Peer-Reviewed Journal Articles
Oliveira, M., Levesque, K., Deacon, S.H., & da Mota, M.E. (in review). Evaluating models of how morphological awareness connects to reading comprehension: A study in Portuguese. Manuscript submitted for publication.
Levesque, K., Kieffer, M.J., & Deacon, S.H. (2018). Inferring meaning from meaningful parts: The contributions of morphological skills to the development of children’s reading comprehension. Reading Research Quarterly. doi:10.1002/rrq.219
Levesque, K., Kieffer, M.J., & Deacon, S.H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1–20. doi: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 and of word reading strategies. Journal of Research in Reading. doi:10.1111/1467-9817.12108
Martin-Chang, S., & Levesque, K. (2015). Reading words in and out of connected text: The impact of context on semantic and orthographic processing. Scientific Studies of Reading, 19(5), 392-408. doi:10.1080/10888438.2015.1059839
Martin-Chang, S., & Levesque, K. (2013). Taken out of context: Differential processing in contextual and isolated-word reading. Journal of Research in Reading, 36, 330-349. doi:10.1111/j.1467-9817.2011.01506.x
Ladd, M., Martin-Chang, S., & Levesque, K. (2011). Parents’ reading related knowledge and children’s reading acquisition. Annals of Dyslexia, 61, 201-222. doi:10.1007/s11881-011-0053-1
Martin-Chang, S., & Levesque, K. (2017). Making an informed choice about homeschooling. In M. Gaither (Ed.), The Handbook of Home Education. Wiley.
Deacon, S.H., Desrochers, A., & Levesque, K. (2016). The cross-linguistic study of reading and spelling acquisition: The case of French. In C. Perfetti & L. Verhoeven (Eds.), Reading Acquisition across Languages and Writing Systems. Cambridge, UK: Cambridge University Press.
Trofimovich, P., Martin-Chang, S., & Levesque, K. (2012). Age effects in L2 learning: Comparing child and adult learners’ performance on tests of implicit and explicit memory. In J. Altarriba & L. Isurin (Eds.), Memory, language and bilingualism: Theoretical and applied approaches. Cambridge, UK: Cambridge University Press.
Levesque, K. (2012). Book Review “Emergent literacy and language development: Promoting learning in early childhood” by P. M. Rhyner (Ed.). Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2011.11.004
Works in Progress
Levesque, K., Kieffer, M.J., & Deacon, S.H. (2018). Clarifying links to literacy: How does morphological awareness support children’s word reading development? Manuscript in preparation.
Levesque, K., & Deacon, S.H. (2018). Cascading semantic activation of subword orthography: Evidence of phonologically-mediated pathways to meaning in developing readers. Manuscript in preparation.
Levesque, K., Phillips, B.M., & Lonigan, C.J. (2018). Evaluating the dimensionality of oral language comprehension in prekindergarten to grade 4. Manuscript in preparation.
Martin-Chang, S., Levesque, K., Kozak, S., & Mar, R.A. (2018). What’s your pleasure? Exploring the facets of motivation underlying print exposure and verbal skills. Manuscript in preparation.
Pourcin, L., Cavalli, E., Levesque, K., El Ahmadi, A., & Colé, P. (2018). Structural equation modeling for text reading comprehension in middle school: The roles of morphological awareness, listening comprehension, and oral vocabulary. Manuscript in preparation.
Levesque, K. (2017). New insights into the relation of morphological awareness and reading comprehension in children (Doctoral dissertation*). Dalhousie University, Halifax, NS, Canada.
*Nominated for a Distinguished Dissertation Award
Levesque, K. (2010). How do children process words in stories? Differential semantic and perceptual processing of words read in context and isolation (Master's thesis). Concordia University, Montreal, QC, Canada.