J. M. Anglin, G. A. Miller, and P. C. Wakefield, Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, pp.58-59, 1993.

J. Alegria and P. Mousty, Processus lexicaux dans l'orthographe d'enfants francophones ayant des troubles de la lecture, Des orthographes et leur acquisition, pp.167-180, 1997.

E. Arnbak and C. Elbro, The Effects of Morphological Awareness Training on the Reading and Spelling Skills of Young Dyslexics, Scandinavian Journal of Educational Research, vol.1, issue.3, pp.229-251, 2000.
DOI : 10.1006/jecp.1995.1004

C. Bégin, L. Saint-laurent, and J. Giasson, Le traitement morphologique dans l'écriture des mots chez les élèves de 6 e année du primaire. L'Année psychologique, pp.110-275, 2010.

G. Borchardt, M. Fayol, and S. Pacton, L'influence de la sensibilité graphotactique sur l'apprentissage de l'orthographe de nouveaux mots, Approche Neuropsychologique des Apprentissages chez l'Enfant (ANAE), pp.67-73, 2012.

A. M. Bosman and G. C. Van-orden, Why spelling is more difficult than reading. Learning to spell: Research, theory, and practice across languages, pp.173-194, 1997.

M. L. Bosse and S. Pacton, Comment l'enfant produit-il l'orthographe des mots ? Apprendre et enseigner à l'école, pp.43-58, 2006.

C. Boutard, Synthèse sur les compétences requises lors de l'acte orthographique. Entretiens d'Orthophonie, pp.3-18, 2008.

P. N. Bowers, J. R. Kirby, and S. H. Deacon, The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature, Review of Educational Research, vol.80, issue.2, pp.144-179, 2010.
DOI : 10.3102/0034654309359353

J. F. Carlisle, Morphological awareness and early reading achievement. Morphological aspects of language processing, pp.189-209, 1995.

J. F. Carlisle, Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review, Reading Research Quarterly, vol.22, issue.1, pp.464-487, 2010.
DOI : 10.1598/RRQ.45.4.5

S. Casalis, Le codage de l'information morphologique dans l'écriture de mots chez les apprentis scripteurs. Le Langage et l'homme, pp.95-110, 2003.

S. Casalis, Written Spelling in French Children with Dyslexia
DOI : 10.1093/acprof:oso/9780199827282.003.0015

S. Casalis and P. Colé, L'entraînement à l'analyse morphologique chez des collégiens dyslexiques. Entretiens d'Orthophonie, pp.109-120, 2005.

S. Casalis, S. H. Deacon, and S. Pacton, How specific is the connection between morphological awareness and spelling? A study of French children, Applied Psycholinguistics, vol.54, issue.03, pp.32-499, 2011.
DOI : 10.1037/0012-1649.33.4.637

S. Casalis, M. Dusautoir, P. Colé, and S. Ducrot, Morphological effects in children word reading: A priming study in fourth graders, British Journal of Developmental Psychology, vol.105, issue.1, pp.761-766, 2009.
DOI : 10.1348/026151008X389575

URL : https://hal.archives-ouvertes.fr/hal-01440485

S. Casalis, G. Leloup, and F. Bois-parriaud, Prise en charge des troubles du langage ecrit chez l'enfant, 2013.

S. Casalis and M. Louis-alexandre, Morphological analysis, phonological analysis and learning to read French: a longitudinal study, Reading and Writing, vol.12, issue.3/4, pp.303-335, 2000.
DOI : 10.1023/A:1008177205648

N. Catach, L'orthographe française : traité théorique et pratique avec des travaux d'application et leurs corrigés, 1980.

N. Chaves, C. Totereau, and M. L. Bosse, Acquérir l'orthographe lexicale : quand savoir lire ne suffit pas, Approche neuropsychologique des apprentissages chez l'enfant (ANAE), pp.271-279, 2012.

