Is spelling related to written composition? A longitudinal study in French
| Autor: | Pascal Bressoux, Bernard Slusarczyk, Ludovic Ferrand, Michel Fayol |
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| Přispěvatelé: | Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC), Université Grenoble Alpes (UGA), Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Centre National de la Recherche Scientifique (CNRS)-Université Clermont Auvergne (UCA) |
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| Zdroj: | HAL Reading and Writing Reading and Writing, 2023, ⟨10.1007/s11145-023-10414-6⟩ |
| ISSN: | 0922-4777 1573-0905 |
| DOI: | 10.1007/s11145-023-10414-6⟩ |
| Popis: | International audience; This research aims at exploring in an irregular orthographic system like French, if spelling is related to written composition. French spelling is particularly interesting because it includes phonographic irregularities (i.e., inconsistencies), lexical difficulties and numerous morphological silent marks (e.g., plural noun, adjective, and verb agreement). In a longitudinal study from the beginning of Grade 3 to the end of Grade 4, pupils (N = 173) were asked tw ice in every grade to compose narrative texts from strips. Text length, text completeness and three categories of spelling errors were coded and analyzed through multilevel growth curve models. Results show (1) a growing relationship between text production and orthographic performance, (2) that this relationship varied according to whether it related to text length or to text completeness, and (3) its strength and evolution depended on the type of errors (phonographic, lexical, or morphological). |
| Databáze: | OpenAIRE |
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