Martin-Chang, S., *Kozak, S., *Levesque, K.C., Calarco, N., Mar, R. (2021). What’s your pleasure? exploring the predictors of leisure reading for fiction and nonfiction. Reading and Writing.
Segal, A., Martin-Chang, S., & *Patel, S. (in press). You Wrote the Right Letter for the Right Sound!” Parents Reading
Related Knowledge and Feedback in Writing Contexts. Merrill-Palmer Quarterly.
*Tremblay, B. *Rodrigues, M.L. & Martin-Chang (2020). From storybooks to novels: A retrospective approach linking print exposure in childhood to adolescence. Frontiers.
*Patel, S., *Segal., A., Martin-Chang, S. (2020). “I Love this story!” Examining Parent-Child Interactions During Storybook Reading. Early Education and Development.
Martin-Chang, S., *Kozak, S. & *Rossi, M. (2019). Time to read: Print exposure and reading speed. Journal of Reading and Writing.
*Segal, A., & Martin-Chang, S. (2019). “What does an O say when there’s no E at the end?” Parents’ reading-related knowledge and feedback during child-to-parent reading. Journal of Research in Reading, 42, 349-370. doi: 10.1111/1467-9817.12272.
*Kozak, S., & Martin-Chang, S. (2019). Preservice teacher knowledge, print exposure and planning for instruction. Reading Research Quarterly, 54, 323-338. doi: 10.1002/rrq.240
*Rossi, M., Martin-Chang, S., & Ouellette, G. (2019). Exploring the space between good and poor spelling: Orthographic quality and reading speed. Scientific Study of Reading, 23, 192-20. doi: 10.1080/10888438.2018.1508213.
*Segal, A., & Martin-Chang S. (2018) The apple doesn’t fall from the tree: Parents’ reading-related knowledge and children’s reading outcomes. Reading and Writing, 31, 1231-1247.
*Segal, A., Howe, N.,*Persram, R., Martin-Chang, S. & Ross, H., (2018). I’ll show you how to write my name: The contribution of naturalistic sibling teaching to the home literacy environment. Reading Research Quarterly, 53, 391-404. doi: 10.1002/rrq.199.
Martin-Chang, S. (2017). Learning to read with and without feedback, in and out of context. Journal of Educational Psychology, 109, 233-244. doi: 10.1037/edu0000131
Martin-Chang, S., Ouellette, G, & *Bond, L. (2017) Differential effects of context and feedback on orthographic learning. How good is enough. Scientific Studies of Reading, 21,17-31. doi.org/10.1080/10888438.2016.1263993
Ouellette, G., Martin-Chang. S., & *Rossi, M. (2017) Learning from Our mistakes: Improvements in spelling lead to gains in reading speed. Scientific Studies of Reading, 21,350-357. doi.org/10.1080/10888438.2017.1306064
Washburn, E., Binks-Cantrell, E., Joshi, M., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand and the USA. Annals of Dyslexia, 66, 7-27. doi: 10.1007/s11881-015-0115-x.
Martin-Chang, S., & *Levesque, K. (2016) Making an informed choice about homeschooling. In M. Gaither (Eds.) Handbook of Home Education (pp. 121-135). New York, USA: Wiley-Blackwell.
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, 392-408. doi:10.1080/10888438.2015.1059839
Martin-Chang, S., Ouellette, G., & *Madden, M. (2014). Does poor spelling equate to slow reading? The relationship between reading, spelling, and orthographic quality. Reading and Writing, 27, 1485-1505. doi:10.1007/s11145-014-9502-7
*McClintock, B., Pesco, D., & Martin-Chang, S. (2014). Thinking Aloud: Effects on text comprehension by children with specific language impairment and their peers. International Journal of Language & Communication Disorders, 49, 637-648. doi:10.1111/1460-6984.12081
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
Martin-Chang, S., & Gould, O.N. (2012). Reading to children versus listening to children read: Mother/child interactions as a function of principal reader. Early Education and Development, 855- 876. DOI: 10.1080/10409289.2011.578911
Martin-Chang, S., Gould, O.N., & *Meuse, R.E. (2011). The impact of schooling on academic achievement: Evidence from home-schooled and traditionally-schooled students. Canadian Journal of Behavioural Science /Revue Canadienne Des Sciences Du Comportement, 43, 195-202. DOI:10.1037/a0022697.
*Ladd, M., Martin-Chang, S., & *Levesque, K. (2011). Parent’s reading related knowledge and children’s reading acquisition. Annals of Dyslexia, 61, 201-222. DOI: 10.1007/s11881-011-0053-1.
Trofimovich, P., Martin-Chang, S., & *Levesque, K. (2011). 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 (pp. 1-40). Cambridge, ENG: Cambridge University Press.
2010 and previous
Martin-Chang, S. (2009). Is a story the same as the sum of its parts? The deferential effects of context and isolated word training on reading fluency. In M. Reeds (Eds.), Children and Language: Development, Impairment, and Training (pp. 31-51). New York, NY: Nova Science Publishers Inc.
Martin-Chang, S., & Gould, O.N. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading, 31, 273-284. DOI:10.1111/j.1467-9817.2008.00371.x.
Martin-Chang, S., Levy, B.A., & *O’Neil, S. (2007). Word acquisition, retention, and transfer: Findings from contextual and isolated word training. Journal of Experimental Child Psychology, 96, 37-56. doi:10.1016/j.jecp.2006.08.004.
Martin-Chang, S., & Levy, B.A. (2006). Word reading fluency: A transfer appropriate processing account of fluency transfer. Journal of Reading and Writing: An Interdisciplinary Journal, 19, 517-542. doi:10.1007/s11145-006-9007-0.
Martin-Chang, S., & Levy, B.A. (2005). Fluency transfer: Differential gains in reading speed and accuracy following isolated word and context training. Journal of Reading and Writing: An Interdisciplinary Journal, 18, 343-376. doi:10.1007/s11145-005-0668-x.
*Spere, K.A., Schmidt, L.A., *Theall-Honey, L.A., & Martin-Chang, S. (2004). Expressive and receptive language skills of temperamentally shy preschoolers. Infant and Child Development, 13, 123-133. DOI:10.1002/icd.345.
Martin, S., Turnbull, O. H., & Venneri, A. (1999). The rotation of a complex figure by children. Brain and Cognition, 40, 189-192.
Lange-Küttner, C., Martin, S., & Krappman, L. (1999). Analytic and holistic word processing in British and German children: Effects of early instruction. Brain and Cognition, 40, 159-162.