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Reading acquisition in French first and second graders: Longitudinal evidence / L'acquisition de la lecture en francais: Etude longitudinale de la premiere a la seconde annee du primaire

Studied reading acquisition in French-speaking elementary school children to test the hypothesis that learning to read begins with procedures involving phonological mediation and gradually progresses to orthographic strategies. Human Ss: 31 normal male and female French school-age children (1st-grade students at baseline). At the end of 1st grade and at the middle and end of 2nd grade, Ss were asked to read aloud a series of words that varied with regard to their frequency of usage (high vs low) and regularity (simple regular words, complex regular words, and irregular words). The effects and interactions of frequency and regularity at different stages in the reading acquisition process were analyzed. (English abstract) (PsycINFO Database Record (c) 2005 APA, all rights reserved)



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