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Étude longitudinale des effets de la pratique d'orthographes approchées sur les compétences d'apprentis-lecteurs au début de l'école primaire en France

Abstract : The aim of the present study is to assess the effects of the regular practice of invented spelling activities on the development of students’ reading skills and more precisely the long-term effects. We propose the longitudinal follow-up of 15 students, 5 years old at the beginning of the study to 8 years old at the end, and distributed in two groups (experimental and control) from the last year of kindergarten till the end of the second year of primary school. Students of the experimental group regularly practiced invented spelling activities whereas students of the control group did not practice these invented spelling activities. Students of both groups were submitted to reading tests at three moments of the school year (September, January and June), during the first and the second year of primary school (CP and CE1 in France) in order to assess the effects of the two differential practices of teaching to spell. The descriptive analysis of the results of the reading tests shows important gaps in the reading skills and the reading speed in favor of the experimental group. These differences, shown from the beginning of the first year of primary school, continue till the end of the 2nd year of primary school, and the scriptural skills shown by the pupils of the experimental group are certainly due to the regular practice of invented spelling. These results confirm and extend the conclusions of the studies already led in the domain (Alves Martins, Salvador, Albuquerque et Silva, 2014; Alves, Martins, Salvador, Silva et Albuquerque, 2013; Ouellette et Sénéchal, 2008; Rieben, Ntamakiliro, Gonthier et Fayol, 2005).
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https://hal.archives-ouvertes.fr/hal-01781392
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Submitted on : Monday, April 30, 2018 - 11:24:40 AM
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Florence Mauroux, Claudine Garcia-Debanc, Karine Duvignau. Étude longitudinale des effets de la pratique d'orthographes approchées sur les compétences d'apprentis-lecteurs au début de l'école primaire en France. Perspectives actuelles sur l’apprentissage de la lecture et de l’écriture = Contributions about learning to read and write, Aug 2015, Sherbrooke, Canada. ⟨10.17118/11143/10237⟩. ⟨hal-01781392⟩

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