The Child's Access to Writing and Reading  

Oleh:

Martinet, Jeanne

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Sciences (Full Text) vol. 6 no. 1 (1984), page 73-80.
Fulltext: 06_01_Martinet_02.pdf (407.46KB)

Isi artikel

The difficulties a child encounters, when confronted with the written language, are essentially due to the distance between that language and the spoken one, mainly orthography. An interesting experimentation consists in eliminating that problem by having recourse to a phonematic notation of the spoken language, using one letter and only one by phoneme, and always the same letter for the same phoneme. The equivalence phoneme-letter is acquired very rapidly, and the child is soon able to associate letters on the model of what he says, when associating phonemes. In so doing, he produces messages, meant for communication, and, therefore, reads. The principle of writing and reading is then acquired. Such an experiment has been conducted for French in a number of pre-elementary and elementary schools

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