| Punctuation: a missing link between awareness of prosody and reading comprehension AM Ryken, L Wade-Woolley, SH Deacon Reading and Writing, 1-20, 2024 | | 2024 |
| Modeling complex word reading: Examining influences at the level of the word and child on mono-and polymorphemic word reading LM Steacy, VM Rigobon, AA Edwards, DR Abes, NC Marencin, K Smith, ... Scientific Studies of Reading 26 (6), 527-544, 2022 | 7 | 2022 |
| Prosodic competence as the missing component of reading processes across languages: Theory, evidence and future research L Wade-Woolley, C Wood, J Chan, S Weidman Scientific Studies of Reading 26 (2), 165-181, 2022 | 29 | 2022 |
| Prosody as a Source of Individual Differences in Dyslexia and Developmental Language Disorder L Wade-Woolley | | 2020 |
| Understanding prosody and morphology in school-age children’s reading JS Chan, L Wade-Woolley, L Heggie, JR Kirby Reading and Writing 33 (5), 1295-1324, 2020 | 21 | 2020 |
| The role of set for variability in irregular word reading: Word and child predictors in typically developing readers and students at-risk for reading disabilities LM Steacy, L Wade-Woolley, JG Rueckl, KR Pugh, JD Elliott, DL Compton Scientific Studies of Reading 23 (6), 523-532, 2019 | 44 | 2019 |
| Children’s Vowel Spelling in Derived Words: Item-, Word-and Child-Level Predictors L Wade-Woolley, LM Steacy PsyArXiv, 2019 | | 2019 |
| Prosodic awareness and punctuation ability in adult readers L Heggie, L Wade-Woolley Reading Psychology 39 (2), 188-215, 2018 | 31 | 2018 |
| Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability JS Chan, L Wade‐Woolley Journal of Research in Reading 41 (1), 42-57, 2018 | 33 | 2018 |
| Prosodic awareness and children’s multisyllabic word reading AJ Holliman, IR Mundy, L Wade-Woolley, C Wood, C Bird Educational Psychology 37 (10), 1222-1241, 2017 | 30 | 2017 |
| Reading longer words: Insights into multisyllabic word reading L Heggie, L Wade-Woolley Perspectives of the ASHA Special Interest Groups 2 (1), 86-94, 2017 | 18 | 2017 |
| The contributions of prosodic and phonological awareness to reading L Wade-Woolley, L Heggie Reading and Writing 29, 1-12, 2016 | 30 | 2016 |
| Prosodic and phonemic awareness in children’s reading of long and short words L Wade-Woolley Reading and Writing 29, 371-382, 2016 | 65 | 2016 |
| Implicit knowledge of word stress and derivational morphology guides skilled readers’ decoding of multisyllabic words L Wade-Woolley, L Heggie Scientific Studies of Reading 19 (1), 21-30, 2015 | 46 | 2015 |
| Professional learning cultures: An evaluation of collaborative inquiry in Ontario elementary schools B Bolden, T Christou, C DeLuca, D Klinger, B Kutsyuruba, J Pyper, ... RFS, 2014 | 5 | 2014 |
| Processing novel phonemic contrasts in the acquisition of L2 word reading L Wade-Woolley, E Geva Basic Processes in Early Second Language Reading, 295-311, 2014 | 198 | 2014 |
| Collaborative inquiry in Ontario schools B Bolden, TM Christou, C DeLuca, B Kutsyuruba, J Pyper, L Shulha, ... An evaluation report for the Ontario Ministry of Education, 2014 | 3 | 2014 |
| Component processes in becoming English-Hebrew biliterate E Geva, L Wade-Woolley Literacy development in a multilingual context, 85-110, 2013 | 122 | 2013 |
| Discrimination of English and French orthographic patterns by biliterate children D Jared, P Cormier, BA Levy, L Wade-Woolley Journal of Experimental Child Psychology 114 (4), 469-488, 2013 | 22 | 2013 |
| Supporting Low-Performing Schools in Ontario, Canada. Case Study. D Klinger, L Wade-Woolley WestEd, 2012 | 4 | 2012 |
John R. KirbyQueen's UniversityVerified email at queensu.ca
