Audio-visual training in children with reading disabilities. - Annie Magnan; Jean Écalle (Comput. Educ., 2006)

Lasting effects on literacy skills with a computer-assisted learning using syllabic units in low-progress readers. - Jean Écalle; Annie Magnan; Caroline Calmus (Comput. Educ., 2009)

A possible source of phonological deficit in developmental dyslexia: Counter-evidence for universal phonological grammar. - Norbert Maïonchi-Pino; Yasuyuki Taki; Satoru Yokoyama; Kei Takahashi; Annie Magnan; Hiroshi Hashizume; Jean Écalle; Ryuta Kawashima (CogSci, 2012)

Can we observe frequency-modulated syllable effects in French dyslexic children? - Norbert Maïonchi-Pino; Jean Écalle; Annie Magnan (CogSci, 2013)

Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. - Anna Potocki; Jean Écalle; Annie Magnan (Comput. Educ., 2013)

Computer-assisted learning in young poor readers: The effect of grapho-syllabic training on the development of word reading and reading comprehension. - Jean Écalle; Nina Kleinsz; Annie Magnan (Comput. Hum. Behav., 2013)

Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. - C. Girard; Jean Écalle; Annie Magnan (J. Comput. Assist. Learn., 2013)

What contributes to the frequency-modulated syllable effect in reading in French dyslexic children? - Norbert Maïonchi-Pino; Jean Écalle; Annie Magnan (CogSci, 2014)

Computerized comprehension training for whom and under which conditions is it efficient? - Anna Potocki; Jean Écalle; Annie Magnan (J. Comput. Assist. Learn., 2015)