Beginning spelling and literacy approaches: A comparative study between French and Québécois first-grade classes.

dc.creator	Morin, M.-F.
dc.creator	Pasa, L.
dc.date	2007-10-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:56Z
dc.date.available	2015-07-20T22:16:56Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/c4af3b031dce4e25af82201c9ffec252
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18751
dc.description	Many studies note the difficulties experienced by young children in learning deep writing systems (such as English and French) compared to those for which the link between the spoken and the written is shallower (e.g., Spanish and Italian). A large percentage of these studies are focused on English. As such, more research needs to be conducted with other first languages such as French. The present exploratory study seeks to understand the effects of these kinds of linguistic variable, along with the impact (which has received little attention) of instructional factors, on the competencies of first-grade, French-language writers. Two kinds of instructional context are examined (integrated approach vs code-oriented approach) in two countries (France and Quebec, Canada). The main findings for invented spelling situations within an integrated-approach framework reveal that French and Quebec pupils construct a more complete view of the writing system. This construction includes both units involving the transcription of phonemes by phonograms and units involving the treatment of inaudible, semiographic information by morphograms.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=274
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 7, Iss 3, Pp 191-209 (2007)
dc.subject	French language
dc.subject	first grade
dc.subject	invented spelling
dc.subject	literacy instructional approaches
dc.subject	spelling development
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Beginning spelling and literacy approaches: A comparative study between French and Québécois first-grade classes.
dc.type	article