Publications
2022 Donald G. Doehring Memorial Lecture
In March of 2022, Dr. Hélène Deacon was honored to be invited to give the annual keynote Donald G. Doehring Memorial Lecture hosted by the McGill University School of Communication Sciences & Disorders. Watch her talk below titled "Breaking into reading: Skills that drive children’s reading development" in which she discusses two skills children use as they are learning how to read: knowledge of roots and affixes (i.e., morphological awareness) and sentences (i.e., syntactic awareness).
Publications by Dr. Hélène Deacon and the Language and Literacy Lab
Please visit Dr. Deacon's ResearchGate page for accessible articles.
If you have any difficulties accessing our publications, please contact our research staff for a personal copy.
If you have any difficulties accessing our publications, please contact our research staff for a personal copy.
Robertson, E., Mimeau, C. & Deacon, S. H. (2024). Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled? In L. Colombo (Ed). Frontiers in Language Sciences, 3. https://doi.org/10.3389/flang.2024.1388964
Nastasiuk, A. M., Courteau, É, Deacon, S. H. & Thomson, J. M. (2024). Drawing attention to print or meaning: How parents read with their preschool-aged children on paper and on screens. Advance online publication. Journal of Research in Reading. http://doi.org/10.1111/1467-9817.12451
Deacon, S. H., & Levesque, K. (2024). Mechanisms in the relation between morphological awareness and the development of reading comprehension. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000871
Deacon, S. H., Mimeau, C., Levesque, K., & Ricketts, J. (2024). Testing mechanisms underlying children’s reading development: The power of learning lexical representations. Developmental Psychology. Advance online publication. https://doi.org/10.1037/dev0001749
Courteau, E., Dutemple, M., Loignon, G., & Deacon, S.H. (2024). The impact of the pandemic on development: Parents’ perceptions on language and literacy. Canadian Journal of Speech-Language Pathology and Audiology. 48 (1), 17-27. https://cjslpa.ca/files/2024_CJSLPA_Vol_48/No_1/CJSLPA_Vol_48_No_1_2024_1299.pdf
Ryken, A.M., Wade-Woolley, L. & Deacon, S.H. (2024). Punctuation: a missing link between awareness of prosody and reading comprehension. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-024-10517-8
Heintzman, S. M., & Deacon, S. H. (2024). Orthographic and semantic learning during shared reading: Investigating relations to early word reading. Journal of Speech, Language and Hearing Research, 67(5). https://doi.org/10.1044/2024_JSLHR-23-00623
Sparks, E., & Deacon, S. H. (2024). Orthographic cues to stress affect reading in connected text: Evidence from a letter-detection task. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement. Advance online publication. https://doi.org/10.1037/cbs0000407
Tong, X., Yu, L., & Deacon, H. (2024). A meta-analysis of the relation between syntactic skills and reading comprehension: A cross-linguistic and developmental investigation. Review of Educational Research. Advance online publication. https://doi.org/10.3102/00346543241228185
Heintzman, S., Conrad, N. J., & Deacon, S. H. (2024). vgck versus vack: The contributions of children’s early sub-lexical orthographic knowledge to gains in word reading. Journal of Research in Reading, 47(2). https://doi.org/10.1111/1467-9817.12444
Quémart, P., Wolter, J., Chen, X., & Deacon, S. H. (2023). Do you use love to make it lovely? The role of meaning overlap across morphological relatives in the development of morphological representations. Journal of Child Language, 50(6), 1487-1507. https://doi.org/10.1017/S0305000922000356
Deacon, S. H., Robertson, E. K., Ryken, A., & Levesque, K. (2023). The magic in magician: Contributions of phonological dimensions of morphological awareness to children’s reading development. Journal of Research in Reading. Advance online publication. https://doi.org/10.1111/1467-9817.12439
Howard-Gosse, A., Bergey, B. W., & Deacon, S. H. (2023). The reading challenges, strategies, and habits of university students with a history of reading difficulties and their relations to academic achievement. Journal of Learning Disabilities. Advanced online publication. https://doi.org/10.1177/00222194231190678
Hagen, A.E.F., Rodriguez, L.M., Neighbors, C., Nogueira-Arjona, R., Sherry, S.B., Lambe, L., Deacon, S.H., Meier, S., Abbass, A., & Stewart, S.H. (2023). Drinking to cope mediates the association between dyadic conflict and drinking behavior: A study of romantic couples during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 20(14), 6332. https://doi.org/10.3390/ijerph20146332
Savage, R., Maiorino, K., Gavin, K., Horne-Robinson, H., Georgiou, G., & Deacon, H. (2023). Contrasting morphology interventions in children with poor morphological awareness in Grade 3: A school-based RCT trial. Journal of Learning Disabilities, Advance online publication. https://doi.org/10.1177/00222194231161117
Basso, N.L., Lambe, L.J., Kim, A.J., Rodriguez, L.M., Deacon, S.H., Nogueria-Arjona, R., Sherry, S.B., Abbass, A., & Stewart, S.H. (2023). Effects of mandatory homeschooling during COVID-19 on conflict in romantic couples. The Journal of Family Psychology, 37(2), 275–281. https://doi.org/10.1037/fam0001052
Breadmore, H. L., Côté,E., & Deacon, S.H. (2023). The timing tells the tale: Multiple morphological processes in children’s and adults’ spelling. Scientific Studies of Reading, 27(5), 408-427. https://doi.org/10.1080/10888438.2023.2186233
Chung, S. C., Koh, P. W., Chen, X., & Deacon, S. H. (2022). Orthographic knowledge: A predictor or an outcome of word reading and spelling in bilingual children? Reading and Writing: An Interdisciplinary Journal, 36(2), 517-539.
