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ERIC Number: EJ998994
Record Type: Journal
Publication Date: 2013-May
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1076-9242
The Spelling Skills of French-Speaking Dyslexic Children
Plisson, Anne; Daigle, Daniel; Montesinos-Gelet, Isabelle
Dyslexia, v19 n2 p76-91 May 2013
Learning to spell is very difficult for dyslexic children, a phenomenon explained by a deficit in processing phonological information. However, to spell correctly in an alphabetic language such as French, phonological knowledge is not enough. Indeed, the French written system requires the speller to acquire visuo-orthographical and morphological knowledge as well. To date, the majority of studies aimed at describing dyslexic children's spelling abilities related to English and reading. The general goal of this study is to describe the spelling performance, from an explanatory perspective, of 26 French-Canadian dyslexic children, aged 9 to 12 years. The specific goals are to describe the spelling performances of these pupils in the context of free production and to compare them with the performances of 26 normally achieving children matched on age (CA) and with those of 29 younger normally achieving children matched on reading age (RA). To do so, errors were classified according to phonological, visuo-orthographical and morphological properties of French written words. The results indicate that the dyslexic group scored lower than the CA group but sometimes also lower than the RA group. The results are discussed according to the types of knowledge required to spell correctly in French. (Contains 5 tables and 4 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada