Laboratoire Psychologie de la Perception Institut Neurosciences Cognition Université Paris Descartes Centre National de Recherche Scientifique
Home
Research
vision Vision
action Action
speech Speech
avoc AVoC
support support staff
People
Former Staff
Teaching
Publications
Ethics
Events
Practical

Calendar
Opportunities
Internships
Contracts
Platforms
Links

Baby Lab

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

Evaluated the influence of the phonological structure of pseudowords on the performance (correct responses and type of errors) of beginning readers and spellers of French. 57 1st graders (mean age 6.49 yrs) were administered a reading and a spelling task involving pseudowords of different syllabic structures twice over several months. It was found that pseudowords with a more complex syllabic structure were more difficult in both reading and spelling. Phonological properties of consonants, rather than the position of consonants, explained the majority of deletions. It was also found that the principal phonological categories were preserved in substitutions. No differences were found between performance on open syllables and closed syllables. The results confirm the importance of phonological mediation in the initial stage of the acquisition of reading and spelling. (PsycINFO Database Record (c) 2005 APA, all rights reserved)



URL