https://doi.org/10.1007/s11145-022-10302-5
https://doi.org/10.1007/s11145-022-10302-5
Conrad, N., & Deacon, S. H. (2022). Print Learning: A Theoretical Framework for the Role of Children’s Learning about the Orthography in the Development of Reading Skill. Reading Research Quarterly, 58(1), 113-125. https://doi.org/10.1002/rrq.489
Elgendi, M., Stewart, S.H., DesRoches, D.I., Corkum, P., Nogueira-Arjona, R., & Deacon, S.H. (2022). Division of labor and parental mental health and relationship well-being during COVID-19 pandemic-mandated homeschooling. International Journal of Environmental Research and Public Health, 19(24), 17021. https://doi.org/10.3390/ijerph192417021
Kim, A. J., Smith, M. M., Sherry, S. B., Rodriguez, L. M., Meier, S. M., Nogueira-Arjona, R., Deacon, S. H., Abbass, A., & Stewart, S. H. (2022). Depressive symptoms and conflict behaviors: A test of the stress generation hypothesis in romantic couples during the COVID-19 pandemic. Journal of Social and Clinical Psychology, 41(6), 517-540. https://doi.org/10.1521/jscp.2022.41.6.517
Levesque, K., & Deacon, S. H. (2022). Clarifying links to literacy: How does morphological awareness support children’s word reading development? Applied Psycholinguistics, 43(4), 921-943. https://doi.org/10.1017/S0142716422000194
MacKay, E., Deacon, S. H., Elgendi, M., & Stewart, S. H. (2022). Drinking among university students with a history of reading difficulties: Motivational and personality risk factors for hazardous levels of consumption. Annals of Dyslexia, 72(3), 487-508. https://doi.org/10.1007/s11881-022-00266-0
Nie, B., Deacon, S. H., Fyshe, A., Demmans Epp, C. (2022). Predicting Reading Comprehension Scores of Elementary School Students. In 15th International Conference on Educational Data Mining (EDM), 158-170. https://doi.org/10.5281/zenodo.6852952
Sohail, J., Hipfner-Boucher, K., Deacon, S. H., & Chen, X. (2022). Reading comprehension in French L2/L3 learners: Does syntactic awareness matter? Languages, 7(211), 1-19. https://doi.org/10.3390/languages7030211
Sohail J., Sorensen Duncan, T., Koh, P. W., Deacon, S. H., & Chen , X. (2022). How syntactic awareness might influence reading comprehension in English-French bilingual children. Reading and Writing, 35(5), 1289-1313.
https://doi.org/10.1007/s11145-021-10245-3
https://doi.org/10.1007/s11145-021-10245-3
Quémart, P., Wolter, J. A., Chen, X. & Deacon, S. H. (2022). Do you use love to make it lovely? The role of meaning overlap across morphological relatives in the development of morphological representations. Journal of Child Language, 50(6), 1487-1507.
https://doi.org/10.1017/S0305000922000356.
https://doi.org/10.1017/S0305000922000356.
Chung, S. C., Geva, E., Chen, X., & Deacon, S. H. (2021). Do we ‘laugh’ or ‘la8gh’?: Early print knowledge and its relation to learning to read in English and French. Scientific Studies for Reading, 25(6), 519-533. https://doi.org/10.1080/10888438.2020.1863970
Critten, S., Holliman, A. J., Hughes, D. J., Wood, C., Cunnane, H., Pillinger, C., & Deacon, S. H. (2021). A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing, 34(2), 371-389. https://doi.org/10.1007/s11145-020-10077-7
Deacon, S. H., Rodriguez, L. M., Elgendi, M., King, F. E., Nogueira-Arjona, R., Sherry, S. B., & Stewart, S. H. (2021). Parenting through a pandemic: Mental health and substance use consequences to couples of mandated homeschooling. Couple and Family Psychology: Research and Practice, 10(4), 281-293. http://doi.org/10.1037/cfp0000171
DesRoches, D. I., Deacon, S. H., Rodriguez, L. M., Sherry, S. B., Nogueira-Arjona, R., Elgendi, M. M., Meier, S., Abbass, A., King, F. E., & Stewart S. H. (2021). Homeschooling during COVID-19: Gender differences in work–family conflict and alcohol use behaviour among romantic couples. Social Sciences, 10(7), 1-18. https://doi.org/10.3390/socsci10070240
Elgendi, M., Stewart, S. H., Mackay, E. J., Deacon, S. H. (2021). Two aspects of psychological functioning in undergraduates with a history of reading difficulties: Anxiety and self-efficacy. Annals of Dyslexia, 71(1), 84-102.
https://doi.org/10.1007/s11881-021-00223-3
https://doi.org/10.1007/s11881-021-00223-3
Ginestet, E., Shadbolt, J., Tucker, R., Bosse, M. L., & Deacon, S. H. (2021). Orthographic learning and transfer of complex words: Insights from eye-tracking during reading and learning tasks. Journal of Research in Reading, 44(1), 51-69.
https://doi.org/10.1111/1467-9817.12341
https://doi.org/10.1111/1467-9817.12341
Levesque, K., Breadmore, H., & Deacon S. H. (2021). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10-26.
https://doi.org/10.1111/1467-9817.12313
https://doi.org/10.1111/1467-9817.12313
MacKay, E. J., Conrad, N., & Deacon, S. H. (2021). How does lexical access fit into models of word reading? Scientific Studies of Reading. 26(4), 327-336. https://doi.org/10.1080/10888438.2021.199323
MacKay, E., Lynch, E., Sorenson Duncan, T., & Deacon, S. H. (2021). Informing the science of reading: Student’s awareness of sentence-level information is important for reading comprehension. Reading Research Quarterly, 56(1), 221-230.
https://doi.org/10.1002/rrq.397
https://doi.org/10.1002/rrq.397
Metsala, J. L., Sparks, E., David, M., Conrad, N., & Deacon, S. H. (2021). What is the best way to characterise the contributions of oral language to reading comprehension: Listening comprehension or individual oral language skills? Journal of Research in Reading, 44(3), 675-694. https://doi.org/10.1111/1467-9817.12362
Shakory, S., Chen, X., & Deacon, S. H. (2021). Learning orthographic and semantic representations simultaneously during shared reading. Journal of Speech, Language, and Hearing Research, 64(3), 909-921. https://doi.org/10.1044/2020_JSLHR-20-00520
Sorenson Duncan, T., Karkada, M., Deacon, S. H., & Smith, I. M. (2021). Building meaning: Meta-analysis of component skills supporting reading comprehension in children with autism spectrum disorder. Autism Research, 14(5), 840-858.
https://doi.org/10.1002/aur.2483
https://doi.org/10.1002/aur.2483
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
Tong, X., Kwan, J. L. Y., Tong X., & Deacon, S. H. (2021). How Chinese–English bilingual fourth graders draw on syntactic awareness in reading comprehension: Within‐ and cross‐language effects. Reading Research Quarterly. 57(2), 409-429.
https://doi.org/10.1002/rrq.400
https://doi.org/10.1002/rrq.400
Mailhot, H., Wilson, M. A., Macoir, J., Deacon, S. H., Sánchez-Gutiérrez, C. (2020). MorphoLex-FR: A derivational morphological database for 38,840 French words. Behavior Research Methods, 52(3), 1008 - 1025. https://doi.org/10.3758/s13428-019-01297-z
McGrath, P. J., Asmundson, G. J. G., Blackstock, C., Bourque, M. C., Brimacombe, G., Crawford, A., Deacon, S. H., McMullen, K., Mushquash, C., Stewart, S. H., Stinson, J., Taylor, S., Campbell-Yeo, M. (2020). Easing the disruption of COVID-19: Supporting the mental health of the people of Canada —October 2020—an RSC policy briefing. FACETS, 5(1), 1071-1098. https://doi.org/10.1139/facets-2020-0082
Oliveira, M., Levesque, K., Deacon, S. H., & da Mota, M. E. P. E. (2020). Evaluating models of how morphological awareness connects to reading comprehension: A study in Portuguese. Journal of Research in Reading, 43(2), 161-179.
