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Consistance orthographique et construction du lexique chez l'enfant d'âge scolaire

Abstract : The role of orthographic consistency was analysed on children's spelling development in French. Orthographic inconsistency refers to the variability of spellings for a same sound. The effects of orthographic consistency were measured in dictation tasks, from spelling accuracy and intra-individual response fidelity (“empirical consistency“) measured at the rime level. The first two studies showed that child's empirical consistency reproduced lexical statistics and theoretical orthographic inconsistency as soon as the middle of Grade 1. Child's empirical consistency was weaker for pairs of words with inconsistent rather than consistent rimes. In the third study, child's empirical consistency was investigated across lexical and non lexical items. Higher spelling variability was found for pseudo-words compared to words. Finally, in the fourth study, children were more consistent with their own spelling for transcribing the same word twice rather two different words. Generally speaking, these results emphasised the fundamental role of print exposure as an implicit factor for learning inconsistent letter-to- sound correspondences. Child's empirical consistency can be viewed as a useful tool for measuring progressive distinction between infra-lexical processing (consistent rimes) and lexical processing (inconsistent rimes).
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Contributor : Claire Carpentier Connect in order to contact the contributor
Submitted on : Thursday, April 8, 2010 - 7:10:10 PM
Last modification on : Thursday, June 17, 2021 - 1:02:03 PM
Long-term archiving on: : Tuesday, September 14, 2010 - 6:10:47 PM


  • HAL Id : tel-00471747, version 1



Marie-Claire Hazard. Consistance orthographique et construction du lexique chez l'enfant d'âge scolaire. Psychologie. Université Nice Sophia Antipolis, 2009. Français. ⟨tel-00471747⟩



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