Portrait of the Arabic orthographic development of preschool children attending school in Quebec
This multiple case study aims to assess the Arabic language-spelling development for nine preschool Arabic language-speaking children schooled in Quebec. To achieve this goal, the children underwent a test of invented spelling through semi-structured individual interviews (N = 9). The written test was repeated four times on different occasions. The results of the study raised three writing features, namely: visuographic, phonological and orthographic concerns. The children adapted the writing process by expressing a capacity to produce the sounds conventionally, to combine the syllables within a word, not to resort to an exclusive treatment of the vowels or consonants and to respect the diagram of page layout conventionally. Their writings sometimes present the pseudo-letters and disorders inter and intra-syllabic.