Marie‐Line Bosse

1.6k total citations
33 papers, 972 citations indexed

About

Marie‐Line Bosse is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Marie‐Line Bosse has authored 33 papers receiving a total of 972 indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Developmental and Educational Psychology, 19 papers in Education and 7 papers in Cognitive Neuroscience. Recurrent topics in Marie‐Line Bosse's work include Reading and Literacy Development (27 papers), Writing and Handwriting Education (13 papers) and Hearing Impairment and Communication (8 papers). Marie‐Line Bosse is often cited by papers focused on Reading and Literacy Development (27 papers), Writing and Handwriting Education (13 papers) and Hearing Impairment and Communication (8 papers). Marie‐Line Bosse collaborates with scholars based in France, Canada and Sweden. Marie‐Line Bosse's co-authors include Sylviane Valdois, Marie‐Josèphe Tainturier, Serge Carbonnel, Michel Zorman, J Pellat, Gérard Bailly, Aline Frey, Pierre Largy, Josée Harel and Denis Alamargot and has published in prestigious journals such as Scientific Reports, Frontiers in Psychology and Microbiology.

In The Last Decade

Marie‐Line Bosse

30 papers receiving 943 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Marie‐Line Bosse France 13 822 491 412 289 71 33 972
Suk‐Man Tsang Hong Kong 13 1.2k 1.4× 431 0.9× 622 1.5× 450 1.6× 108 1.5× 18 1.2k
David Wai‐ock Chan Hong Kong 14 1.1k 1.3× 392 0.8× 515 1.3× 460 1.6× 78 1.1× 19 1.1k
Anniek Vaessen Netherlands 10 1.3k 1.6× 484 1.0× 845 2.1× 800 2.8× 46 0.6× 15 1.6k
Maureen Hoskyn Canada 11 526 0.6× 165 0.3× 201 0.5× 392 1.4× 51 0.7× 16 805
Xenia Schmalz Italy 11 416 0.5× 202 0.4× 132 0.3× 131 0.5× 14 0.2× 27 518
Bente Eriksen Hagtvet Norway 12 576 0.7× 212 0.4× 83 0.2× 251 0.9× 17 0.2× 32 693
Lauren Leslie United States 13 707 0.9× 145 0.3× 153 0.4× 424 1.5× 16 0.2× 30 940
Weilan Liang China 8 493 0.6× 161 0.3× 131 0.3× 194 0.7× 10 0.1× 8 588
Holly Joseph United Kingdom 16 820 1.0× 539 1.1× 125 0.3× 131 0.5× 21 0.3× 23 991
Janne Lepola Finland 14 627 0.8× 85 0.2× 318 0.8× 613 2.1× 20 0.3× 32 901

Countries citing papers authored by Marie‐Line Bosse

Since Specialization
Citations

This map shows the geographic impact of Marie‐Line Bosse's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Marie‐Line Bosse with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Marie‐Line Bosse more than expected).

Fields of papers citing papers by Marie‐Line Bosse

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Marie‐Line Bosse. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Marie‐Line Bosse. The network helps show where Marie‐Line Bosse may publish in the future.

