How does graphotactic knowledge influence children's learning of new spellings?

Two experiments investigated whether and how the learning of spellings by French third graders is influenced by two graphotactic patterns: consonants cannot double in word-initial position (Experiment 1) and consonants cannot double after single consonants (Experiment 2). Children silently read mean...

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Detalles Bibliográficos
Autores principales: Pacton, Sébastien, Sobaco, Amélie, Fayol, Michel, Treiman, Rebecca
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2013
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3790077/
https://www.ncbi.nlm.nih.gov/pubmed/24109466
http://dx.doi.org/10.3389/fpsyg.2013.00701

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3790077/
https://www.ncbi.nlm.nih.gov/pubmed/24109466
http://dx.doi.org/10.3389/fpsyg.2013.00701

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