How does graphotactic knowledge influence children’s learning of new spellings?
Two experiments investigated whether and how the learning of spellings by French third graders is influenced by two graphotactic patterns: consonants cannot double in word-initial position (Experiment 1) and consonants cannot double after single consonants (Experiment 2). Children silently read mean...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2013-10-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2013.00701/full |