Robert D. Abbott|Michel Fayol|Michel Zorman|Séverine Casalis|William E. Nagy|Virginia W. Berninger
Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
University of Washington|Seattle University|Institut Pascal|French National Centre for Scientific Research|University of Lille|Seattle Pacific University|University of Washington|Seattle University
two longitudinal studies word reading spelling reading comprehension identified commonalities differences morphophonemic orthographiesfrench study 1 n1313 english study 2 n114 early childhood grade 2 middle childhood grade 5 french english statistically significant concurrent relationships among literacy skills occurred grades 2 5 longitudinal relationships skill grade 2 5 concurrent relationships sizable longitudinal relationships variable english french especially word reading reading comprehension results show morphophonemic orthographies assessment instructional practices tailored early middle childhood early childhood reading comprehension may related middle childhood spelling also discussed findings applying english word origin primarily anglosaxon early childhood increasingly french middle childhood