Reading and Spelling Acquisition in French: The Role of Phonological Mediation and Orthographic Factors
Identifieur interne : 000102 ( Main/Exploration ); précédent : 000101; suivant : 000103Reading and Spelling Acquisition in French: The Role of Phonological Mediation and Orthographic Factors
Auteurs : Liliane Sprenger-Charolles ; Linda S. Siegel [Canada] ; Philippe BonnetSource :
- Journal of Experimental Child Psychology [ 0022-0965 ] ; 1998.
Abstract
The objective of this research was to study the development of reading and spelling in French. The two main hypotheses were that (1) phonological mediation is the primary process in the acquisition of these skills and that (2) the use of phonological mediation may allow the construction of the orthographic lexicon. In January and June, first graders (n= 57) were required to read and spell items designed to assess the variables of regularity, graphemic complexity, frequency, lexicality and analogy. The findings of the January session partially corroborated the first hypothesis as a regularity effect, but no frequency effect and no word superiority, were found both in reading and spelling. The main contradictory finding was the presence, in early reading only, of a facilitative effect of analogy. The changes in the frequency and the lexicality effects between the two sessions in reading and in spelling indicated that the children were able to rapidly construct an orthographic lexicon. However, this procedure did not entirely replace phonological mediation since a regularity effect and regularization errors were observed and increased between sessions. The second hypothesis was supported as relationships were found to exist between early phonological skills and subsequent orthographic skills. Finally, we observed that French children were using graphemes (not only letters), in the early stage of reading, and, to a lesser extent, in the early stage of spelling. The findings are discussed in the context of developmental models of reading and spelling.
Url:
DOI: 10.1006/jecp.1997.2422
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Siegel</name></author><author><name sortKey="Bonnet, Philippe" sort="Bonnet, Philippe" uniqKey="Bonnet P" first="Philippe" last="Bonnet">Philippe Bonnet</name></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:B47EAACD5DA3CD276FAD4C07740E56EF2C604A8B</idno><date when="1998" year="1998">1998</date><idno type="doi">10.1006/jecp.1997.2422</idno><idno type="url">https://api.istex.fr/document/B47EAACD5DA3CD276FAD4C07740E56EF2C604A8B/fulltext/pdf</idno><idno type="wicri:Area/Main/Corpus">000262</idno><idno type="wicri:Area/Main/Curation">000229</idno><idno type="wicri:Area/Main/Exploration">000102</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Exploration">000102</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Reading and Spelling Acquisition in French: The Role of Phonological Mediation and Orthographic Factors</title><author><name sortKey="Sprenger Charolles, Liliane" sort="Sprenger Charolles, Liliane" uniqKey="Sprenger Charolles L" first="Liliane" last="Sprenger-Charolles">Liliane Sprenger-Charolles</name><affiliation><wicri:noCountry code="no comma">CNRS/Université René Descartes</wicri:noCountry></affiliation></author><author><name sortKey="Siegel, Linda S" sort="Siegel, Linda S" uniqKey="Siegel L" first="Linda S." last="Siegel">Linda S. Siegel</name><affiliation wicri:level="4"><country>Canada</country><placeName><settlement type="city">Vancouver</settlement><region type="state">Colombie-Britannique </region></placeName><orgName type="university">Université de la Colombie-Britannique</orgName></affiliation></author><author><name sortKey="Bonnet, Philippe" sort="Bonnet, Philippe" uniqKey="Bonnet P" first="Philippe" last="Bonnet">Philippe Bonnet</name><affiliation><wicri:noCountry code="no comma">CNRS/Université René Descartes</wicri:noCountry></affiliation></author></analytic><monogr></monogr><series><title level="j">Journal of Experimental Child Psychology</title><title level="j" type="abbrev">YJECP</title><idno type="ISSN">0022-0965</idno><imprint><publisher>ELSEVIER</publisher><date type="published" when="1998">1998</date><biblScope unit="volume">68</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="134">134</biblScope><biblScope unit="page" to="165">165</biblScope></imprint><idno type="ISSN">0022-0965</idno></series><idno type="istex">B47EAACD5DA3CD276FAD4C07740E56EF2C604A8B</idno><idno type="DOI">10.1006/jecp.1997.2422</idno><idno type="PII">S0022-0965(97)92422-X</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0022-0965</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The objective of this research was to study the development of reading and spelling in French. The two main hypotheses were that (1) phonological mediation is the primary process in the acquisition of these skills and that (2) the use of phonological mediation may allow the construction of the orthographic lexicon. In January and June, first graders (n= 57) were required to read and spell items designed to assess the variables of regularity, graphemic complexity, frequency, lexicality and analogy. The findings of the January session partially corroborated the first hypothesis as a regularity effect, but no frequency effect and no word superiority, were found both in reading and spelling. The main contradictory finding was the presence, in early reading only, of a facilitative effect of analogy. The changes in the frequency and the lexicality effects between the two sessions in reading and in spelling indicated that the children were able to rapidly construct an orthographic lexicon. However, this procedure did not entirely replace phonological mediation since a regularity effect and regularization errors were observed and increased between sessions. The second hypothesis was supported as relationships were found to exist between early phonological skills and subsequent orthographic skills. Finally, we observed that French children were using graphemes (not only letters), in the early stage of reading, and, to a lesser extent, in the early stage of spelling. The findings are discussed in the context of developmental models of reading and spelling.</div></front></TEI><affiliations><list><country><li>Canada</li></country><region><li>Colombie-Britannique </li></region><settlement><li>Vancouver</li></settlement><orgName><li>Université de la Colombie-Britannique</li></orgName></list><tree><noCountry><name sortKey="Bonnet, Philippe" sort="Bonnet, Philippe" uniqKey="Bonnet P" first="Philippe" last="Bonnet">Philippe Bonnet</name><name sortKey="Sprenger Charolles, Liliane" sort="Sprenger Charolles, Liliane" uniqKey="Sprenger Charolles L" first="Liliane" last="Sprenger-Charolles">Liliane Sprenger-Charolles</name></noCountry><country name="Canada"><region name="Colombie-Britannique "><name sortKey="Siegel, Linda S" sort="Siegel, Linda S" uniqKey="Siegel L" first="Linda S." last="Siegel">Linda S. Siegel</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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