Co-authorship network of co-authors of Marie‐Line Bosse

This figure shows the co-authorship network connecting the top 25 collaborators of Marie‐Line Bosse. A scholar is included among the top collaborators of Marie‐Line Bosse based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Marie‐Line Bosse. Marie‐Line Bosse is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Bosse, Marie‐Line, et al.. (2024). Involving the Body to Improve Letter Knowledge and Script: an Experimental Study in French Kindergarten. Educational Psychology Review. 36(3). 1 indexed citations
2.
Bosse, Marie‐Line, et al.. (2023). ECRIMO , an app to train first graders' spelling: Effectiveness and comparison between different designs. British Journal of Educational Technology. 54(5). 1332–1350. 6 indexed citations
3.
Bosse, Marie‐Line, et al.. (2023). Enhancing literacy acquisition through spelling exercises: Comparing tasks for first graders. The Journal of Educational Research. 116(4). 187–197. 1 indexed citations
4.
Bailly, Gérard, et al.. (2022). Automatic assessment of oral readings of young pupils. Speech Communication. 138. 67–79. 6 indexed citations
5.
Bosse, Marie‐Line, et al.. (2021). Échelle multi-dimensionnelle de fluence : nouvel outil d’évaluation de la fluence en lecture prenant en compte la prosodie, étalonné du CE1 à la 5 e. L’Année psychologique. Vol. 121(2). 19–43. 2 indexed citations
6.
Bosse, Marie‐Line, et al.. (2020). French Pupils’ Lexical and Grammatical Spelling from Sixth to Ninth Grade: A Longitudinal Study. Language and Speech. 64(1). 224–249. 14 indexed citations
7.
Bailly, Gérard, et al.. (2020). Pausing and Breathing while Reading Aloud : Development from 2nd to 7th grade. Reading and Writing.
8.
Doignon‐Camus, Nadège, et al.. (2020). Syllable-first rather than letter-first to improve phonemic awareness. Scientific Reports. 10(1). 22130–22130. 12 indexed citations
9.
Bosse, Marie‐Line, et al.. (2019). A review of reading prosody acquisition and development. Reading and Writing. 33(2). 399–426. 39 indexed citations
10.
Frey, Aline & Marie‐Line Bosse. (2018). Perceptual span, visual span, and visual attention span: Three potential ways to quantify limits on visual processing during reading. Visual Cognition. 26(6). 412–429. 28 indexed citations
11.
Bosse, Marie‐Line. (2015). Learning to Read and Spell: How Children Acquire Word Orthographic Knowledge. Child Development Perspectives. 9(4). 222–226. 11 indexed citations
12.
Maluf, María Regina, et al.. (2015). O Papel da Amplitude Visuoatencional e da Consciência Fonêmica na Aprendizagem da Leitura. Psicologia Reflexão e Crítica. 28(3). 593–602. 3 indexed citations
13.
Bosse, Marie‐Line, et al.. (2014). Lexical orthography acquisition: Is handwriting better than spelling aloud?. Frontiers in Psychology. 5. 56–56. 24 indexed citations
14.
Bosse, Marie‐Line, et al.. (2013). Orthographic learning during reading: the role of whole‐word visual processing. Journal of Research in Reading. 38(2). 141–158. 46 indexed citations
15.
Bosse, Marie‐Line & Sylviane Valdois. (2007). Role of the visual attention span in reading acquisition. 3 indexed citations
16.
Valdois, Sylviane, Marie‐Line Bosse, & Marie‐Josèphe Tainturier. (2004). The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder. Dyslexia. 10(4). 339–363. 298 indexed citations
17.
Bosse, Marie‐Line & Sylviane Valdois. (2003). Patterns of developmental dyslexia according to a multi-trace memory model of reading. SPIRE - Sciences Po Institutional REpository. 10, Vol. 1, 2003. 29 indexed citations
18.
Martinet, Catherine, Marie‐Line Bosse, Sylviane Valdois, & Marie‐Josèphe Tainturier. (1999). Discussion de la notion de stades successifs dans l'acquisition de l'orthographe d'usage. 2 indexed citations
19.
Harel, Josée, et al.. (1995). Cloning of determinants encoding F1652 fimbriae from porcine septicaemic Escherichia coli confirms their identity as F1C fimbriae. Microbiology. 141(1). 221–228. 15 indexed citations
20.
Bosse, Marie‐Line, et al.. (1993). Fusion of the Genes Encoding Escherichia Coli Heat-Stable Enterotoxin b (STb) and the Maltose-Binding Protein to Obtain Mature STb Enterotoxin. Journal of General Microbiology. 139(3). 631–638. 17 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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