Do All Roads Really Lead to Rome? The Case of Spelling Acquisition

Autor/inn/en	Daigle, Daniel; Berthiaume, Rachel; Costerg, Agnès; Plisson, Anne; Ruberto, Noémia; Varin, Joëlle
Titel	Do All Roads Really Lead to Rome? The Case of Spelling Acquisition
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 2, S.313-328 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daigle, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-019-09965-4
Schlagwörter	Spelling; French; Orthographic Symbols; Language Acquisition; Elementary School Students; Grade 3; Spelling Instruction; Phoneme Grapheme Correspondence; Phonology; Visual Perception + Suchen Sie Ihr Suchwort? Schreibweise; Französisch; Sprachaneignung; Spracherwerb; School year 03; 3. Schuljahr; Schuljahr 03; Orthographieunterricht; Rechtschreibunterricht; Fonologie; Visuelle Wahrnehmung
Abstract	The French orthographic code is complex, and its acquisition is laborious (Catach, 2008; Fayol & Jaffré, 2008). Three hypotheses attempt to explain orthographic knowledge acquisition (OKA). For some, exposure to the code leads to OKA through a self-learning process (Share, 2004). For others, OKA benefits from graphophonological processes (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001). Finally, some authors suggest that OKA is possible thanks to visual specific processes (Ans, Carbonnel, & Valdois, 1998). The main goal of this study was to test these hypotheses in a classroom context with comparable samples. In total, 143 2nd-grade children participated in this quasi-experimental study with a pretest, immediate posttest, and delayed posttest design. We assigned participants to one of four conditions. For three conditions, we created three teaching procedures based on each of the hypotheses: frequency of contacts with target words; explicit teaching of graphophonological properties of words; explicit teaching of visual properties of words. The fourth served as a control group. ANOVA analyses indicated that all three experimental conditions favored OKA, showing that the different teaching procedures led to spelling development. However, the visual condition was the most favorable. Three main conclusions can be drawn from this study: (a) models of OKA should account for the different paths that can lead to spelling acquisition; (b) visual properties of words and their acquisition need additional research, and (c) applied research in real classroom contexts is not only relevant for informing teaching practices but also for better understanding how learning takes place. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01