https://doi.org/10.1111/1467-9817.12296
https://doi.org/10.1111/1467-9817.12296
Saint-Aubin, J., Deacon, S. H., Klein, R. M., & Thompson, C. (2020). The missing-colour effect: The attentional beam captures reading-relevant and reading-irrelevant information. Quarterly Journal of Experimental Psychology, 73(11), 1830–1840. https://doi.org/10.1177/1747021820934410
Tong, X., Deng, Q., Deacon, S. H., Saint-Aubin, J., & Wang, S. (2020). To see or not to see: The roles of item properties and language knowledge in Chinese missing logographeme effects. Applied Psycholinguistics, 41(5), 1113-1139. https://doi.org/10.1017/S0142716420000466
Bergey, B. W., Parrila, R. K., Laroche, A., & Deacon, S. H. (2019). Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary Educational Psychology, 56, 25-39. https://doi.org/10.1016/j.cedpsych.2018.11.001
Bourassa, D. C., Bargen, M., Delmonte, M., & Deacon, S. H. (2019). Staying rooted: Spelling performance in children with dyslexia. Applied Psycholinguistics, 40(2), 427-444. https://doi.org/10.1017/S0142716418000632
Breadmore, H. L., & Deacon, S. H. (2019). Morphological processing before and during children’s spelling. Scientific Studies of Reading, 23(2), 178-191. https://doi.org/10.1080/10888438.2018.1499745
Choi, W., Tong, X., & Deacon, S. H. (2019). From Cantonese lexical tone awareness to second language English vocabulary: Cross-language mediation by segmental phonological awareness. Journal of Speech, Language, and Hearing Research, 62(6), 1875-1889. https://doi.org/10.1044/2019_JSLHR-L-17-0323
Chung, S. C., Chen, X., Commissaire, E., Krenca, K., & Deacon, S. H. (2019). Testing the self-teaching hypothesis in second language reading. Writing Systems Research, 11(1), 1-11. https://doi.org/10.1080/17586801.2019.1625478
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
Deacon, S. H., Pasquarella, A., Marinus, E., Tims, T., & Castles, A. (2019). Orthographic processing and children’s word reading. Applied Psycholinguistics, 40(2), 509-534. https://doi.org/10.1017/S0142716418000681
Lam, K., Chen, X., & Deacon, S. H. (2019). The role of awareness of cross‐language suffix correspondences in second‐language reading comprehension. Reading Research Quarterly, 55(1), 29-43. https://doi.org/10.1002/rrq.257
Levesque, K., Kieffer, M. J., & Deacon, S. H. (2019). Inferring meaning from meaningful parts: The contributions of morphological skills to the development of children’s reading comprehension. Reading Research Quarterly, 54(1), 63–80. https://doi.org/10.1002/rrq.219
MacKay, E. J., Laroche, A., Parrila, R., & Deacon, S. H. (2019). A beginning exploration of text generation abilities in university students with a history of reading difficulties. Dyslexia, 25(2), 207-218. https://doi.org/10.002/dys.1610
Metsala, J., Parrila, R. K., Conrad, N. J., & Deacon, S. H. (2019). Morphological awareness and reading achievement in university students. Applied Psycholinguistics, 40(3), 743-763. https://doi.org/10.1017/S0142716418000826
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
Robertson, E., & Deacon, S. H. (2019). Morphological awareness and word-level reading in early and mid-elementary school years. Applied Psycholinguistics, 40(4), 1051-1071. https://doi.org/10.1017/S0142716419000134
Bergey, B. W., Parrila, R. K., & Deacon, S. H. (2018). Understanding the academic motivations of students with a history of reading difficulty: An expectancy-value-cost approach. Learning and Individual Differences, 67, 41-52. https://doi.org/10.1016/j.lindif.2018.06.008
Chung, S. C., Chen, X., & Deacon, S. H. (2018). The relation between orthographic processing and spelling in grade 1 French immersion children. Journal of Research in Reading, 41(2), 290-311. https://doi.org/10.1111/1467-9817.12104
Deacon, S. H., Holliman, A. J., Dobson, G. J., & Harrison, E. C. J. (2018). Assessing direct contributions of morphological awareness and prosodic sensitivity to children’s word reading and reading comprehension. Scientific Studies of Reading, 22(6), 527-534. https://doi.org/10.1080/10888438.2018.1483376
Deacon, S. H., & Kieffer, M. (2018). Understanding how syntactic awareness contributes to reading comprehension: Evidence from mediation and longitudinal models. Journal of Educational Psychology, 110(1), 72-86. https://doi.org/10.1037/edu0000198
De Freitas, P. V. J, Mota, M. M. P. E., & Deacon, S. H. (2018). Morphological awareness, word reading, and reading comprehension in Portuguese. Applied Psycholinguistics, 39(3), 507-525. https://doi.org/10.1017/S0142716417000479
Luo, Y. C., Koh, P. W., Deacon, S. H., & Chen, X. (2018). The roles of metalinguistic skills in Chinese-English biliteracy development. Reading and Writing: An Interdisciplinary Journal, 31(8), 1721-1740. https://doi.org/10.1007/s11145-017-9778-5
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
Quémart, P., Gonnerman, L., Downing, J., & Deacon, S. H. (2018). The development of morphological representations in young readers: A cross-modal priming study. Developmental Science, 21(4). https://doi.org/10.1111/desc.12607
Sánchez-Gutiérrez, C., Mailhot, H., Deacon, S. H., & Wilson, M. A. (2018). MorphoLex: A derivational morphological database for 70,000 English words. Behavior Research Methods, 50(4), 1568-1580. https://doi.org/10.3758/s13428-017-0981-8
Bergey, B. W., Deacon, S. H., & Parrila, R. (2017). Metacognitive reading and study strategies and academic achievement of university students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 81-94. https://doi.org/10.1177/0022219415597020
Chevalier, T., Parrila, R., Ritchie, K., & Deacon, S. H. (2017). The role of metacognitive reading strategies, metacognitive study and learning strategies, and behavioural study and learning strategies in predicting academic success in students with and without a history of reading difficulties. Journal of Learning Disabilities, 50(1), 34-48. https://doi.org/10.1177/0022219415588850
Choi, W., Tong, X., & Deacon, S. H. (2017). Double dissociations in reading comprehension difficulties among Chinese-English bilinguals and their association with tone awareness. Journal of Research in Reading, 40(2), 184-198.
