Publications
Refereed Journal Articles
Cheung, P., Bourque, T., Ang, D., & Merkley, R. (2025). Early Number Acquisition in Bilingual Children. Cognitive Development, 73, 101541 https://doi.org/10.1016/j.cogdev.2024.101541
EN
Wege, T. E., Bourque, T., Merkley, R., & Cheung, P. (in press). Thirty Years of the Give-N Task: A Systematic Review, Reflections, and Recommendations [Author Accepted manuscript]. Journal of Numerical Cognition. https://doi.org/10.23668/psycharchives.15823
EN
Susperreguy, M. I., Di Lonardo Burr, S. M., Xu, C., Douglas, H., Bourque, T., del Río, M.F., Salinas, V., LeFevre, J-A. (2024). The Role of Mathematical Vocabulary in the Development of Mathematical Skills for Spanish-speaking Students. Cognitive Development, 70, 101441 https://doi.org/10.1016/j.cogdev.2024.101441
EN
ES
Unrefereed Reports
Bourque, T., Retanal, F., Kahwaji, L., Archibald, A., Kelly, M. O., Liu, L., Maloney, E. A., & the WiCSC+ Trainee Board. (2024). How to Make Conferences More Accessible and Inclusive. WiCSC+. https://doi.org/10.17605/OSF.IO/UYH75
Douglas, H., Shradha Dixit, Bourque, T., & LeFevre, J. A. (2023). Final Report on Neuralign© Reading Intervention. (Report No. Neuralign_R5).
Bourque, T., Blumenthal, A., Cook, C., Milosavljevic, B. (2023). AfriBCD Community of Practice Summary Report. (Report No. EN-AfriBCD_2023_R1). AfriBCD
EN
FR
Bourque, T., Douglas, H., & LeFevre, J. A. (2023). Neuralign© and the Science of Reading. (Report No. Neuralign_2023_R4). Carleton University.
Douglas, H., LeFevre, J. A. & Bourque, T. (2022). Client Survey: Parents Share their Children’s Experiences of the Neuralign Intervention. (Report No. Neuralign_2022_R3). Carleton University.
Bourque, T., LeFevre, J. A., & Douglas, H. (2022). A Brief Review of Current Research on Reading Difficulties and Approaches to Intervention. (Report No. Neuralign_2022_R1). Carleton University.