La contribution des ecritures provisoires dans la ´ reussite en orthographe : ´ etude longitudinale
Abstract The goals of this study were to: 1) describe the invented spelling produced by Francophone children in Quebec at the beginning of Grade 1; 2) describe the relationship between students’ phonological awareness and their invented spelling; and 3) describe the relationship between students’...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Carleton University
2005-12-01
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| Series: | Canadian Journal of Applied Linguistics |
| Online Access: | https://journals.lib.unb.ca/index.php/CJAL/article/view/19773 |
| Summary: | Abstract
The goals of this study were to: 1) describe the invented spelling produced by Francophone children in Quebec at the beginning of Grade 1; 2) describe the relationship between students’ phonological awareness and their invented spelling; and 3) describe the relationship between students’ invented spelling and conventional spelling. An invented spelling test was administered to 433 Grade 1 students at the beginning of the school year. Others tasks on phonological awareness and spelling were administered. Spelling scores were correlated with phonological awareness (r = 0.539, p < 0.01). Invented spelling scores explained 3% of variance in spelling performance at the end of the year. |
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| ISSN: | 1481-868X 1920-1818 |