Reading and spelling acquisition in French first graders: Longitudinal evidence

Liliane Sprenger-Charolles (1) , Séverine Casalis (2)

1 LEAPLCE - Laboratoire d'études sur l'acquisition et la pathologie du langage chez l'enfant
2 Université de Lille, Sciences Humaines et Sociales

This study was aimed at investigating the development of reading and spelling skills in French. First graders were tested twice (in February and in June). Phonological mediation was expected to play a major role at the beginning of reading and spelling acquisition, and thus a regularity effect was predicted. Under the assumption that alphabetical processing is primarily sequential, i.e. letter by letter, a complexity effect was predicted as well. In other words, subjects would read and spell words containing one-letter graphemes more accurately than words containing multi-letter graphemes. Third, because processing was assumed to be strictly alphabetical at the beginning of acquisition, no frequency effect was expected. Overall, the role of phonological mediation is confirmed. A complexity effect testifying to sequential alphabetic processing was observed for spelling but not for reading. The hypothesis of a strict reliance on alphabetical processing is disconfirmed since a frequency effect was observed in both reading and spelling. These findings are discussed in the light of the Frith, Morton, and Seymour models.

Domaines: Linguistique; Psychologie

Liliane Sprenger-Charolles, Séverine Casalis. Reading and spelling acquisition in French first graders: Longitudinal evidence. Reading and Writing, 1995, 7, pp.39-63. ⟨10.1007/BF01026947⟩. ⟨hal-00733593⟩