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Implicit Statistical Learning of Graphotactic Knowledge and Lexical Orthographic Acquisition
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In: Spelling and Writing Words ; https://hal.archives-ouvertes.fr/hal-02974881 ; Cyril Perret; Thierry Olive. Spelling and Writing Words, 39, BRILL, pp.41-66, 2019, ⟨10.1163/9789004394988_004⟩ (2019)
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Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03244841 ; Journal of Experimental Child Psychology, Elsevier, 2018, 171, pp.71-83. ⟨10.1016/j.jecp.2018.02.003⟩ (2018)
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| 3 |
Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://halshs.archives-ouvertes.fr/halshs-01851979 ; Journal of Experimental Child Psychology, Elsevier, 2018 (2018)
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| 4 |
Comment les enfants apprennent-ils l’orthographe des mots
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In: ISSN: 1386-1204 ; EISSN: 1875-368X ; Revue Française de Linguistique Appliquée ; https://halshs.archives-ouvertes.fr/halshs-01823622 ; Revue Française de Linguistique Appliquée, Paris : Publications linguistiques, 2015, pp.51-61 (2015)
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| 6 |
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
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| 7 |
Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
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| 8 |
Children benefit from morphological relatedness when they learn to spell new words
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.univ-lille.fr/hal-03613289 ; Frontiers in Psychology, 2013, Frontiers in Psychology, 4, ⟨10.3389/fpsyg.2013.00696⟩ (2013)
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| 9 |
How does graphotactic knowledge influence children's learning of new spellings?
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| 10 |
Children benefit from morphological relatedness when they learn to spell new words
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Abstract:
Use of morphologically related words often helps in selecting among spellings of sounds in French. For instance, final /wa/ may be spelled oi (e.g., envoi “sendoff”), oit (e.g., exploit “exploit”), ois (e.g., siamois, “siamese”), or oie (e.g., joie “joy”). The morphologically complex word exploiter “to exploit”, with a pronounced t, can be used to indicate that the stem exploit is spelled with a silent t. We asked whether 8-year-old children benefited from such cues to learn new spellings. Children read silently stories which included two target nonwords, one presented in an opaque condition and the other in a morphological condition. In the opaque condition, the sentence provided semantic information (e.g., a vensois is a musical instrument) but no morphological information that could justify the spelling of the target word's final sound. Such justification was available in the morphological condition (e.g., the vensoisist plays the vensois instrument, which justifies that vensois includes a final silent s). 30 min after having read the stories, children's orthographic learning was assessed by asking them to choose the correct spelling of each nonword from among three phonologically plausible alternatives (e.g., vensois, vensoit, vensoie). Children chose correct spellings more often in the morphological condition than the opaque condition, even though the root (vensois) had been presented equally often in both conditions. That is, children benefited from information about the spelling of the morphologically complex word to learn the spelling of the stem.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3790073
https://doi.org/10.3389/fpsyg.2013.00696
http://www.ncbi.nlm.nih.gov/pubmed/24109464
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| 13 |
Comment l'enfant produit-il l'orthographe des mots ?
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In: Apprendre et enseigner à l'école ; https://hal.archives-ouvertes.fr/hal-00826018 ; Philippe Dessus & Edouard Gentaz. Apprendre et enseigner à l'école, Dunod, pp.43-58, 2006 (2006)
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| 14 |
La connaissance du nom des lettres : précurseur de l’apprentissage du son des lettres
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| 15 |
L'accord du participe passé : entre compétition de procédures et récupération en mémoire
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In: Langue française, n 151, 3, 2006-09-01, pp.59-73 (2006)
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