Pourquoi la connaissance du nom des lettres est-elle si importante dans l’apprentissage de la langue écrite ?
TL;DR: In this article, aupres de soixante quatorze jeunes francais revele que la connaissance du nom des lettres regle les comportements d'ecriture precoces and influence l'apprentissage implicite des relations lettre-phoneme ainsi que le developpement de la sensibilite phonemique.
Abstract: Inscrite dans le contexte theorique de la literacie emergente, la presente recherche conduite aupres de soixante quatorze jeunes francais revele que la connaissance du nom des lettres regle les comportements d’ecriture precoces et influence l’apprentissage implicite des relations lettre-phoneme ainsi que le developpement de la sensibilite phonemique. Parce qu’il fournit une identite phonologique aux lettres, le nom des lettres favorise la manipulation et la conceptualisation de l’ecriture alphabetique. La connaissance du nom des lettres s’avere une acquisition critique, conclusion suggerant des implications pratiques pour l’enseignement prescolaire et scolaire.
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TL;DR: In this paper, the authors evaluated the effect on letter knowledge and writing of a multisensory exploration of letters as a function of the child's skill level (low vs high-skilled).
24 citations
Cites result from "Pourquoi la connaissance du nom des..."
...These results are in line with research conducted in English (e.g., Treiman, 2006; Share, 2004 for behavioral evidences) as well as French studies (e.g., Biot-Chevrier et al., 2008)....
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TL;DR: In this article, the role of exploration orientee in the developpement de la comprehension du principe alphabetique aupres d'enfants de 5 ans faibles connaisseurs de lettres is investigated.
Abstract: L’objectif de l’etude est de determiner le role d’une exploration sequentielle orientee des lettres sur le developpement de la comprehension du principe alphabetique aupres d’enfants de 5 ans faibles connaisseurs de lettres. Une procedure classique pre-tests – entrainement – post-tests est utilisee. Les entrainements sequentiels different quant a la presence-absence de consignes d’exploration orientee (suivant les regles conventionnelles du code ecrit) et quant aux modalites sensorielles sollicitees (visuo-haptique, visuo-graphomotrice et auditive). Ainsi, l’exploration peut etre visuo-haptique, soit en suivant des regles precises (entrainement visuo-haptique sequentiel oriente, VHso) soit realisee librement (entrainement visuo-haptique sequentiel libre, VHsl) ou visuo-graphomotrice orientee (entrainement visuo-graphomoteur sequentiel oriente, VGso). Les resultats revelent que l’exploration orientee VH et VG renforce l’elaboration de la representation visuelle de la lettre a court terme dans les tâches d’ecriture et de reconnaissance d’une lettre dans un pseudo-mot. A moyen terme, dans la tâche d’ecriture, l’exploration VG contribue au maintien des representations procedurales.
5 citations
TL;DR: In this paper, le role du prenom dans l’entree dans leecrit et al. is analyzed, and the authors compare the capacite de l'enfant a ecrire son prenom and ses performances a des tâches d’ecriture segmentee portant sur les lettres, les phonemes et les syllabes de son Prenom.
Abstract: Resume La presente recherche vise a etudier le developpement des connaissances alphabetiques associees a l’ecriture du prenom chez des enfants francophones. Deux cents enfants, âges de 3 a 7 ans, repartis en neuf groupes d’âge selon leur semestre de naissance, participent a l’experience. Nous faisons l’hypothese que l’enfant apprend d’abord a tracer son prenom comme une sequence fixe de lettres conventionnelles, sans connaissances alphabetiques associees. Ces connaissances arriveraient plus tardivement et de maniere progressive : d’abord le nom, puis le son des lettres du prenom. Pour tester cette hypothese, nous avons compare la capacite de l’enfant a ecrire son prenom et ses performances a des tâches d’ecriture segmentee portant sur les lettres, les phonemes et les syllabes de son prenom. Les resultats obtenus montrent, conformement a nos hypotheses, une avance de l’ecriture du prenom sur les tâches d’ecriture segmentee et un developpement echelonne des connaissances alphabetiques associees. En discussion, nous analysons le role du prenom dans l’entree dans l’ecrit.
2 citations
03 Jul 2014
TL;DR: In this paper, a methode d'apprentissage de la lecture, La Planete des Alphas, was investigated, and the results showed that it permet de travailler sur les caracteristiques des lettres, a savoir leur nom, leur son et leur forme.
Abstract: La presente recherche porte sur une methode d'apprentissage de la lecture, La Planete des Alphas , et s'interesse particulierement a l'utilisation qui peut en etre faite a l'ecole maternelle, pour preparer les eleves a l'apprentissage de la lecture. L'objectif etait de savoir comment cette methode etait utilisee avec les eleves de Grande Section et d'identifier les competences qu'elle permettait de travailler. Pour cela, une observation filmee a ete realisee dans deux classes. Les resultats mettent en evidence de nombreuses differences, en lien avec les objectifs distincts definis par les enseignantes. Ces divergences montrent que La Planete des Alphas peut servir des activites tres diverses. Neanmoins, des points communs ont pu etre constates, notamment le fait que la methode permet de travailler sur les caracteristiques des lettres, a savoir leur nom, leur son et leur forme. Les analyses ont montre un reel travail sur la reconnaissance des lettres, dans les deux utilisations pourtant tres differentes l'une de l'autre de prime abord.