https://doi.org/10.1111/1467-9817.12077
https://doi.org/10.1111/1467-9817.12077
Chung, S. C., Koh, P. W., Deacon, S. H., & Chen, X. (2017). Learning to read in English and French: Emergent readers in French immersion. Topics in Language Disorders, 37(2), 136-153. https://doi.org/10.1097/TLD.0000000000000118
Deacon, S. H., & Francis, K. (2017). How children become sensitive to the morphological structure of the words that they read. Frontiers in Psychology, 8, 1469. https://doi.org/10.3389/fpsyg.2017.01469
Deacon, S. H., Tong, X., & Francis, K. (2017). The relationship of morphological analysis and morphological decoding to reading comprehension. Journal of Research in Reading, 40(1), 1-16. https://doi.org/10.1111/1467-9817.12056
Deacon, S. H., Tucker, R., Bergey, B., Laroche, A., & Parrila, R. (2017). Personalized outreach to university students with a history of reading difficulties: Early screening and outreach to support academically at-risk students. Journal of College Student Development, 58(3), 432-450. https://doi.org/10.1353/csd.2017.0032
Koh, P. W., Shakory, S., Chen, X., & Deacon, S. H. (2017). Morphology and spelling in French: A comparison of at-risk readers and typically developing children. Dyslexia, 23(4), 406-427. https://doi.org/10.1002/dys.1565
Levesque, K., Kieffer, M., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1-20. https://doi.org/10.1016/j.jecp.2017.02.015
MacKay, E., Levesque, K., & Deacon, S. H. (2017). Unexpected poor comprehenders: An investigation of multiple aspects of morphological awareness. Journal of Research in Reading, 40(2), 125-138. https://doi.org/10.1111/1467-9817.12108
Tong, X., He, X., & Deacon, S. H. (2017). Tone matters for Cantonese-English bilingual children's English word reading development: A unified model of phonological transfer. Memory & Cognition, 45(2), 320-333. https://doi.org/10.3758/s13421-016-0657-0
Conrad, N., & Deacon, S. H. (2016). Children's orthographic knowledge and their word reading skill: Testing bidirectional relations. Scientific Studies of Reading, 20(4), 339-347. https://doi.org/10.1080/10888438.2016.1183128
Hipner-Boucher, K., Pasquarella, A., Chen, X., & Deacon, S. H. (2016). Cognate awareness in French immersion students: Contributions to grade 2 reading comprehension. Scientific Studies of Reading, 20(5), 389-400. https://doi.org/10.1080/10888438.2016.1213265
Tucker, R., Castles, A., Laroche, A., & Deacon, S. H. (2016). The nature of orthographic learning in self teaching: Testing the extent of transfer. Journal of Experimental Child Psychology, 145, 79-94. https://doi.org/10.1016/j.jecp.2015.12.007
Au-Yeung, K., Hipfner-Boucher, K., Chen, X., Pasquarella, A., D’Angelo, N., & Deacon, S. H., (2015). Development of English and French language and literacy skills in EL1 and EL French immersion students in the early grades. Reading Research Quarterly, 50(2), 233-254. https://doi.org/10.1002/rrq.95
Hipfner-Boucher, K., Lam, K., Chen, X., & Deacon, S. H. (2015). Exploring the effects of word features on French immersion children's ability to deconstruct morphologically complex words. Writing Systems Research, 7(2), 157-168. https://doi.org/10.1080/17586801.2014.943645
Sparks, E. & Deacon, S. H. (2015). Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children. Applied Psycholinguistics, 36(2), 299-321. https://doi.org/10.1017/S0142716413000246
Commissaire, E., Pasquarella, A., Chen, X., Deacon, S. H. (2014). The development of orthographic processing skills in children in early French immersion programs. Written Language and Literacy, 17(1), 16-39. https://doi.org/10.1075/wll.17.1.02com
Deacon, S. H., Cleave, P. L., Baylis, J., Fraser, J., Ingram, E., & Perlmutter, S. (2014). The representation of roots in the spelling of children with Specific Language Impairment. Journal of Learning Disabilities, 47(1), 13-21. https://doi.org/10.1177/0022219413509965
Deacon, S. H., Kieffer, M., & Laroche, A. (2014). The relation between morphological awareness and reading comprehension: Evidence from mediation and longitudinal models. Scientific Studies of Reading, 18(6), 432-451. https://doi.org/10.1080/10888438.2014.926907
Pasquarella, A., Deacon, S. H., Chen, B. X., Commissaire, E., & Au-Yeung, K. (2014). Acquiring orthographic processing through word reading: Evidence from children learning to read French and English. International Journal of Disability, Development and Education, 61(3), 240-257. https://doi.org/10.1080/1034912X.2014.932579
Tong, X., Deacon, S. H., & Cain, K. (2014). Morphological and syntactic awareness in poor comprehenders: Another piece of the puzzle. Journal of Learning Disabilities, 47(1), 22-33. https://doi.org/10.1177/0022219413509971
Deacon, S. H., Benere, J., & Pasquarella, A. (2013). Reciprocal relationship: Children’s morphological awareness and their reading accuracy across grades 2 to 3. Developmental Psychology, 49(6), 1113-1126. https://doi.org/10.1037/a0029474
Deacon, S. H., Chen, X., Luo, Y., & Ramirez, G. (2013). Beyond language borders: Orthographic processing and word reading in Spanish-English bilinguals. Journal of Research in Reading, 26(7), 1087-1109. https://doi.org/10.1007/s11145-012-9407-2
Deacon, S. H., Commissaire, E., Chen, X., & Pasquerella, A. (2013). Learning about print: Orthographic processing and its relationship to word reading in first grade children in French immersion. Reading and Writing: An Interdisciplinary Journal, 26(7), 1087-1109. https://doi.org/10.1007/s11145-012-9407-2
Deacon, S. H. & Leung, D. (2013). Testing the statistical learning of spelling patterns by manipulating semantic and orthographic frequency. Applied Psycholinguistics, 34(6), 1093-1108. https://doi.org/10.1017/S0142716412000173
Luo, Y. C., Chen, X., Deacon, S. H., Zhang, J., & Yin, L. (2013). The role of visual processing in learning to read Chinese characters. Scientific Studies of Reading, 17(1), 22-40. https://doi.org/10.1080/10888438.2012.689790
Deacon, S. H. (2012a). Bringing development into a universal model of reading. Behavioral and Brain Sciences, 35(5), 284. https://doi.org/10.1017/S0140525X12000040
Deacon, S. H. (2012b). Sounds, letters and meanings: the independent influences of phonological, morphological and orthographic skills on early word reading accuracy. Journal of Research in Reading, 35(4), 456-475.
