1. Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2015). The role of reading fluency in children’s text comprehension. Frontiers in Psychology,6, 1810.
2. Álvarez-Cañizo, M., Suárez-Coalla, P., & Cuetos, F. (2017). Reading prosody development in Spanish children. Reading and Writing: An Interdisciplinary Journal,31, 1–18.
3. Arcand, M.-S., Dion, E., Lemire-Théberge, L., Guay, M.-H., Barrette, A., Gagnon, V., et al. (2014). Segmenting texts into meaningful word groups: Beginning readers’ prosody and comprehension. Scientific Studies of Reading,18, 208–223.
4. Bailly, G., & Gouvernayre, C. (2012). Pauses and respiratory markers of the structure of book reading. Annual Conference of the International Speech Communication Association,13, 2218–2221.
5. Bailly, G., Rochet-Capellan, A., & Vilain, C. (2013). Adaptation of respiratory patterns in collaborative reading. Annual Conference of the International Speech Communication Association,14, 1653–1657.