[How a Diversity of Preschool Literary Experiences Contribute to Emergent Literacy Skills].

Past studies show that language and cognitive factors among young children do not explain individual differences in written language skill acquisition (Sénéchal et LeFevre, 2002). Working from the principles of ethology and sociology, Pellegrini (2001) suggests that exposure to a larger variety of social contacts and contexts promotes the acquisition of literary language and reading/writing skills. The purpose of this study is to check the contribution of a variety of social writing-related opportunities to the acquisition of emerging literacy skills in 5 year-olds.

The spelling skills of French-speaking dyslexic children.

Learning to spell is very difficult for dyslexic children, a phenomenon explained by a deficit in processing phonological information. However, to spell correctly in an alphabetic language such as French, phonological knowledge is not enough. Indeed, the French written system requires the speller to acquire visuo-orthographical and morphological knowledge as well.