Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study
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The development of phonological and orthographic processing was studied from the middle of Grade 1 to the end of Grade 4 (age 6; 6-10 years) using the effects of regularity and of lexicality in reading aloud and in spelling tasks, and using the effect of pseudohomophony in a silent reading task. In all the tasks, signs of reliance on phonological processing were found even when indicators of reliance on orthographic processing appeared. Multiple regression analyses were conducted to determine which early skills predict later reading achievement. Pseudoword and irregular word scores were used as measures for phonological and orthographic skills, respectively. Only middle of Grade 1 phonological reading skills accounted for independent variance in end of Grade 4 orthographic skills. Conversely, from the middle to the end of Grade 1, and from the end of Grade 1 to the end of Grade 4, both orthographic and phonological skills accounted for independent variance in later orthographic skills. In the prediction of phonological skills, only the unique contribution of earlier phonological skills was significant. Thus, phonological and orthographic processing appear to be reciprocally related, rather than independent components of written word recognition. However, very early reliance on the phonological procedure seems to be the bootstrapping mechanism for reading acquisition.
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Development of parallel orthographic processing reduces phonological effects that arise principally via phonological recoding.
“(2) a reduction in phonological effects that arise principally via phonological recoding (e.g., Sprenger-Charolles et al., 2003)”
From A Dual-Route Approach to Orthographic Processing (2011) · cites this paper as Sprenger-Charolles et al., 2003
The Development of Reading and Spelling Skills section reports that the expected fading of the regularity effect—a measure of reliance on phonological processing—appeared in reading latencies only, from the end of Grade 3. It did not appear in spelling, and phonological effects persisted in other measures. The unqualified claim of a reduction is therefore broader than the paper's findings. (LLM, conf=0.86)
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Reading in French-speaking adults with dyslexia
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Spelling Acquisition in English and Italian: A Cross-Linguistic Study
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Decoding Ability in French as a Foreign Language and Language Learning Motivation
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Self-citationDevelopment of spelling skills in a shallow orthography: the case of Italian language
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Stem and derivational-suffix processing during reading by French second and third graders
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Self-citationArabic Spelling: Errors, Perceptions, and Strategies
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How many words do we read per minute? A review and meta-analysis of reading ratePreprint
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The development of bilingual children's early spelling in English.
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The Optimal Viewing Position Effect in Beginning and Dyslexic Readers
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Children benefit from morphological relatedness when they learn to spell new words
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Self-citation
- Authors
- Sprenger-Charolles, L., Siegel, L. S., Béchennec, D., & Serniclaes, W.
- Affiliations
- Centre National de la Recherche Scientifique (FR)
- University of British Columbia (CA)
- Corresponding author
- Siegel, Linda S
- ORCID
- Siegel, Linda S
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2003-03
- Volume
- 84
- Issue
- 3
- Pages
- 194-217
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W2119061789
- Cited by
- 277
- References
- 76
- Citations by year
- 2026: 8 · 2025: 5 · 2024: 15 · 2023: 6 · 2022: 7 · 2021: 8 · 2020: 11 · 2019: 10 · 2018: 15 · 2017: 10 · 2016: 16 · 2015: 11 · 2014: 19 · 2013: 21 · 2012: 14
- FWCI
- 18.38
- Type
- journal article
- Language
- en
- Open access
- green
- hal.science
- Licence
- Locations
- Journal of Experimental Child Psychology (publishedVersion)
- PubMed (publishedVersion)
- HAL (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- phonological processing, orthographic processing, reading acquisition, reading aloud, silent reading, spelling, lexicality, pseudowords, bootstrapping, early literacy, reading achievement prediction
- MeSH terms
- Child, Child Development, Female, Humans, Male, Mental Processes, Phonetics, Reading, Task Performance and Analysis, Recognition, Psychology
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