Normes de fluence verbale phonémique orale et écrite des enfants de CM1 –CM2 : étude préliminaire

Abstract : Semantic and phonemic fluency tasks are frequently used in clinical practice. Normative data have been established for children as part of the calibration of language assessment batteries, but they have not led to any study in French of the correlations between fluency tasks and linguistic or written skills.
If literature reports links between semantic fluency tasks and lexical abilities, these links have not been studied for phonemic fluency tasks.
This preliminary study aims to collect phonemic fluency norms for fourth and fifth grade children, and to highlight a potential link between oral and written performances of this task with their orthographic skills.
The protocol is made up of six individual tests consisting of two verbal fluency tasks: phonemic fluencies (P, M, H, J) and a semantic fluency (animals); two reading tasks (text: L'Alouette, BALE); one naming task (DEN48) and one picture pointing task (DES48); three group written tests: phonemic and semantic fluencies (same items) and dictated words (BALE). It involves 173 fourth and fifth graders from four schools of different socio cultural backgrounds.
The analysis of the results shows a moderately positive correlation between semantic and phonemic written fluency with the reading and dictation tasks, some correlations between written and oral phonemic fluencies (M, H), but few correlations with the oral semantic fluency nor with the naming task and the picture pointing task. Thus, written phonemic fluency performances could strengthen the investigation of orthographic skills.
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Submitted on : Friday, June 28, 2019 - 4:17:19 PM
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Camille Venet, Élodie Monteillet Valette. Normes de fluence verbale phonémique orale et écrite des enfants de CM1 –CM2 : étude préliminaire. Sciences cognitives. 2019. ⟨dumas-02168412⟩

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