C. Chevrie-muller, A. M. Simon, and F. Fournier, Batterie Langage oral, Langage écrit, Mémoire, Attention (L2MA), 1997.

P. Colé, S. Bouton, C. Leuwers, S. Casalis, and L. Sprenger-charolles, Stem and derivational-suffix processing during reading by French second and third graders, Applied Psycholinguistics, vol.4, issue.01, pp.33-97, 2012.
DOI : 10.1111/j.1467-9280.1995.tb00324.x

A. Cornu-leyrit, Analyse morphologique, Labruyère : Gerip, 2007.

S. H. Deacon and P. Bryant, What young children do and do not know about the spelling of inflections and derivations, Developmental Science, vol.65, issue.3, pp.583-594, 2005.
DOI : 10.1023/A:1007903330463

S. H. Deacon, N. Conrad, and S. Pacton, A statistical learning perspective on children's learning about graphotactic and morphological regularities in spelling., Canadian Psychology/Psychologie canadienne, vol.49, issue.2, pp.118-124, 2008.
DOI : 10.1037/0708-5591.49.2.118

C. Dessum, A. Pere, and M. Guesdon, Archeologues dans l'hyper-espace : activites de remediation morphologique, 2013.

C. Dufayard, P. Colé, and S. Casalis, MORPHO-REM : un outil de remédiation morphologique pour les élèves dyslexiques. Entretiens d'Orthophonie, pp.123-133, 2011.

L. C. Ehri, Appendre à lire et apprendre à orthographier, c'est la même chose, ou pratiquement la même chose, Des orthographes et leur acquisition, pp.231-265, 1997.

M. Fayol, L'acquisition/apprentissage de la morphologie du nombre, Bilan et perspectives. Rééducation orthophonique, issue.213, pp.41-151, 2003.
URL : https://hal.archives-ouvertes.fr/hal-00114972

M. Fayol, F. Grimaud, and M. Jacquier, Une expérience d'enseignement explicite de l'orthographe lexicale, Approche neuropsychologique des apprentissages chez l'enfant (ANAE), pp.25-156, 2013.

M. Fayol, M. Hupet, and P. Largy, The acquisition of subject-verb agreement in written french. From novices to experts errors, Reading and Writing, vol.11, issue.2, pp.153-174, 1999.
DOI : 10.1023/A:1008038127807

M. Fayol, M. Toczek, S. D. Labareyre, and E. Caillaud, Une brève épreuve d'évaluation des performances en morphologie flexionnelle écrite, Rééducation orthophonique, issue.225, pp.44-75, 2006.

U. Frith, Beneath the surface of developmental dyslexia Surface Dyslexia, Neuropsychological and Cognitive Studies of Phonological Reading, pp.301-330, 1985.

N. Gala and V. Rey, POLYMOTS : une base de données de constructions dérivationnelles en français à partir de radicaux phonologiques, 2008.

G. Galibert and S. Pascale-vella, Les jeux de morpho. Isbergues : Ortho Édition, 2008.

J. R. Gentry, An analysis of developmental spelling in GNYS AT WRK. The Reading Teacher, pp.192-200, 1982.

J. E. Gombert, P. Bryant, and N. Warrick, Les analogies dans l'apprentissage de la lecture et de l'orthographe, Des orthographes et leur acquisition, pp.439-462, 1997.

U. Goswami, Children's use of analogy in learning to spell, British Journal of Developmental Psychology, vol.6, issue.1, pp.21-33, 1988.
DOI : 10.1111/j.2044-835X.1988.tb01077.x

L. Green, D. Mccutchen, C. Schwiebert, T. Quinlan, A. Eva-wood et al., Morphological Development in Children's Writing., Journal of Educational Psychology, vol.95, issue.4, pp.752-761, 2003.
DOI : 10.1037/0022-0663.95.4.752

A. Helbling, L. Boucher, M. A. Barthomeuf, and C. , Outils pour le Français CE2, 2008.

A. E. Hillis and A. Caramazza, Converging evidence for the interaction of semantic and sublexical phonological information in accessing lexical representations for spoken output, Cognitive Neuropsychology, vol.12, issue.2, 1995.
DOI : 10.1080/02643299508251996

J. P. Jaffré and M. Fayol, Orthographe : des systèmes aux usages, 1997.

C. Kirk and G. T. Gillon, Integrated Morphological Awareness Intervention as a Tool for Improving Literacy, Language Speech and Hearing Services in Schools, vol.40, issue.3, pp.341-351, 2009.
DOI : 10.1044/0161-1461(2008/08-0009)

D. S. Kreiner, Effects of word familiarity and phoneme-grapheme polygraphy on oral spelling time and accuracy. The Psychological Record, pp.49-70, 1996.