https://doi.org/10.1111/j.1467-9817.2011.01496.x
https://doi.org/10.1111/j.1467-9817.2011.01496.x
Deacon, S. H., Benere, J., & Castles, A. (2012). Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy. Cognition, 122(1), 110-117. https://doi.org/10.1016/j.cognition.2011.09.003
Deacon, S. H., Cook, C., & Parrila, R. (2012). Identifying high-functioning dyslexics: is self-report of early reading problems enough? Annals of Dyslexia, 62(2), 120-134. https://doi.org/10.1007/s11881-012-0068-2
D’Souza, C., Kay-Raining Bird, E., & Deacon, S. H. (2012). Survey of Canadian speech-language pathology service delivery to linguistically diverse clients. Canadian Journal of Speech-Language Pathology and Audiology, 36(1), 18-39. https://cjslpa.ca/files/2012_CJSLPA_Vol_36/No_01_1-87/D_Souza_Kay-Raining_Bird_Deacon_CJSLPA_2012.pdf
Kirby, J. R., Deacon, S. H., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parilla, R. (2012). Children’s morphological awareness and reading ability. Reading & Writing: An Interdisciplinary Journal, 25(2), 389-410. https://doi.org/10.1007/s11145-010-9276-5
Casalis, S., Deacon, S. H., & Pacton, S. (2011). How specific is the connection between morphological awareness and spelling? A study of French children. Applied Psycholinguistics, 32(3), 499-511. https://doi.org/10.1017/S014271641100018X
Deacon, S. H., Leblanc, D., & Sabourin, C. (2011). When cues collide: children’s sensitivity to letter- and meaning-patterns in spelling words in English. Journal of Child Language, 38(4), 809-827. https://doi.org/10.1017/S0305000910000322
Deacon, S. H., Whalen, R., & Kirby, J. R. (2011). Do children see the danger in dangerous? Grade 4, 6 and 8 children’s reading of morphologically complex words. Applied Psycholinguistics, 32(3), 467-481. https://doi.org/10.1017/S0142716411000166
Luo, Y. C., Chen, X., Deacon, S. H., & Li, H. (2011) Development of Chinese orthographic processing: A cross-cultural perspective. Writing Systems Research, 3(1), 69-86. https://doi.org/10.1093/wsr/wsr008
Sangster, L., & Deacon, S. H. (2011). Development in children’s sensitivity to the role of derivations in spelling. Canadian Journal of Experimental Psychology, 65(2), 133-139. https://doi.org/10.1037/a0018569
Tong, X., Deacon, S. H., Cain, K., Kirby, J. R., & Parrila, R. (2011). Morphological awareness: A key to understanding poor reading comprehension in English. Journal of Educational Psychology, 103(3), 523-534. https://doi.org/10.1037/a0023495
Turnbull, K., Deacon, S. H., & Kay-Raining Bird, E. (2011). Mastering inflectional suffixes: A longitudinal study of beginning writers’ spellings. Journal of Child Language, 38(3), 533-553. https://doi.org/10.1017/S030500091000022X
Bowers, P., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144-179. https://doi.org/10.3102/0034654309359353
Deacon, S. H., Campbell, E., Tamminga, M., & Kirby, J. (2010). Seeing the harm in harmed and harmful: Morphological processing by children in grades 4, 6, and 8. Applied Psycholinguistics, 31(4), 759-775. https://doi.org/10.1017/S0142716410000238
Deacon, S. H., & Dhooge, S. (2010). Developmental stability and changes in the impact of root consistency on children’s spelling. Reading and Writing: An Interdisciplinary Journal, 23(9), 1055-1069. https://doi.org/10.1007/s11145-009-9195-5
Deacon, S. H., Kirby, J., & Casselman-Bell, M. (2009). How robust is the contribution of morphological awareness to general spelling outcomes? Reading Psychology, 30(4), 301-318. https://doi.org/10.1080/02702710802412057
Deacon, S. H., Wade-Woolley, L., & Kirby, J. (2009). Flexibility in young second-language learners: examining the language specificity of orthographic processing. Journal of Research in Reading, 32(2), 215-229. https://doi.org/10.1111/j.1467-9817.2009.01392.x
Roman, A., Kirby, J., Parrila, R., Wade-Woolley, L., & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102(1), 96-113. https://doi.org/10.1016/j.jecp.2008.01.004
Behme, C., & Deacon, S. H. (2008). Language learning in infancy: Does the empirical evidence support a domain specific language acquisition device? Philosophical Psychology, 21(5), 641-671. https://doi.org/10.1080/09515080802412321
Deacon, S. H. (2008). The metric matters: determining the extent of children's knowledge of morphological spelling regularities. Developmental Science, 11(3), 396-406. https://doi.org/10.1111/j.1467-7687.2008.00684.x
Deacon, S. H., Conrad, N., & Pacton, S. (2008). A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling. Canadian Psychology on Literacy Development, 49(2), 118-124. https://doi.org/10.1037/0708-5591.49.2.118
Pacton, S., & Deacon, S. H. (2008). The timing and mechanisms of children’s use of morphological information in spelling: A review of evidence from French and English. Cognitive Development, 23(3), 339-359. https://doi.org/10.1016/j.cogdev.2007.09.004
Rabin, J., & Deacon, S. H. (2008). The representation of morphologically complex words in the developing lexicon. Journal of Child Language, 35(2), 453-465. https://doi.org/10.1017/S0305000907008525
Deacon , S. H., Wade-Woolley, L., & Kirby, J. (2007). Cross-over: The role of morphological awareness in French immersion children's reading. Developmental Psychology, 43(3), 732–746. https://doi.org/10.1037/0012-1649.43.3.732
McGonnell, M., Parrila, R., & Deacon, S. H. (2007). The recruitment and description of university students who self-report difficulty acquiring early reading skills. Exceptionality Education Canada, 17(2), 155-174. https://doi.org/10.5206/eei.v17i2.7602
Deacon, S. H., & Bryant, P. (2006a). Getting to the root: Young writers’ sensitivity to the role of root morphemes in the spelling of inflected and derived words. Journal of Child Language, 33(2), 401-417. https://doi.org/10.1017/S0305000906007409
Deacon , S. H., & Bryant, P. (2006b). This turnip's not for turning: Children's morphological awareness and their use of root morphemes in spelling. British Journal of Developmental Psychology, 24(3), 567-575. https://doi.org/10.1348/026151005X50834
Deacon , S. H., Parrila, R., & Kirby, J. (2006). Processing of derived forms in high-functioning dyslexics. Annals of Dyslexia, 56(1), 103-128. https://doi.org/10.1007/s11881-006-0005-3
Deacon, S. H., & Bryant, P. (2005a). The strength of children’s knowledge of the role of root morphemes in the spelling of derived words. Journal of Child Language, 32(2), 375-389. https://doi.org/10.1017/S0305000904006816
Deacon, S. H., & Bryant, P. (2005b). What young children do and do not know about the spelling of inflections and derivations. Developmental Science, 8(6), 583-594. https://doi.org/10.1111/j.1467-7687.2005.00449.x
Deacon, S. H., & Kirby, J. (2004). Morphological awareness: Just "more phonological"? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25(2), 223-238. https://doi.org/10.1017/S0142716404001110
Handbook Chapters and Peer Reviewed Conference Publications
Heintzman, S., Deacon, S. H., Conrad, N. J. (2023). The role of children's learning about print in the development of reading and spelling skills. In Y. Ye, T. Inoue, U. Maurer, & C. McBride (Eds.), Handbook of spelling and writing: Theory, research, and practice. (pp. 194-206). Routledge.
