Hélène Deacon

Datos Biográficos

ID3531361
NOMBREHélène Deacon
NOMBRESHélène
APELLIDODeacon
FIRMADEACON H
AFILIACIONESDalhousie University
ORCID0000-0002-4792-5137
VERIFICADOSí
TOTAL DE OBRAS56
TOTAL DE CITAS74
TOTAL COMO AUTOR56
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2004
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H5

  • Pronouns as facilitators and obstacles of children’s reading comprehension

    Open AccessÉmilie Courteau, Guillaume Loignon et al.ARTICLEReading and Writing2026

  • Summarizing expository text and the relationship to verbal ability and reading skills

    Open AccessJessica Chan, Miao Li et al.ARTICLEThe Journal of Educational Research2026

    Text summarization involves selecting important information from a text, while ignoring unimportant information, to construct a coherent representation similar to a situation model. This study examined text-absent summaries written by 134 English-speaking Canadian Grade 5 students, and their language and reading abilities. Summaries were analyzed in terms of themes, main ideas, important details, and unimportant details. Cluster analysis indicate…

  • Prospective impacts of co-rumination on depression, anxiety, and relationship satisfaction within adult romantic couples

    Trillium Whitewolf, Simon B Sherry et al.ARTICLEJournal of Social and Clinical…2025

    Introduction: Co-rumination can significantly affect well-being yet remains understudied in adult romantic relationships. We aimed to examine how corumination in adult couples impacts two forms of emotional distress (anxiety and depression) and relationship satisfaction over a 15-20 week follow-up. We also investigated whether effects persisted when controlling important covariates (e.g., emotional stability) and explored gender differences. Meth…

  • A Meta-Analysis of the Relation Between Syntactic Skills and Reading Comprehension

    Open AccessXiuhong Tong, Liyan Yu et al.ARTICLEReview of Educational Research2025

    Theories of reading comprehension have widely predicted a role for syntactic skills, or the ability to understand and manipulate the structure of a sentence. Yet, these theories are based primarily on English, leaving open the question of whether this remains true across typologically different languages such as English versus Chinese. There are substantial differences in the sentence structures of Chinese versus English, making the comparison of…

  • Covid-19 Stress and Family Well-Being

    Open AccessAlzena Ilie, Andy J Kim et al.ARTICLEChildren2025

    Our findings underscore the interconnected nature of sleep and mental health, demonstrating that stress-related disruptions in sleep (particularly children's sleep) can exacerbate mental health difficulties for both parents and children during crises like the COVID-19 pandemic

  • Other-Oriented Perfectionism Predicts Physical Intimate Partner Violence in Romantic Couples

    Open AccessTrillium Whitewolf, Martin M Smith et al.ARTICLEJournal of Family Violence2025

  • The Linguistic Pathways Model

    Open AccessXiuhong Tong, Hélène DeaconARTICLEReading Research Quarterly2025Referencias: 162

    The importance of oral language skills in reading comprehension is widely recognized in contemporary models. Building on this foundation, we propose the Linguistic Pathways Model. In this model, we illuminate mechanistic and developmental detail by which individual components of oral language support reading comprehension and embrace the multiple dimensions across which reading development plays out. This is the level of theoretical detail needed…

  • Learning spellings and meanings

    Open AccessCatherine Mimeau, Jessie Ricketts et al.ARTICLEJournal of Research in Reading2025Referencias: 1

    Background Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier lea…

  • Getting at How

    Open AccessSophia Giazitzidou, Kyle Levesque et al.ARTICLEReading Research Quarterly2025Citada por: 1Referencias: 105

    The relation of morphological awareness with reading comprehension is well established. For this advance to inform instruction, the push is now on to understand how morphological awareness is related to reading comprehension. We address this question here by examining potential mechanisms. We do so with children in Grade 1, a time at which it is widely debated as to whether to include morphology instruction. We examine three potential mediating f…

  • Where do I begin to read? Concepts about print support early L1 and L2 word reading in emerging bilingual readers

    Open AccessKathleen Hipfner-Boucher, Meng‐hsun Lee et al.ARTICLEEarly Childhood Research Quarterly2025Referencias: 1

  • What we have learned about learning to read in a digital age and children's contemporary reading experiences

    Open AccessHélène Deacon, Xi Chen et al.ARTICLEJournal of Research in Reading2024

    Children need to be able to understand what they read in order to learn in school and participate in society. Increasingly, children are experiencing reading on screens. They are using more types of screens, for more purposes and for longer durations than ever before, with this trajectory only increasing during the COVID-19 pandemic (Moore et al., 2020). The question of how children read on screens is an important one. Meta-analyses consistently …

  • Drawing attention to print or meaning

    Open AccessAnika Nastasiuk, Émilie Courteau et al.ARTICLEJournal of Research in Reading2024

    Background Shared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code (i.e., print). Here, we examine the focus of sha…