P. Largy, M. Fayol, and P. Lemaire, The Homophone Effect in Written French: The Case of Verb-Noun Inflection Errors, Language and Cognitive Processes, vol.1, issue.3, pp.217-255, 1996.
DOI : 10.1080/016909696387178

B. Lété, L. Sprenger-charolles, and P. Colé, MANULEX: A grade-level lexical database from French elementary school readers, Behavior Research Methods, Instruments, & Computers, vol.47, issue.84, pp.156-166, 2004.
DOI : 10.3758/BF03195560

K. Malakpour, Le jeu des maisons, 2008.

N. Marec-breton, A. Besse, and C. Royer, La conscience morphologique est-elle une variable importante dans l'apprentissage de la lecture?, Educar em Revista, issue.38, pp.73-91, 2010.
DOI : 10.1590/S0104-40602010000300006

C. Martinet, S. Valdois, and M. Fayol, Lexical orthographic knowledge develops from the beginning of literacy acquisition, Cognition, vol.91, issue.2, pp.11-22, 2004.
DOI : 10.1016/j.cognition.2003.09.002

D. Mccutchen, S. Stull, B. L. Herrera, S. Lotas, and S. Evans, Putting Words to Work: Effects of Morphological Instruction on Children's Writing, Journal of Learning Disabilities, vol.47, issue.1, pp.86-97, 2014.
DOI : 10.1177/0022219413509969

B. New, C. Pallier, L. Ferrand, and R. Matos, Une base de données lexicales du français contemporain sur internet : LEXIQUE, L'Année Psychologique, pp.447-462, 2001.

É. Ortéga and B. Lété, eManulex: Electronic version of Manulex and Manulex-infra databases. Retrieved from http, 2010.

S. Pacton, Morphologie et acquisition de l'orthographe : état des recherches actuelles. Rééducation orthophonique, pp.41-68, 2003.

S. Pacton, Utiliser les informations morphologiques à l'écrit : pourquoi, qui, quand, comment ? Rééducation orthophonique, pp.43-155, 2005.

S. Pacton and S. H. Deacon, The timing and mechanisms of children's use of morphological information in spelling: A review of evidence from English and French, Cognitive Development, vol.23, issue.3, pp.339-359, 2008.
DOI : 10.1016/j.cogdev.2007.09.004

S. Pacton and M. Fayol, How Do French Children Use Morphosyntactic Information When They Spell Adverbs and Present Participles? Scientific Studies of Reading, pp.273-287, 2003.

S. Pacton, M. Fayol, and P. Perruchet, Acquérir l'orthographe du français : apprentissages implicite et explicite, pp.95-118, 2002.

S. Pacton, M. Fayol, and P. Perruchet, Children's Implicit Learning of Graphotactic and Morphological Regularities, Child Development, vol.4, issue.2, pp.324-339, 2005.
DOI : 10.1037/0278-7393.23.1.181

S. Pacton, J. N. Foulin, S. Casalis, and R. Treiman, Children benefit from morphological relatedness when they learn to spell new words, Frontiers in Psychology, vol.4, pp.1-7, 2013.
DOI : 10.3389/fpsyg.2013.00696

S. Pacton, J. Foulin, and M. Fayol, L'apprentissage de l'orthographe lexicale, Rééducation orthophonique, issue.222, pp.43-47, 2005.
URL : https://hal.archives-ouvertes.fr/hal-00115002

S. Pacton, P. Perruchet, M. Fayol, and A. Cleeremans, Implicit learning out of the lab: The case of orthographic regularities., Journal of Experimental Psychology: General, vol.130, issue.3, pp.401-426, 2001.
DOI : 10.1037/0096-3445.130.3.401

R. Peereman and A. Content, LEXOP: A lexical database providing orthography-phonology statistics for French monosyllabic words, Behavior Research Methods, Instruments, & Computers, vol.28, issue.2, pp.376-379, 1999.
DOI : 10.3758/BF03207735

