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ERIC Number: EJ1117928
Record Type: Journal
Publication Date: 2016-Dec
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0829-5735
Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood
Abbott, Robert D.; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.
Canadian Journal of School Psychology, v31 n4 p305-321 Dec 2016
Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies--French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in Grades 2 and 5, and longitudinal relationships for each skill with itself from Grades 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: France; United States
Grant or Contract Numbers: HD25858; P50HD071764