Abstract This article investigates the ways children begin spelling from the start of grade 1 to the end of grade 2 in France. It presents the results of a longitudinal study with 676 children faced to the complexity of French orthography and asked to write words and sentences. The corpus was analysed with regard to phonogrammic and morphogrammic principles at work in the French orthography. Based on the literature and the specific features of the French writing system, we hypothesized that both skill types would develop as early as Grade 1 of elementary school, with lexical spelling skills developing more rapidly. The findings suggest that the development of the phonogrammic, lexical morphogrammic, and grammatical skills of pupils may take into account different variables: consistency, frequency, syntactic context within which words are used, words that can feature different morphograms or not.
Serge Ragano (Wed,) studied this question.