R. Peereman, B. Lété, and L. Sprenger-charolles, Manulex-infra: Distributional characteristics of grapheme???phoneme mappings, and infralexical and lexical units in child-directed written material, Behavior Research Methods, vol.29, issue.3, pp.593-603, 2007.
DOI : 10.3758/BF03193029

URL : https://hal.archives-ouvertes.fr/hal-00397481

P. Quémart, S. Casalis, and P. Colé, The role of form and meaning in the processing of written morphology: A priming study in French developing readers, Journal of Experimental Child Psychology, vol.109, issue.4, pp.478-496, 2011.
DOI : 10.1016/j.jecp.2011.02.008

P. Quémart, S. Casalis, and L. G. Duncan, Exploring the Role of Bases and Suffixes When Reading Familiar and Unfamiliar Words: Evidence From French Young Readers, Scientific Studies of Reading, vol.45, issue.5, pp.424-442, 2012.
DOI : 10.1207/S1532799XSSR0703_1

B. C. Rapp, C. Epstein, and M. J. Tainturier, The integration of information across lexical and sublexical processes in spelling, Cognitive Neuropsychology, vol.27, issue.1, pp.1-29, 2002.
DOI : 10.1037/0278-7393.6.2.174

A. Rey, S. Pacton, and P. Perruchet, L'erreur dans l'acquisition de l'orthographe. Rééducation orthophonique, pp.101-120, 2005.

V. Rey and C. Sabater, Conscience phonologique, conscience morphologique et apprentissage de la lecture : état de la question, Glossa, vol.100, pp.4-16, 2007.

J. Rey-debove, Le domaine de la morphologie lexicale. Cahiers de lexicologie, pp.3-19, 1984.

B. Rittle-johnson and R. S. Siegler, Learning to Spell: Variability, Choice, and Change in Children's Strategy Use, Child Development, vol.70, issue.2, pp.332-348, 1999.
DOI : 10.1111/1467-8624.00025

C. Sabater and V. Rey, De l'ortho-phonie à l'ortho-graphe : le cas de la dictée L2MA, Glossa, vol.92, pp.18-35, 2005.

M. Sénéchal, Morphological effects in children's spelling of French words., Canadian Journal of Experimental Psychology/Revue canadienne de psychologie exp??rimentale, vol.54, issue.2, pp.76-86, 2000.
DOI : 10.1037/h0087331

M. Sénéchal, Morphological awareness and spelling difficulties in French-speaking children Writing Development and Instruction in Children with Hearing, Speech, and Oral Language Difficulties

M. Sénéchal, M. T. Basque, and T. Leclaire, Morphological knowledge as revealed in children???s spelling accuracy and reports of spelling strategies, Journal of Experimental Child Psychology, vol.95, issue.4, pp.231-254, 2006.
DOI : 10.1016/j.jecp.2006.05.003

M. Sénéchal and K. Kearnan, The role of morphology in reading and spelling, Robert V. Kail, éd. Advances in Child Development and Behavior. JAI, pp.297-325, 2007.

D. L. Share, Phonological recoding and self-teaching: sine qua non of reading acquisition, Cognition, vol.55, issue.2, pp.151-218, 1995.
DOI : 10.1016/0010-0277(94)00645-2

D. L. Share, Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis, Journal of Experimental Child Psychology, vol.72, issue.2, pp.95-129, 1999.
DOI : 10.1006/jecp.1998.2481

F. Simonsen and L. Gunter, Best practices in spelling instruction : a research summary, Journal of Direct Instruction, vol.1, issue.2, pp.97-105, 2001.

L. Sprenger-charolles, L. S. Siegel, D. Béchennec, and W. Serniclaes, Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study, Journal of Experimental Child Psychology, vol.84, issue.3, pp.194-217, 2003.
DOI : 10.1016/S0022-0965(03)00024-9

URL : https://hal.archives-ouvertes.fr/hal-00733551

. Saint-jean-de-la, Ruelle est une commune de l'agglomération orléanaise comptant 16 628 habitants en 2009, avec un revenu fiscal médian 2010 1,09 fois inférieur à la moyenne nationale et un taux de chômage des 15-64 ans en, 20091.