Cited by

• 2013Orthographic and phonological contributions to reading development: Tracking developmental trajectories using masked priming.105 cited
• 2008Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners90 cited
• 2010Fractionating the multi-character processing deficit in developmental dyslexia: Evidence from two case studies78 cited
• 2011Do serifs provide an advantage in the recognition of written words?68 cited
• 2011Suppression of mirror generalization for reversible letters: Evidence from masked priming68 cited
• 2008Do orthotactics and phonology constrain the transposed-letter effect?66 cited
• 2013Contextual diversity is a main determinant of word identification times in young readers66 cited
• 2008Transposed-Letter Priming Effects for Close Versus Distant Transpositions66 cited
• 2013Effects of the psycholinguistic variables on the lexical decision task in Spanish: A study with 2,765 words60 cited
• 2008Beginning readers activate semantics from sub-word orthography59 cited
• 2011The effects of interletter spacing in visual-word recognition55 cited
• 2018EmoFinder: The meeting point for Spanish emotional words53 cited
• 2012Substituted-letter and transposed-letter effects in a masked priming paradigm with French developing readers and dyslexics51 cited
• 2020The role of word-recognition accuracy in the development of word-recognition speed and reading comprehension in primary school: A longitudinal examination51 cited
• 2011Lexical and semantic representations in the acquisition of L2 cognate and non‐cognate words: Evidence from two learning methods in children50 cited
• 2011Is the go/no-go lexical decision task preferable to the yes/no task with developing readers?49 cited