par Leybaert, Jacqueline 
;Lechat, Josiane
Référence Journal of educational psychology, 93, 3, page (554-562)
Publication Publié, 2001
;Lechat, Josiane Référence Journal of educational psychology, 93, 3, page (554-562)
Publication Publié, 2001
Article révisé par les pairs
| Résumé : | French-speaking hearing and deaf children, ranging in age from 6 years 10 months to 14 years 7 months were required to spell words including phoneme-to-grapheme correspondences that were either statistically dominant or nondominant. Of interest was whether the nature of linguistic experience (cued speech vs. sign language) and the precocity of such experience (early vs. late exposure) determines accuracy in the use of phoneme-to-grapheme knowledge. Cued speech is a system delivering phonemically augmented speechreading through the visual modality. Hearing and deaf children exposed to cued speech early at home relied on accurate phoneme-to-grapheme correspondences, whereas children exposed to cued speech later and at school only, and children exposed to sign language, did not. A critical factor in the development of the phonological route for spelling seems to be early and intensive exposure to a system making all phonological distinctions easily perceivable. |
