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Master Thesis

Influence des régularités graphotactiques et morphologiques sur l’apprentissage orthographique à l’école élémentaire

Abstract : This study examines the integration of graphotactic and morphological constraints in the acquisition of lexical spelling. It compares the implicit learning of new spellings (nonwords) ending with a silent letter introduced in stories that French children in grades 3 and 5 read depending on three experimental conditions. In each condition, six nonwords end with a frequent graphotactic pattern (e.g., -ot), and six with a rare graphotactic pattern (e.g., -os). In the “all opaque” condition, no morphological information justifies the presence of the silent final letter (e.g., courot or couros). The presence of this silent letter is justified by morphologically complex forms for items ending with a frequent graphotactic pattern (e.g., courot - courotage) in the "frequent morphological" condition and for items ending with a rare graphotactic pattern (e.g., couros - courosage) in the "rare morphological" condition. After reading the texts, learning to spell the nonwords is assessed with a spelling task. The results show better orthographic learning for nonwords including frequent graphotactic patterns in grades 3 and 5 and a modulation of this graphotactic effect by the presence of morphological information only in grade 5. In grade 5, among the spellings including frequent graphotactic patterns, those morphologically justified are better spelled. In grades 3 and 5, among the spellings including rare graphotactic patterns, those morphologically justified aren’t better spelled than those without morphological justification.
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https://dumas.ccsd.cnrs.fr/dumas-02963064
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Submitted on : Friday, October 9, 2020 - 4:48:13 PM
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  • HAL Id : dumas-02963064, version 1

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Aymie Pires, Lola Sibillaud. Influence des régularités graphotactiques et morphologiques sur l’apprentissage orthographique à l’école élémentaire. Sciences cognitives. 2020. ⟨dumas-02963064⟩

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