Concurrent and Longitudinal Relationships Between Written Composition (Length and Quality) and Spelling Errors (Phonographic, Lexical, Morphological, Total) in French Children in Grades 3 and 6 or in Grades 3 and 4-Reference-Cited by-同舟云学术

Concurrent and Longitudinal Relationships Between Written Composition (Length and Quality) and Spelling Errors (Phonographic, Lexical, Morphological, Total) in French Children in Grades 3 and 6 or in Grades 3 and 4

Published:2023 Issue: Volume: Page:131-146
ISSN:2214-000X
Container-title:Literacy Studies
language:
Short-container-title:

Author:

Fayol Michel,Slusarczyk Bernard,Berninger Virginia,Bressoux Pascal

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-36472-3_8

Reference43 articles.

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2. Abbott, R. D., Fayol, M., Zorman, M., Casalis, S., Nagy, W., & Berninger, V. W. (2016). Relationships of French and English morphophonemic orthographies to word reading, spelling, and reading comprehension during early and middle childhood. Canadian Journal of School Psychology, 31, 305–321. https://doi.org/10.1177/0829573516640336

3. Andreu, S., & Steinmetz, C. (2016). Les performances en orthographe des élèves en fin d’école primaire (1987, 2007, 2015). Note d’Information de la DEPP, n°28.

4. Arfé, B., Dockrell, J. E., & De Bernardi, B. (2016). The effect of language specific factors on early written composition: The role of spelling, oral language and text generation skills in a shallow orthography. Reading and Writing, 29, 501–527. https://doi.org/10.1007/s11145-015-9617-5

5. Babayigit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/S11145-009-9173-Y