Connaissance du nom et du son des lettres, habiletés métaphonémiques et capacités de décodage en grande section de maternelle

Abstract

This study examined the specific implication of letter-name knowledge in reading acquisition on 5-year-old kindergarten children. Several studies underlined the importance of both phonological and orthographic skills (letters and grapho-phonological associations’ knowledge developed during reading acquisition). So, we focused on the link between those different early abilities and on their links with reading acquisition during school year. Thus, at the beginning and at the end of the year, we proposed to 40 children metaphonemic tasks (phoneme identification in initial and final position in the words), letter-sound and letter-name knowledge tasks (naming and identification) and a pseudo-words decoding task. In addition, to access letter-name knowledge, two types of measurements were proposed: an accuracy measure and a speed one. Mean number of correct responses and reaction times were collected by children and analysed too. Results show that letter-name knowledge could play a part in metaphonemic abilities development and in letter-sound associations’ discovery and acquisition, at the beginning of the year. Thanks to those skills improvement, letter-name knowledge could have an indirect impact on later children's decoding skills. Furthermore, the direct link, already observed at the beginning of the year, between letter-name knowledge and decoding skills still exists in April. At last, analyses on letter-name knowledge access time show that the more children name an important number of letters, the more they do it quickly. These results could mean that a certain level of letter-name knowledge have to be reach before children could use this knowledge automatically. All together, results confirm the importance of good letter-name knowledge in the first stages of reading acquisition. We also suggest taking into account some clues of letter-name knowledge's automatic use to better understand reading acquisition processes.