Liliane Sprenger-Charolles|Linda S. Siegel|Philippe Bonnet
Reading and Spelling Acquisition in French: The Role of Phonological Mediation and Orthographic Factors
Délégation Paris 5|University of British Columbia|Délégation Paris 5
objective research study development reading spelling french two main hypotheses 1 phonological mediation primary process acquisition skills 2 use phonological mediation may allow construction orthographic lexicon january june first graders n 57 required read spell items designed assess variables regularity graphemic complexity frequency lexicality analogy findings january session partially corroborated first hypothesis regularity effect frequency effect word superiority found reading spelling main contradictory finding presence early reading facilitative effect analogy changes frequency lexicality effects two sessions reading spelling indicated children able rapidly construct orthographic lexicon however procedure entirely replace phonological mediation since regularity effect regularization errors observed increased sessions second hypothesis supported relationships found exist early phonological skills subsequent orthographic skills finally observed french children using graphemes letters early stage reading lesser extent early stage spelling findings discussed context developmental models reading spelling