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Reading and spelling acquisition in French first graders: Longitudinal evidence

Investigated in 4 experiments, the development of reading and spelling skills in 1st graders by analyzing accuracy and errors in reading and spelling of words varying in frequency and regularity. Phonological mediation was expected to play a major role at the beginning of reading and spelling acquisition, and thus a regularity effect was predicted. Under the assumption that alphabetical processing is primarily sequential, a complexity effect was predicted as well. 25 Ss were tested twice in their 1st year of primary school. Ss read and spelled words containing 1-letter graphemes more accurately than words containing multi-letter graphemes. The role of phonological mediation was confirmed. A complexity effect testifying to sequential alphabetic processing was observed for spelling but not for reading. A strict reliance on alphabetical processing is not confirmed since a frequency effect was observed in both reading and spelling. (PsycINFO Database Record (c) 2005 APA, all rights reserved)



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