Côté, E., Breadmore, H., & Deacon, S. H. (2023). It’s about the process, not perfection: What spelling fluency tells us about spelling. In Y. Ye, T. Inoue, U. Maurer, & C. McBride (Eds.), Handbook of spelling and writing: Theory, research, and practice (pp. 49-62). Routledge. https://doi.org/10.4324/9781003284048-6
Krenca, K., Levesque, K., Desroches, A., & Deacon, S. H. (in press). Second language acquisition and reading: The case of French. In K. Koda & R. T. Miller (Eds.), The Routledge handbook of second language acquisition and reading. Routledge.
Parrila, R., Bergey, B. W., & Deacon, S. H. (in press). Learning strategies and metacognition in adults with dyslexia. In P. Cole, E. Cavalli, & L. Duncan (Eds.), Dyslexia in adulthood: Neuropsychological approach. De Boeck Supérieur.
https://doi.org/10.1093/arclin/acad103
Nie, B., Deacon, H., Fyshe A., Demmans Epp, C. (2022). Predicting reading comprehensions scores of elementary school students. In A. Mitrovic and N. Bosch (Eds.) Proceedings of the 15th International Conference on Educational Data Mining. (pp. 158-170). doi.org/10.5281/zenodo.6852952
Parrila, R., Bergey, B. W., & Deacon, S. H. (2020). Les stratégies d’apprentissage et la métacognition chez les adultes dyslexiques. In P. Cole, E. Cavalli, & L. Duncan (Eds.), La dyslexie à l'âge adulte: Approche neuropsychologique (pp. 218-242). De Boeck Supérieur.
https://www.deboecksuperieur.com/ouvrage/9782353274352-la-dyslexie-l-age-adulte
Deacon, S. H., Tong, X., & Mimeau, C. (2019). Morphological and semantic processing in developmental dyslexia. In L. Verhoeven, C. Perfetti, K. Pugh, & (Eds.), Developmental dyslexia across languages and writing systems (pp. 327-349). Cambridge University Press. https://doi.org/10.1017/9781108553377.015
Wilson, M. A., Sánchez-Gutiérrez, C. H., Mailhot, H., & Deacon, S. H. (2019). The importance of being earnest in earnestness: The influence of root morphology in complex noun processing. In S. Sulpizio, L. Barca, S. Primativo, & L. S. Arduino (Eds.), Word recognition, morphology and lexical reading. Essays in honour of Cristina Burani (pp. 134-143). College Publications.
Fejzo, A., Desrochers, A., & Deacon, S. H. (2018). The acquisition of derivational morphology in children. In R. Berthiaume, D. Daigle, & A. Desrochers (Eds.), Morphological processing and literacy development: Current issues and research (pp.112-132). Routledge. https://doi.org/10.4324/9781315229140
Deacon, S. H., Desrochers, A., & Levesque, K. (2017). Learning to read in French. In C. Perfetti & L. Verhoeven (Eds.), Learning to read across languages and writing systems (pp. 211-242). Cambridge University Press. https://doi.org/10.1017/9781316155752
Deacon, S. H., Tucker, R., & Bergey, B. W. (2017). The role of metalinguistic and socio-cognitive factors in reading skill. In E. Segers & P. van den Broek (Eds.), Developmental perspectives in written language and literacy (pp. 69-84). John Benjamins Publishing Company. https://doi.org/10.1075/z.206
Deacon, S. H., & Sparks, E. (2015). Children’s spelling development: Theories and evidence. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 311-325). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199324576.001.0001
Deacon, S. H., & Tong, X. (2013). Crianças com dificuldades [Unexpected poor comprehenders: Children with an often unrecognized and profoundly debilitating reading difficulty]. In M. R. Maluf & C. Cardoso-Martins (Eds.), Alfabetização no século XXI: Como se aprende a ler e a escrever [Literacy in the XXI Century: How to learn to read and write] (pp. 155-170). PENSO.
Pacton, S., Deacon, S. H., Borchardt, G., Danjon, J., & Fayol, M. (2011). Why should we take graphotactic and morphological regularities into account when examining spelling acquisition? In V. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 333-358). Taylor and Francis. https://doi.org/10.4324/9780203805312
Deacon, S. H., Parrila, R., & Kirby, J. (2008). A review of the evidence on morphological processing in dyslexics and poor readers: A strength or weakness? In G. Reid, A. J. Fawcett, & F. Manis (Eds.), The SAGE handbook of dyslexia (pp. 212-238). SAGE Publications. http://doi.org/10.4135/9780857020987
Deacon, S. H., Wade-Woolley, L., & Kelly, K. (2006). Flex those muscles: The variety of skills that developing bilingual children use when they read. In D. Bamman, T. Magnitskaia, & C. Zaller (Eds.), Proceedings of the 30th annual Boston University conference on language development (pp. 131-141). Cascadilla Press. https://www.cascadilla.com/bucld30toc.html
Bryant, P., Deacon, S. H., & Nunes, T. (2005). Morphology and spelling: What have morphemes got to do with spelling? In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 601-616). Lawrence Erlbaum Associates. http://doi.org/10.4324/9780203824719
Other Publications
Breadmore, H. L., Levesque, K., & Deacon, S. H. (2021). Advances in understanding the role of morphemes in literacy development [Special issue editorial]. Journal of Research in Reading, 44(1), 1-9. https://doi.org/10.1111/1467-9817.12346
Thomson, J., & Deacon, S. H. (2021, March 9). How technology can assist a child’s journey to literacy. The Globe and Mail. https://www.theglobeandmail.com/canada/article-how-technology-can-assist-a-childs-journey-to-literacy/
McGrath, P. J., Asmundson, G. J. G., Blackstock, C., Bourque, M. C., Brimacombe, G., Crawford, A., Deacon, S. H., McMullen, K., Mushquash, C., Stewart, S. H., Stinson, J., Taylor, S., Campbell-Yeo, M. (2020, October 9). Atténuer les perturbations engendrées par la pandémie de la COVID-19: Comment soutenir la santé mentale de la population Canadienne. Royal Society of Canada. https://rsc-src.ca/fr/covid-19-policy-briefing/att%C3%A9nuer-les-perturbations-engendr%C3%A9es-par-la-pand%C3%A9mie-de-la-covid-19
McGrath, P. J., Asmundson, G. J. G., Blackstock, C., Bourque, M. C., Brimacombe, G., Crawford, A., Deacon, S. H., McMullen, K., Mushquash, C., Stewart, S. H., Stinson, J., Taylor, S., Campbell-Yeo, M. (2020, October 9). Easing the disruption of COVID-19: Supporting the mental health of the people of Canada. Royal Society of Canada. https://rsc-src.ca/en/research-and-reports/easing-disruption-covid-19-supporting-mental-health-people
Bergey, B. W., Laroche, A., Parrila, R., & Deacon, S. H. (2018, January). Identifying and supporting university students with a history of reading difficulties. Implementation guide 2: Customized outreach. Office of Literacy and Essential Skills Canada. https://langlabatdal.weebly.com/uploads/1/0/6/3/10631014/implementation_guide_2_final.pdf
Sorenson Duncan, T., MacKay, E., & Deacon, S. H. (2018). Further implications of wearing literate glasses: Considerations for developmental research, psycholinguistics and clinical practice [Invited commentary]. L’Année Psychologique/Topics in Cognitive Psychology, 4(118), 377-382. https://doi.org/10.3917/anpsy1.184.0377
Deacon, S. H., Laroche, A., Bergey, B. W., & Parrila, R. (2017, July). Identifying and supporting university students with a history of reading difficulties. Implementation guide 1: Standard outreach. Office of Literacy and Essential Skills Canada. https://langlabatdal.weebly.com/uploads/1/0/6/3/10631014/implementation_guide_1_final-r.pdf
Tong, X., & Deacon, S. H. (2017). Understanding poor comprehenders in different orthographies: Universal versus Language-Specific skills [Special issue editorial]. Journal of Research in Reading, 40(2), 119-124. https://doi.org/10.1111/1467-9817.12112
Deacon, S. H. & Cain, K. (2011). What we have learned from ‘learning to read in more than one language' [Special issue editorial]. Journal of Research in Reading, 34(1), 1–5. https://doi.org/10.1111/j.1467-9817.2010.01487.x
Downing, J., & Deacon, S. H. (2010). Fingerspelling: New ideas for teaching ASL speakers. Literacy Today, 63, 32-33.
