The Effect of Explicit Instruction on the Acquisition of Words’ Visual-Orthographic Phenomena By Second-Grade French-Speaking Children

Authors

  • Dr. Noémia Ruberto Université du Québec en Outaouais
  • Dr. Daniel Daigle Université de Montréal
  • Dr. Ahlem Ammar Université de Montréal
  • Dr. Judith Beaulieu Université du Québec en Outaouais

DOI:

https://doi.org/10.20360/langandlit29634

Keywords:

spelling, elementary teaching, orthographic knowledge, French first language, Students with special needs, explicit instruction

Abstract

This paper explores the most efficient teaching context to learn words’ visual aspects and by second-grade French-speaking children, including those with special needs. Students came from six classrooms and each classroom was randomly assigned to the control group or to one of two experimental interventions (TFS: explicit teaching of semantic and formal properties of words; TF: explicit teaching of formal properties of words). For students without difficulties, the experimental interventions have contributed equally to the learning of the words’ visual aspect, whereas no progress was observed for the control group. For students with special needs, only the intervention that combined explicit instruction of semantic and formal properties lead to significant progress. These results suggest that explicit instruction should focus on the semantic and formal properties of words, especially for students with special needs.

Author Biographies

Dr. Noémia Ruberto, Université du Québec en Outaouais

Noémia Ruberto is a professor at the Department of Educational Sciences of the Université du Québec en Outaouais.

Dr. Daniel Daigle, Université de Montréal

Daniel Daigle is a professor at the Faculty of Education of the Université de Montréal, Canada.

Dr. Ahlem Ammar, Université de Montréal

Ahlem Ammar is a professor at the Faculty of Education of the Université de Montréal, Canada.

Dr. Judith Beaulieu, Université du Québec en Outaouais

Judith Beaulieu is a professor at the Department of Educational Sciences of the Université du Québec en Outaouais.

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Published

2024-03-23

How to Cite

Ruberto, N., Daigle, D., Ammar, A., & Beaulieu, J. (2024). The Effect of Explicit Instruction on the Acquisition of Words’ Visual-Orthographic Phenomena By Second-Grade French-Speaking Children. Language and Literacy, 26(1), 28–57. https://doi.org/10.20360/langandlit29634

Issue

Vol. 26 No. 1 (2024): Regular Issue

Section

Articles

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