1 citations
Cites background from "Pourquoi la connaissance du nom des..."
..., 2008 ; Ecalle & Magnan), c'est pourquoi la connaissance du nom des lettres favorise grandement la connaissance de leur son (Biot-Chevrier et al., 2008 ; Foulin, 2007 ; Hillairet de Boisferon et al., 2010)....
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...Ceci pourrait s'expliquer par le fait que la connaissance du nom des lettres permet de faire le lien entre oral et écrit (Biot-Chevrier et al., 2008 ; Ecalle & Magnan, 2010 ; Foulin, 2007 ; Hillairet de Boisferon et al., 2010 ; Negro & Genelot, 2009) puisque l'enfant apprend à associer une lettre à un nom sonore (Negro & Genelot, 2009) ; le nom des lettres fournit ainsi une « identité phonologique » à ces unités écrites (Foulin, 2007, p....
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...…à utiliser les associations entre graphèmes et phonèmes, l'apprenti- lecteur doit avoir conscience de la nature phonémique de la parole (Sanchez, Ecalle & Magnan, 2008), c'est-à-dire qu'il doit savoir que la langue orale est constituée d'une suite de sons (Bara et al., 2004) et qu'il est…...
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...…la lecture (Ecalle & Magnan, 2010 ; Hillairet de Boisferon et al., 2010), notamment pour l'utilisation de la procédure phonologique (Biot-Chevrier, Ecalle & Magnan, 2008 ; Demont & Gombert, 2004 ; Foulin, 2007) qui consiste, rappelons-le, à faire correspondre les graphèmes de l'écrit à des…...
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References
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TL;DR: It is proposed that emergent literacy consists of at least two distinct domains: inside-out skills and outside-in skills, which appear to be influential at different points in time during reading acquisition.
Abstract: Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.
2,383 citations
TL;DR: Familial risk was continuous rather than discrete because HR children who did not become RD performed worse than LR non-RD children on some phonological and literacy measures.
Abstract: In a 3-year longitudinal study, middle- to upper-middle-class preschool children at high family risk (HR group, N = 67) and low family risk (LR group, N = 57) for dyslexia (or reading disability, RD), were evaluated yearly from before kindergarten to the end of second grade. Both phonological processing and literacy skills were tested at each of four time points. Consistent with the well-known familiarity of RD, 34% of the HR group compared with 6% of the LR group became RD. Participants who became RD showed deficits in both implicit and explicit phonological processing skills at all four time points, clearly indicating a broader phonological deficit than is often found at older ages. The predictors of literacy skill did not vary by risk group. Both risk groups underwent a similar developmental shift from letter-name knowledge to phoneme awareness as the main predictor of later literacy skill. This shift, however, occurred 2 years later in the HR group. Familial risk was continuous rather than discrete because HR children who did not become RD performed worse than LR non-RD children on some phonological and literacy measures. Finally, later RD could be predicted with moderate accuracy at age 5 years, with the strongest predictor being letter-name knowledge.
472 citations
TL;DR: The findings show that children use their knowledge of letters' names when learning the letters' sounds rather than memorizing letter-sound correspondences as arbitrary pairings.
Abstract: Learning the sounds of letters is an important part of learning to read and spell. To explore the factors that make some letter-sound correspondences easier for children to learn than others, we first analyzed knowledge of letters' sounds (and names) by 660 children between 31/2 and 71/2 years old. A second study examined preschoolers' (M age 4 years, 11 months) ability to learn various sound-letter mappings. Together, the results show that an important determinant of letter-sound knowledge is whether the sound occurs in the name of the letter and, if so, whether it is at the beginning or the end. The properties of the sound itself (consonant versus vowel, sonorant versus obstruent, stop versus continuant) appear to have little or no influence on children's learning of basic letter-sound correspondences. The findings show that children use their knowledge of letters' names when learning the letters' sounds rather than memorizing letter-sound correspondences as arbitrary pairings.
220 citations
TL;DR: The benefit of letter-name knowledge was found to depend, in part, on skill at isolating phonemes in spoken syllables in order to help children learn basic letter-sound (grapheme-phoneme) relation.
156 citations
TL;DR: In this paper, the authors examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables.
Abstract: In this study 149 kindergarten children were assessed for knowledge of letter names and letter sounds, phonological awareness, and cognitive abilities. Through this it examined child and letter characteristics influencing the acquisition of alphabetic knowledge in a naturalistic context, the relationship between letter-sound knowledge and letter-name knowledge, and the prediction of Grade 1 phonological awareness and word identification from these variables. Knowledge of letter sounds was better for vowels and for letters with consonant–vowel names than for those with vowel–consonant names or names bearing little relationship to their sounds. However, there were anomalies within each category reflecting characteristics of the individual letters. Structural equation modelling showed that cognitive ability, comprising receptive vocabulary, non-verbal reasoning, rapid automatized naming of colours, and phonological memory significantly contributed to alphabetic knowledge and phonological awareness. In turn, letter-name knowledge but not phonological awareness predicted letter-sound knowledge and subsequent reading skill.
149 citations