Gillespie, J., & Deacon, S. H. (2010). Boys and girls: Differences in the influence of interest on reading comprehension. Literacy Today, 63, 31-32.
Longard, J., & Deacon, S. H. (2009). Bilingualism in children with Down syndrome. Literacy Today, 59, 30.
O’Rourke, H., & Deacon, S. H. (2009). Not just rhyme and rhythm. Literacy Today, 59, 31.
Fujise, K., & Deacon, S. H. (2008). [Review of the book Blackwell handbook of language development, by E. Hoff & M. Shatz]. Canadian Psychology/Psychologie canadienne, 49(3), 265–266. https://doi.org/10.1037/a0012775
Hank, N., & Deacon, S. H. (2008). Building vocabulary in high poverty children. Literacy Today, 54, 29.
O'Rourke, H., & Deacon, S. H. (2008). Music: The secret ingredient in a recipe for reading success. Literacy Today, 54, 28.
Kowalyk, S., & Deacon, S. H. (2007). Not all fun and games. Literacy Today, 51, 22.
Leikin, B., & Deacon, S. H. (2007). Approaches to teaching children new words. Literacy Today, 51, 23.
Deacon , S. H. (2006). Bilingual children. Literacy Today, 46, 17.
Deacon , S. H. (2005). [Review of the book The first idea: How symbols, language and intelligence evolved from our primate ancestors to modern humans, by S. I. Greenspan & S. G. Shanker]. Canadian Psychology/Psychologie canadienne, 46(3), 167–168. https://doi.org/10.1037/h0087020
Heintzman, S., Deacon, S. H., Conrad, N. J. (2023). The role of children's learning about print in the development of reading and spelling skills. In Y. Ye, T. Inoue, U. Maurer, & C. McBride (Eds.), Handbook of spelling and writing: Theory, research, and practice. (pp. 194-206). Routledge.
Côté, E., Breadmore, H., & Deacon, S. H. (2023). It’s about the process, not perfection: What spelling fluency tells us about spelling. In Y. Ye, T. Inoue, U. Maurer, & C. McBride (Eds.), Handbook of spelling and writing: Theory, research, and practice (pp. 49-62). Routledge. https://doi.org/10.4324/9781003284048-6
Krenca, K., Levesque, K., Desroches, A., & Deacon, S. H. (in press). Second language acquisition and reading: The case of French. In K. Koda & R. T. Miller (Eds.), The Routledge handbook of second language acquisition and reading. Routledge.
Parrila, R., Bergey, B. W., & Deacon, S. H. (in press). Learning strategies and metacognition in adults with dyslexia. In P. Cole, E. Cavalli, & L. Duncan (Eds.), Dyslexia in adulthood: Neuropsychological approach. De Boeck Supérieur.
https://doi.org/10.1093/arclin/acad103
Nie, B., Deacon, H., Fyshe A., Demmans Epp, C. (2022). Predicting reading comprehensions scores of elementary school students. In A. Mitrovic and N. Bosch (Eds.) Proceedings of the 15th International Conference on Educational Data Mining. (pp. 158-170). doi.org/10.5281/zenodo.6852952
Parrila, R., Bergey, B. W., & Deacon, S. H. (2020). Les stratégies d’apprentissage et la métacognition chez les adultes dyslexiques. In P. Cole, E. Cavalli, & L. Duncan (Eds.), La dyslexie à l'âge adulte: Approche neuropsychologique (pp. 218-242). De Boeck Supérieur.
https://www.deboecksuperieur.com/ouvrage/9782353274352-la-dyslexie-l-age-adulte
Deacon, S. H., Tong, X., & Mimeau, C. (2019). Morphological and semantic processing in developmental dyslexia. In L. Verhoeven, C. Perfetti, K. Pugh, & (Eds.), Developmental dyslexia across languages and writing systems (pp. 327-349). Cambridge University Press. https://doi.org/10.1017/9781108553377.015
Wilson, M. A., Sánchez-Gutiérrez, C. H., Mailhot, H., & Deacon, S. H. (2019). The importance of being earnest in earnestness: The influence of root morphology in complex noun processing. In S. Sulpizio, L. Barca, S. Primativo, & L. S. Arduino (Eds.), Word recognition, morphology and lexical reading. Essays in honour of Cristina Burani (pp. 134-143). College Publications.
