Kleinsz, N. , Ecalle, J. & Magnan, A.
Laboratoire d’Etude des Mécanismes Cognitifs (EMC), Université Lyon 2, Lyon, France
Numerous studies have shown that the syllable is a pertinent unit in the learning-to-read process in French. Here, we predict that grapho-syllabic training will have a positive effect on poor readers in Grade 2. The purpose was to reinforce the use of grapho-phonological relations by training children to manipulate both the spoken and orthographic syllabic unit in a word. We used a pre-test/training/post-test design comparing two groups: experimental and control. Experimental group heard a syllable, saw it on the screen and then heard a word. They had to indicate in which position (initial, median, final) the syllable appeared in the word. A program designed to foster comprehension skills was used in the control group. All children were trained intensively over a short period (10h during 5 weeks). Numerous tasks were proposed before and after the training (including silent word reading, word and pseudoword reading aloud, phonological skills and vocabulary) in order to obtain detailed profiles of poor readers who benefit from the grapho-syllabic training as opposed to those who do not benefit.