacon, S. H. (2018). The role of orthographic and semantic learning in word reading and reading comprehension. Scientific Studies of Reading, 22(5), 384–400. https://doi.org/10.1080/10888438.2018.1464575

Mimeau, C., Dionne, G., Feng, B., Brendgen, M., Vitaro, F., Tremblay, R. E., & Boivin, M. (2018). The genetic and environmental etiology of the association between vocabulary and syntax in first grade. Language Learning and Development, 14(2), 149–166. https://doi.org/10.1080/15475441.2018.1427589

Mimeau, C., Coleman, M., & Donlan, C. (2016). The role of procedural memory in grammar and numeracy skills. Journal of Cognitive Psychology, 28(8), 899–908. https://doi.org/10.1080/20445911.2016.1223082

Mimeau, C. (2015). La théorie des vagues qui se chevauchent de Siegler appliquée au développement du langage. Intellectica, 63, 163–177. https://doi.org/10.3406/intel.2015.1030

Mimeau, C., Plourde, V., Ouellet, A.-A., & Dionne, G. (2015). Comparison of measures of morphosyntactic complexity in French-speaking school-aged children. First Language, 35(2), 163–181. https://doi.org/10.1177/0142723715577320

Dionne, G., Mimeau, C., & Mathieu, E. (2013). The role of oral language development in promoting school readiness. Dans M. Boivin & K. Bierman (Éds.), Promoting school readiness and early learning: Implications of developmental research for practice (pp. 105–132). Guilford Press.