Fejzo, A., Desrochers, A., & Deacon, S. H. (2018). The acquisition of derivational morphology in children. In R. Berthiaume, D. Daigle, & A. Desrochers (Eds.), Morphological processing and literacy development: Current issues and research (pp.112-132). Routledge. https://doi.org/10.4324/9781315229140
Deacon, S. H., Desrochers, A., & Levesque, K. (2017). Learning to read in French. In C. Perfetti & L. Verhoeven (Eds.), Learning to read across languages and writing systems (pp. 211-242). Cambridge University Press. https://doi.org/10.1017/9781316155752
Deacon, S. H., Tucker, R., & Bergey, B. W. (2017). The role of metalinguistic and socio-cognitive factors in reading skill. In E. Segers & P. van den Broek (Eds.), Developmental perspectives in written language and literacy (pp. 69-84). John Benjamins Publishing Company. https://doi.org/10.1075/z.206
Deacon, S. H., & Sparks, E. (2015). Children’s spelling development: Theories and evidence. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 311-325). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199324576.001.0001
Deacon, S. H., & Tong, X. (2013). Crianças com dificuldades [Unexpected poor comprehenders: Children with an often unrecognized and profoundly debilitating reading difficulty]. In M. R. Maluf & C. Cardoso-Martins (Eds.), Alfabetização no século XXI: Como se aprende a ler e a escrever [Literacy in the XXI Century: How to learn to read and write] (pp. 155-170). PENSO.
Pacton, S., Deacon, S. H., Borchardt, G., Danjon, J., & Fayol, M. (2011). Why should we take graphotactic and morphological regularities into account when examining spelling acquisition? In V. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 333-358). Taylor and Francis. https://doi.org/10.4324/9780203805312
Deacon, S. H., Parrila, R., & Kirby, J. (2008). A review of the evidence on morphological processing in dyslexics and poor readers: A strength or weakness? In G. Reid, A. J. Fawcett, & F. Manis (Eds.), The SAGE handbook of dyslexia (pp. 212-238). SAGE Publications. http://doi.org/10.4135/9780857020987
Deacon, S. H., Wade-Woolley, L., & Kelly, K. (2006). Flex those muscles: The variety of skills that developing bilingual children use when they read. In D. Bamman, T. Magnitskaia, & C. Zaller (Eds.), Proceedings of the 30th annual Boston University conference on language development (pp. 131-141). Cascadilla Press. https://www.cascadilla.com/bucld30toc.html
Bryant, P., Deacon, S. H., & Nunes, T. (2005). Morphology and spelling: What have morphemes got to do with spelling? In R. M. Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 601-616). Lawrence Erlbaum Associates. http://doi.org/10.4324/9780203824719
Other Publications
Breadmore, H. L., Levesque, K., & Deacon, S. H. (2021). Advances in understanding the role of morphemes in literacy development [Special issue editorial]. Journal of Research in Reading, 44(1), 1-9. https://doi.org/10.1111/1467-9817.12346
Thomson, J., & Deacon, S. H. (2021, March 9). How technology can assist a child’s journey to literacy. The Globe and Mail. https://www.theglobeandmail.com/canada/article-how-technology-can-assist-a-childs-journey-to-literacy/
McGrath, P. J., Asmundson, G. J. G., Blackstock, C., Bourque, M. C., Brimacombe, G., Crawford, A., Deacon, S. H., McMullen, K., Mushquash, C., Stewart, S. H., Stinson, J., Taylor, S., Campbell-Yeo, M. (2020, October 9). Atténuer les perturbations engendrées par la pandémie de la COVID-19: Comment soutenir la santé mentale de la population Canadienne. Royal Society of Canada. https://rsc-src.ca/fr/covid-19-policy-briefing/att%C3%A9nuer-les-perturbations-engendr%C3%A9es-par-la-pand%C3%A9mie-de-la-covid-19
McGrath, P. J., Asmundson, G. J. G., Blackstock, C., Bourque, M. C., Brimacombe, G., Crawford, A., Deacon, S. H., McMullen, K., Mushquash, C., Stewart, S. H., Stinson, J., Taylor, S., Campbell-Yeo, M. (2020, October 9). Easing the disruption of COVID-19: Supporting the mental health of the people of Canada. Royal Society of Canada. https://rsc-src.ca/en/research-and-reports/easing-disruption-covid-19-supporting-mental-health-people
Bergey, B. W., Laroche, A., Parrila, R., & Deacon, S. H. (2018, January). Identifying and supporting university students with a history of reading difficulties. Implementation guide 2: Customized outreach. Office of Literacy and Essential Skills Canada. https://langlabatdal.weebly.com/uploads/1/0/6/3/10631014/implementation_guide_2_final.pdf
Sorenson Duncan, T., MacKay, E., & Deacon, S. H. (2018). Further implications of wearing literate glasses: Considerations for developmental research, psycholinguistics and clinical practice [Invited commentary]. L’Année Psychologique/Topics in Cognitive Psychology, 4(118), 377-382. https://doi.org/10.3917/anpsy1.184.0377
Deacon, S. H., Laroche, A., Bergey, B. W., & Parrila, R. (2017, July). Identifying and supporting university students with a history of reading difficulties. Implementation guide 1: Standard outreach. Office of Literacy and Essential Skills Canada. https://langlabatdal.weebly.com/uploads/1/0/6/3/10631014/implementation_guide_1_final-r.pdf
Tong, X., & Deacon, S. H. (2017). Understanding poor comprehenders in different orthographies: Universal versus Language-Specific skills [Special issue editorial]. Journal of Research in Reading, 40(2), 119-124. https://doi.org/10.1111/1467-9817.12112
Deacon, S. H. & Cain, K. (2011). What we have learned from ‘learning to read in more than one language' [Special issue editorial]. Journal of Research in Reading, 34(1), 1–5. https://doi.org/10.1111/j.1467-9817.2010.01487.x
Downing, J., & Deacon, S. H. (2010). Fingerspelling: New ideas for teaching ASL speakers. Literacy Today, 63, 32-33.
Gillespie, J., & Deacon, S. H. (2010). Boys and girls: Differences in the influence of interest on reading comprehension. Literacy Today, 63, 31-32.
Longard, J., & Deacon, S. H. (2009). Bilingualism in children with Down syndrome. Literacy Today, 59, 30.
O’Rourke, H., & Deacon, S. H. (2009). Not just rhyme and rhythm. Literacy Today, 59, 31.
Fujise, K., & Deacon, S. H. (2008). [Review of the book Blackwell handbook of language development, by E. Hoff & M. Shatz]. Canadian Psychology/Psychologie canadienne, 49(3), 265–266. https://doi.org/10.1037/a0012775
Hank, N., & Deacon, S. H. (2008). Building vocabulary in high poverty children. Literacy Today, 54, 29.
O'Rourke, H., & Deacon, S. H. (2008). Music: The secret ingredient in a recipe for reading success. Literacy Today, 54, 28.
Kowalyk, S., & Deacon, S. H. (2007). Not all fun and games. Literacy Today, 51, 22.
Leikin, B., & Deacon, S. H. (2007). Approaches to teaching children new words. Literacy Today, 51, 23.
Deacon , S. H. (2006). Bilingual children. Literacy Today, 46, 17.
Deacon , S. H. (2005). [Review of the book The first idea: How symbols, language and intelligence evolved from our primate ancestors to modern humans, by S. I. Greenspan & S. G. Shanker]. Canadian Psychology/Psychologie canadienne, 46(3), 167–168. https://doi.org/10.1037/h0087020