Jo-Anne LeFevre
Jo-Anne LeFevre
Professor of Cognitive Science and Psychology, Carleton University
Verified email at carleton.ca - Homepage
Title
Cited by
Cited by
Year
Parental involvement in the development of children’s reading skill: A five‐year longitudinal study
M Sénéchal, JA LeFevre
Child development 73 (2), 445-460, 2002
26042002
Differential effects of home literacy experiences on the development of oral and written language
M Sénéchal, JA Lefevre, EM Thomas, KE Daley
Reading research quarterly 33 (1), 96-116, 1998
12161998
The role of working memory in mental arithmetic
D DeStefano, JA LeFevre
European Journal of Cognitive Psychology 16 (3), 353-386, 2004
7422004
Pathways to mathematics: Longitudinal predictors of performance
JA LeFevre, L Fast, SL Skwarchuk, BL Smith‐Chant, J Bisanz, ...
Child development 81 (6), 1753-1767, 2010
6962010
Knowledge of storybooks as a predictor of young children's vocabulary.
M Sénéchal, JA LeFevre, E Hudson, EP Lawson
Journal of Educational Psychology 88 (3), 520, 1996
6851996
Cognitive load in hypertext reading: A review
D DeStefano, JA LeFevre
Computers in human behavior 23 (3), 1616-1641, 2007
6562007
Home numeracy experiences and children’s math performance in the early school years.
JA LeFevre, SL Skwarchuk, BL Smith-Chant, L Fast, D Kamawar, J Bisanz
Canadian Journal of Behavioural Science/Revue canadienne des sciences du …, 2009
6032009
Selection of procedures in mental addition: Reassessing the problem size effect in adults.
JA LeFevre, GS Sadesky, J Bisanz
Journal of Experimental Psychology: Learning, Memory, and Cognition 22 (1), 216, 1996
5541996
Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model
SL Skwarchuk, C Sowinski, JA LeFevre
Journal of experimental child psychology 121, 63-84, 2014
3952014
Multiple routes to solution of single-digit multiplication problems.
JA LeFevre, J Bisanz, KE Daley, L Buffone, SL Greenham, GS Sadesky
Journal of Experimental Psychology: General 125 (3), 284, 1996
3681996
On refining theoretical models of emergent literacy the role of empirical evidence
M Sénéchal, JA LeFevre, BL Smith-Chant, KV Colton
Journal of school psychology 39 (5), 439-460, 2001
3622001
Do written instructions need examples?
JA LeFevre, P Dixon
Cognition and Instruction 3 (1), 1-30, 1986
3541986
Storybook reading and parent teaching: links to language and literacy development.
M Sénéchal, JA LeFevre
Jossey-Bass, 2001
2672001
Word knowledge and working memory as predictors of reading skill.
P Dixon, JA LeFevre, LC Twilley
Journal of educational psychology 80 (4), 465, 1988
2571988
Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading
M Sénéchal, JA LeFevre
Child development 85 (4), 1552-1568, 2014
2562014
Cognitive arithmetic: Evidence for obligatory activation of arithmetic facts
JA Lefevre, J Bisanz, L Mrkonjic
Memory & Cognition 16 (1), 45-53, 1988
2491988
The development of procedural and conceptual knowledge in computational estimation
JA LeFevre, SL Greenham, N Waheed
Cognition and Instruction 11 (2), 95-132, 1993
2461993
Phonological and visual working memory in mental addition
PL Trbovich, JA LeFevre
Memory & Cognition 31 (5), 738-745, 2003
2272003
Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children?
JA LeFevre, E Polyzoi, SL Skwarchuk, L Fast, C Sowinski
International Journal of Early Years Education 18 (1), 55-70, 2010
2142010
What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2
JA LeFevre, BL Smith-Chant, L Fast, SL Skwarchuk, E Sargla, JS Arnup, ...
Journal of experimental child psychology 93 (4), 285-303, 2006
1962006
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