HÉlÈne deacon
Professor
Department of Psychology and NeuroscienceÂ
Dalhousie University
Canada
Biography
Dr. HÉLÈNE DEACON is affiliated to Department of Psychology and Neuroscience , Dalhousie University. Dr. HÉLÈNE DEACON is currently providing services as Professor. Dr. HÉLÈNE DEACON has authored I145and co-authored multiple peer-reviewed scientific papers and presented works at many national and International conferences. Dr. HÉLÈNE DEACON contributions have acclaimed recognition from honourable subject experts around the world. Dr. HÉLÈNE DEACON is actively associated with different societies and academies. Dr. HÉLÈNE DEACON academic career is decorated with several reputed awards and funding. Dr. HÉLÈNE DEACON research interests include Dr. Hélène Deacon is a Killam Professor in the Faculty of Science, where she directs the Language and Literacy Lab. Her research explores how children learn to read and write, for children learning to read in English, as well as for bilinguals. Our research is conducted with our amazing partner schools and collaborators around the world. .
Research Interest
Dr. Hélène Deacon is a Killam Professor in the Faculty of Science, where she directs the Language and Literacy Lab. Her research explores how children learn to read and write, for children learning to read in English, as well as for bilinguals. Our research is conducted with our amazing partner schools and collaborators around the world.Â
Publications
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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), 144-172.Â
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Deacon, S. H., Benere, J., & Castles, A. (2012). Chicken or egg? Untangling the relationship between orthographic processing and reading. Cognition, 122(1), 110-117.
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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, 1087-1109.
