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Beginning reading and spelling acquisition in French: A longitudinal study

(from the chapter) The study summarized in this chapter was designed to examine how reading and spelling procedures develop at the beginning of their acquisition. The analyses compared effects due to phonological mediation, such as regularity and graphemic complexity, with effects due to orthographic procedures, such as frequency, analogy, and lexicality. 57 native French-speaking 1st graders were observed in the middle and at the end of the school year. Ss were asked to read and spell 36 words and 16 pseudowords selected or constructed so as to show the procedure required to read and spell them. /// Data indicate that the primary process in the early stage of reading and spelling acquisition in French is phonological mediation and that this mediation contributes to the development of the orthographic lexicon. These results do not correspond completely with any of those predicted in the current developmental models. They are partly consistent with those stage models that predicted the existence of a phonological mediation stage. (PsycINFO Database Record (c) 2005 APA, all rights reserved)