French Pupils' Lexical and Grammatical Spelling from Sixth to Ninth Grade: A Longitudinal Study.
This paper presents the results of a longitudinal spelling study conducted among 496 school children, from sixth grade (the first year of middle school in France) to ninth grade (the fourth and final year of middle school in France). Its first objective is to examine the evolution of both lexical an...
| Publicado en: | Language & Speech Vol. 64; no. 1; pp. 224 - 250 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Mar2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149305921&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149305921 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00238309 3YY jtl: Language & Speech issn: 00238309 maglogo: Y pubinfo: dt: Mar2021 vid: 64 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 149305921 146261278 149305921 149305921 10.1177/0023830920935558 149305921 ppf: 224 ppct: 26 formats: tig: atl: French Pupils' Lexical and Grammatical Spelling from Sixth to Ninth Grade: A Longitudinal Study. aug: au: Bosse, Marie-Line Brissaud, Catherine Le Levier, Hélène affil: University Grenoble Alpes, Centre National de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), France sug: subj: Language Development Evaluation Language Development Evaluation Skill Acquisition Evaluation Grammar Spelling Students, Elementary France Students, Middle School France Students, High School France Task Performance and Analysis Human Prospective Studies France Male Female Descriptive Statistics Child Adolescence Educational Status Sex Factors Funding Source Exploratory Research Student Knowledge Interviews Questionnaires Data Analysis Software Child: 6-12 years Adolescent: 13-18 years Male Female ab: This paper presents the results of a longitudinal spelling study conducted among 496 school children, from sixth grade (the first year of middle school in France) to ninth grade (the fourth and final year of middle school in France). Its first objective is to examine the evolution of both lexical and grammatical spelling skills in a deep orthography and to present new findings on the advanced mastery of spelling skills. Its second aim is to provide insight into pupils' orthographic knowledge and remaining difficulties at the end of French compulsory schooling. Pupils were assessed using the same text dictation when they were sixth graders and when they were ninth graders. The data show that both lexical and grammatical performance increased from the sixth to ninth grade and that these interact with each other. The qualitative analysis of errors allows points of resistance in the acquisition of French orthography to be highlighted. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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