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Theses

Régularités graphophonologiques, orthographiques, morphologiques: apprentissage implicite et impact précoce sur la lecture

Abstract : This thesis studies the appearance of graphophonological, orthographic, morphological knowledge and the use of this knowledge in reading. The results show that explicit knowledge of graphophonological consistency comes later, and is preceded by a demonstration of graphophonological sensitivity. From the first grade, this consistency has an influence on the speed and on the precision of reading regular words. This effect is found in the expert reader mainly for pseudo-words. From the first grade there is also a sensitivity to the frequency of bigrams. On the other hand, children are not aware of the relative frequency of isolated bigrams. Spelling structure does not have a significant effect on the treatment of words and pseudo-words: items that contain a frequent bigram in an initial or final position are not read better than those with a rare bigram. In the expert reader, the presence of an initial frequent bigram is helpful. Finally, sensitivity to the written morphological structure is present from the second grade and precedes the development of explicit knowledge. From the first grade, prefixes play a role in reading: the prefixed items are read better than pseudo-prefixes. On the other hand, the morphological structure of suffixes does not help the reading of the items. When items are polymorphemic this does not influence their treatment by the expert. These results will lead to a discussion of the early impact of orthographic and morphological knowledge in reading.
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https://tel.archives-ouvertes.fr/tel-00010506
Contributor : Anne-Sophie Rocher <>
Submitted on : Monday, October 10, 2005 - 11:19:40 AM
Last modification on : Wednesday, October 14, 2020 - 4:09:31 AM
Long-term archiving on: : Friday, April 2, 2010 - 10:28:38 PM

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  • HAL Id : tel-00010506, version 1

Citation

Anne-Sophie Rocher. Régularités graphophonologiques, orthographiques, morphologiques: apprentissage implicite et impact précoce sur la lecture. Linguistique. Université Rennes 2, 2005. Français. ⟨tel-00010506⟩

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