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Master Thesis

Morphologie dérivationnelle et orthographe : effet d'un entraînement systématique en classes de CE2 et CM1

Abstract : The aim of this study is to investigate the impact of explicit learning of morphology in class in order to confirm that it may improve the spelling skills of unselected children.Three groups of third grade children and five groups of fourth graders took part in this study. Five groups out of eight were trained with non-stop feed-back, 15 minutes a day over a period of 6 weeks. Results highlight an improvement in the students’ spelling skills whenever morphemic approach may be useful. Data also emphasize progress in the short and medium terms unrelated to initial spelling skills. Nevertheless, some students do not make any progress. Four cases were analyzed and revealed the role played by the size of the orthographic lexicon stock. However, no criterion seems to be the deciding factor and only interpersonal factors may explain why children do or do not benefit from training sessions.
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https://dumas.ccsd.cnrs.fr/dumas-01076523
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Submitted on : Friday, November 20, 2015 - 9:37:04 AM
Last modification on : Thursday, March 14, 2019 - 9:06:06 PM
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  • HAL Id : dumas-01076523, version 1

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Dominique Bazard-Jourdain, Anita Coulon. Morphologie dérivationnelle et orthographe : effet d'un entraînement systématique en classes de CE2 et CM1. Sciences cognitives. 2014. ⟨dumas-01076523⟩

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