Part of
Precursors of Functional LiteracyEdited by Ludo Verhoeven, Carsten Elbro and Pieter Reitsma
[Studies in Written Language and Literacy 11] 2002
► pp. 121–137
Edited by Ludo Verhoeven, Carsten Elbro and Pieter Reitsma
[Studies in Written Language and Literacy 11] 2002
► pp. 121–137
The acquisition of untaught orthographic regularities in French
Cited by
Cited by 16 other publications
Alegría, Jesús & María-Soledad Carrillo
2014. Learning to spell words in Spanish: a comparative analysis / La escritura de palabras en castellano: un análisis comparativo. Estudios de Psicología 35:3 ► pp. 476 ff. 
Angelelli, Paola, Chiara Valeria Marinelli, Anna Putzolu, Alessandra Notarnicola, Marika Iaia & Cristina Burani
2017. Learning to Spell in a Language with Transparent Orthography: Distributional Properties of Orthography and Whole-Word Lexical Processing. Quarterly Journal of Experimental Psychology ► pp. 17470218.2016.1 ff.
Bourassa, Derrick C., Rebecca Treiman & Brett Kessler
2006. Use of morphology in spelling by children with dyslexia and typically developing children. Memory & Cognition 34:3 ► pp. 703 ff.
Carrillo, María Soledad & Jesús Alegría
2014. The development of children’s sensitivity to bigram frequencies when spelling in Spanish, a transparent writing system. Reading and Writing 27:3 ► pp. 571 ff.
Commissaire, Eva, Lynne G. Duncan & Séverine Casalis
2011. Cross‐language transfer of orthographic processing skills: a study of French children who learn English at school. Journal of Research in Reading 34:1 ► pp. 59 ff.
Domahs, Frank, Katharina Blessing, Christina Kauschke & Ulrike Domahs
2016. Bono Bo and Fla Mingo: Reflections of Speech Prosody in German Second Graders’ Writing to Dictation. Frontiers in Psychology 7
Harris, Margaret
2020. Reading. In The Encyclopedia of Child and Adolescent Development, ► pp. 1 ff.
Marinelli, Chiara Valeria, Pamela Cellini, Pierluigi Zoccolotti & Paola Angelelli
2017. Lexical processing and distributional knowledge in sound–spelling mapping in a consistent orthography: A longitudinal study of reading and spelling in dyslexic and typically developing children. Cognitive Neuropsychology 34:3-4 ► pp. 163 ff.
Marinelli, Chiara Valeria, Marika Iaia, Cristina Burani & Paola Angelelli
2021. Sensitivity to distributional properties of the orthography in the spelling of Italian children with dyslexia. Quarterly Journal of Experimental Psychology 74:6 ► pp. 1007 ff.
Pacton, Sébastien, Gaëlle Borchardt, Rebecca Treiman, Bernard Lété & Michel Fayol
2014. Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words. Quarterly Journal of Experimental Psychology 67:5 ► pp. 1019 ff.
Pacton, Sébastien & Michel Fayol
2003. How Do French Children Use Morphosyntactic Information When They Spell Adverbs and Present Participles?. Scientific Studies of Reading 7:3 ► pp. 273 ff.
Rieben, Laurence, Ladislas Ntamakiliro, Brana Gonthier & Michel Fayol
2005. Effects of Various Early Writing Practices on Reading and Spelling. Scientific Studies of Reading 9:2 ► pp. 145 ff.
Sabatier, Elodie, Jacqueline Leybaert & Fabienne Chetail
2024. Orthographic Learning in French-Speaking Deaf and Hard of Hearing Children. Journal of Speech, Language, and Hearing Research 67:3 ► pp. 870 ff.
Salas, Naymé
2020. Non-phonological Strategies in Spelling Development. Frontiers in Psychology 11
Siffrein-Blanc, Julia & Florence George
2010. L'orthographe lexicale. Développements n° 4:1 ► pp. 27 ff.
Weth, Constanze & Rachel Wollschläger
2019. Spelling patterns of German 4th graders in French vowels: insights into spelling solutions within and across two alphabetic writing systems. Writing Systems Research 11:2 ► pp. 124 ff.
This list is based on CrossRef data as of 26 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.