La contribution des ecritures provisoires dans la ´ reussite en orthographe : ´ etude longitudinale

• Main Authors: Caroline Begin, Lise Saint-Laurent, Jocelyne Giasson
• Format: Article
• Language: English
• Published: Carleton University 2005-12-01
• Series: Canadian Journal of Applied Linguistics
• Online Access: https://journals.lib.unb.ca/index.php/CJAL/article/view/19773

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.