Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)

Guo, Teng; Vazeux, Maria; Doignon‐Camus, Nadège; Bosse, Marie‐Line; Mahe, Gwendoline; Zagar, Daniel

Document type :

Article dans une revue scientifique

DOI :

10.1002/rrq.487

Permalink :

http://hdl.handle.net/20.500.12210/93519

Title :

Before Learning the Code: A Commentary on Sargiani, Ehri, and Maluf (RRQ, 2022)

Author(s) :

Guo, Teng [Auteur]
Analyse et Traitement Informatique de la Langue Française [ATILF]
Vazeux, Maria [Auteur]
Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication [LISEC]
Savoirs, Textes, Langage (STL) - UMR 8163
Doignon‐Camus, Nadège [Auteur]
Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication [LISEC]
Bosse, Marie‐Line [Auteur]
Laboratoire de Psychologie et NeuroCognition [LPNC ]
Mahe, Gwendoline [Auteur]

Laboratoire Sciences Cognitives et Sciences Affectives - UMR 9193 [SCALab]
Zagar, Daniel [Auteur]
Analyse et Traitement Informatique de la Langue Française [ATILF]

Journal title :

Reading Research Quarterly

Abbreviated title :

Reading Research Quarterly

Volume number :

Pages :

p. 103-112

Publisher :

Wiley

Publication date :

2022-11-23

HAL domain(s) :

Sciences cognitives

English abstract : [en]

In this commentary, we argue the importance of the period before learning the alphabetic code and develop a new theoretical framework for the cognitive processes involved at the very beginning of learning to read. According ...
Show more >In this commentary, we argue the importance of the period before learning the alphabetic code and develop a new theoretical framework for the cognitive processes involved at the very beginning of learning to read. According to our theory, prereaders begin to learn to read by associating letter clusters with concrete phonological units such as syllables, a process we refer to as “building the syllabic bridge” (Doignon‐Camus & Zagar, 2014). This procedure may trigger statistical learning to extract regularities of grapheme–phoneme correspondences. We assume that statistical learning facilitates access to phonemic awareness and then the acquisition of the alphabetic code. Our arguments are partly based on the comparison between the studies conducted by Vazeux et al. (2020) and Sargiani et al. (2022), whose results might have seemed contradictory at first sight. Finally, we suggest pedagogical implications and some perspectives for future research.Show less >

Language :

Anglais

Peer reviewed article :

Oui

Audience :

Internationale

Popular science :

Non

Administrative institution(s) :

Université de Lille
CNRS
CHU Lille

Collections :

Sciences Cognitives et Sciences Affectives (SCALab) - UMR 9193

Research team(s) :

Équipe Langage

Submission date :

2023-12-18T15:30:24Z
2023-12-19T14:21:13Z

Files

Guo et al.,2022_accepted_version.pdf
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Version	Link	Modification date
2	20.500.12210/93519*	2023-12-19T14:16:13Z
1	20.500.12210/93519.1	2023-12-18T15:30:24Z

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