ABS443 - A-B-C or أ ب ت
Thème:
1.2 Children’s development and childhood
Quoi:
Paper
Quand:
11:40 AM, Mardi 29 Août 2017
(20 minutes)
Pauses:
Midday Meal 12:00 PM à 01:30 PM (1 heure 30 minutes)
Où:
Convention Center
- 2104 A
Comment:
Many scholars have demonstrated that the child’s representations of the alphabetic system depend on a long developmental path and start well before the first step in school (Ferreiro, 2000; Sirois, Boisclair & Makdissi, 2008). However, the child’s constructions in a consonantal writing system have not been documented.
The aim of this study is to describe on the one hand the structuration of invented spelling for children who are exposed to two writing systems (consonant/arabic and alphabetic/french) and, on the other hand, the relation between this two systems.
Sixty lebanese children participated to this study (4 to 6 years-old). The children were selected from three public school in North Lebanon.
The children has been asked to write, as they think, eight words that contains different grapho-phonemic segmentations.
The results show that there is no significant differences between writing structuration at 4 and 5 years-old. It is at 6 years-old that differences became significant between those two different writing systems. The results also indicate significant differences between age supporting a developmental pathway. Moreover, the results sustain a developmental hypothesis of a unique inductive structuration in both systems till the beginning of school when children begin their formal instruction into writing.
The aim of this study is to describe on the one hand the structuration of invented spelling for children who are exposed to two writing systems (consonant/arabic and alphabetic/french) and, on the other hand, the relation between this two systems.
Sixty lebanese children participated to this study (4 to 6 years-old). The children were selected from three public school in North Lebanon.
The children has been asked to write, as they think, eight words that contains different grapho-phonemic segmentations.
The results show that there is no significant differences between writing structuration at 4 and 5 years-old. It is at 6 years-old that differences became significant between those two different writing systems. The results also indicate significant differences between age supporting a developmental pathway. Moreover, the results sustain a developmental hypothesis of a unique inductive structuration in both systems till the beginning of school when children begin their formal instruction into writing.