  • The magic in magician

    Open AccessHélène Deacon, Erin K Robertson et al.ARTICLEJournal of Research in Reading2024

    Background Oral language has long been acknowledged as a prominent influence on children's reading development. Here, we examine the intersecting contribution of two prominent aspects of oral language – phonology and morphology. We explore this interface by examining contributions from the two dimensions of phonology – phonemic and prosodic – of morphological awareness on children's reading development. Methods In a longitudinal study, we track t…

  • VGCK Versus Vack

    Open AccessSavannah M Heintzman, Nicole J Conrad et al.ARTICLEJournal of Research in Reading2024

    Background Young children clearly know quite a bit about the conventions of written language; for instance, 5‐year‐old children are sensitive to the fact that words tend to include both consonants and vowels, rather than just one or the other. The core theoretical debate lies in whether this understanding of sub‐lexical orthographic regularities predicts children's reading development. To provide empirical data on this question, we examined wheth…

  • Scrolling and hyperlinks

    Open AccessKlaudia KRENCA, Emily P Taylor et al.ARTICLEJournal of Research in Reading2024

    Background This study examined how children's ability to understand what they read on screens is impacted by two specific digital features: hovering hyperlinks and scrolling. Methods The participants were 75 English‐speaking children ( M = 9.90 years, SD = 0.90 years) in Grades 3 to 5 who participated in an online research study. Using a within‐participants design, children read standardised passages from the Gates–MacGinitie Reading Tests (MacGi…

  • The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement

    Open AccessAbigail Howard-Gosse, Bradley W Bergey et al.ARTICLEJournal of Learning Disabilities2024

    Given the increase in students with learning disabilities entering university, we investigated a broader group—students with a history of reading difficulties (HRD)—who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD ( n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year g…

  • Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness

    Open AccessRussell Savage, Robert Savage et al.ARTICLEJournal of Learning Disabilities2024

    We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63 Grade 3 children with below-average morphological awareness following screening (from N = 163). This…

  • Mechanisms in the relation between morphological awareness and the development of reading comprehension

    Hélène Deacon, Kyle LevesqueARTICLEJournal of Educational Psychology2024

  • Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled

    Open AccessErin K Robertson, Catherine Mimeau et al.ARTICLEFrontiers in Language Sciences2024

    Introduction Syntactic awareness is the ability to monitor and manipulate word order within sentences. It is unclear whether children with dyslexia have syntactic awareness problems, as there are mixed results in the literature. Dyslexia is typically classified with very poor word and nonword reading and phonological processing problems are often observed in this population. It is conceivable that a phonological deficit could strain memory when p…

  • Long-Term Mandatory Homeschooling during Covid-19 Had Compounding Mental Health Effects on Parents and Children

    Open AccessLucretia V M Groff, Mariam M Elgendi et al.ARTICLEChildren2024

    Findings suggest that long-term mandatory homeschooling during COVID-19 placed families at greater risk of mental health harm. To protect family mental health during homeschooling mandates, schools should provide children with evidence-based educational support

  • Testing mechanisms underlying children’s reading development

    Hélène Deacon, Catherine Mimeau et al.ARTICLEDevelopmental Psychology2024Citada por: 3Referencias: 5

    Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…

  • Longitudinal predictors of French word reading difficulties among French Immersion children

    Open AccessElizabeth MacKay, Xi Chen et al.ARTICLEAnnals of Dyslexia2023

  • Do You Use Love to Make it Lovely? The Role of Meaning Overlap across Morphological Relatives in the Development of Morphological Representations

    Open AccessPauline QUEMART, Julie A WOLTER et al.ARTICLEJournal of Child Language2023

    We examined whether and how the degree of meaning overlap between morphologically related words influences sentence plausibility judgment in children. In two separate studies with kindergarten and second-graders, English-speaking and French-speaking children judged the plausibility of sentences that included two paired target words. Some of these word pairs were morphologically related, across three conditions with differing levels of meaning ove…

  • Drinking to Cope Mediates the Association between Dyadic Conflict and Drinking Behavior

    Open AccessAmanda E F Hagen, Lucía Masa Rodríguez et al.ARTICLEInternational Journal of…2023

    The COVID-19 pandemic spurred public health measures to reduce viral spread. Concurrently, increases in alcohol consumption and conflict in romantic partnerships were observed. Pre-pandemic research demonstrated a bidirectional association between couples' conflict and drinking. Recent research shows one's drinking motives (proximal predictors of drinking behavior) can influence another person's drinking in close relationships. It is possible tha…

  • Print Learning

    Open AccessNicole J Conrad, Hélène DeaconARTICLEReading Research Quarterly2023Citada por: 2Referencias: 102

    All dominant models of reading development ascribe a central role to learning about the orthography in reading acquisition, particularly as children transition to fluent word reading (e.g., Ehri, 2014; Share, 1995). And yet, we know far less about the contributions to word reading development of children's learning about the orthographic form of language than about its phonological dimensions. Through a focused review, we put forward a new concep…