Reading and spelling acquisition in French first graders: Longitudinal evidence

1995 ◽  
Vol 7 (1) ◽  
pp. 39-63 ◽  
Author(s):  
Liliane Sprenger-charolles ◽  
S�verine Casalis
Keyword(s):  
First Graders ◽  
Spelling Acquisition ◽  
Reading And Spelling

Reading and spelling acquisition in European Portuguese: a preliminary study

2007 ◽  
Vol 21 (8) ◽  
pp. 805-821 ◽  
Author(s):  
Sandra Fernandes ◽  
Paulo Ventura ◽  
Luís Querido ◽  
José Morais
Keyword(s):  
Spelling Acquisition ◽  
European Portuguese ◽  
Preliminary Study ◽  
Reading And Spelling

scholarly journals Reading and Spelling Acquisition in French: The Role of Phonological Mediation and Orthographic Factors

1998 ◽  
Vol 68 (2) ◽  
pp. 134-165 ◽  
Author(s):  
Liliane Sprenger-Charolles ◽  
Linda S. Siegel ◽  
Philippe Bonnet
Keyword(s):  
Spelling Acquisition ◽  
Reading And Spelling ◽  
Phonological Mediation

scholarly journals Variations in reading and spelling acquisition in Portuguese, French and Spanish: A cross-linguistic comparison

2011 ◽  
Vol 10 (1) ◽  
pp. 183 ◽  
Author(s):  
Francisca Serrano ◽  
Nathalie Genard ◽  
Ana Sucena ◽  
Sylvia Defior ◽  
Jesus Alegria ◽  
...  
Keyword(s):  
Spelling Acquisition ◽  
Reading And Spelling

Reading and spelling acquisition in Thai children

2009 ◽  
Vol 23 (9) ◽  
pp. 1021-1053 ◽  
Author(s):  
Heather Winskel ◽  
Kanyarat Iemwanthong
Keyword(s):  
Spelling Acquisition ◽  
Reading And Spelling

scholarly journals A longitudinal study of the effects of syllabic structure on the development of reading and spelling skills in French

1997 ◽  
Vol 18 (4) ◽  
pp. 485-505 ◽  
Author(s):  
Liliane Sprenger-Charolles ◽  
Linda S. Siegel
Keyword(s):  
Longitudinal Study ◽  
Simple Structure ◽  
First Graders ◽  
Complex Structure ◽  
Critical Role ◽  
Short Term ◽  
Phonological Structure ◽  
Central Hypothesis ◽  
Reading And Spelling ◽  
Phonological Mediation

ABSTRACTThe central hypothesis of this study was that phonological mediation plays a critical role in the early development of reading and spelling in French. Therefore, the phonological structure of items, as opposed to their visual characteristics, was expected to be a significant determinant of performance. This hypothesis was tested in a short-term longitudinal study with a group of first graders (N = 57) who were administered a reading and a spelling task involving pseudowords of different syllabic structures. The first prediction was that there would be better performance on pseudowords with a simple structure (CVCVCV) than on pseudowords with a complex structure (CCVCVC or CVCCVC), and that errors on syllables with a complex structure would involve the deletion of codas or the simplification of complex onsets. We also predicted that errors would be consistent with a sonority hierarchy; for example, we expected more deletions of liquids than obstruents in clusters.

Does sensitivity to orthographic regularities influence reading and spelling acquisition? A 1-year prospective study

2013 ◽  
Vol 27 (7) ◽  
pp. 1141-1161 ◽  
Author(s):  
Josefine Rothe ◽  
Gerd Schulte-Körne ◽  
Elena Ise
Keyword(s):  
Prospective Study ◽  
Spelling Acquisition ◽  
Reading And Spelling

Pseudoword repetition ability in learning-disabled children

1989 ◽  
Vol 10 (2) ◽  
pp. 203-219 ◽  
Author(s):  
H. Gerry Taylor ◽  
Debra Lean ◽  
Sybil Schwartz
Keyword(s):  
Phonological Processing ◽  
Math Achievement ◽  
Learning Disabled ◽  
Disabled Children ◽  
Psychometric Characteristics ◽  
Major Objective ◽  
Spelling Acquisition ◽  
Phonological Skill ◽  
Repetition Task ◽  
Reading And Spelling

ABSTRACTA test of pseudoword repetition was developed and administered to a group of 24 learning-disabled children. Twenty nondisabled children were also assessed. The major objective was to investigate associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing, as well as on measures of academic achievement. Results revealed that the repetition procedure had good psychometric characteristics, including the ability to distinguish disabled and nondisabled groups independent of IQ. Within the learning-disabled sample, repetition ability was more closely related to reading and spelling skills than to math achievement. Measures of phonological skill were moderately associated with one another. Findings suggest that the repetition task may be useful in identifying one important correlate of childhood learning disabilities. Results justify further research on the mechanisms responsible for repetition difficulties and on the significance of these difficulties for reading and spelling acquisition.

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