Abstract
We investigated the development of phonological awareness and reading abilities in French-speaking children aged 5–12 years. Participants were divided into seven groups (kindergarten to grade 6). Metaphonological tasks included segmentation, blending and inversion at the syllable and the phoneme level, reading of regular and irregular words and nonwords, rhyme production and rhyme recognition. We hypothesised that: (1) children will rely more heavily on phonological awareness in the first years of reading acquisition; (2) development of phonological awareness at the phoneme level will facilitate reading of regular words and nonwords. Results in metaphonological tasks showed a clear developmental progression between kindergarten and 2nd grade. Regular words were easily read in grade 2, nonwords were adequately decoded in grade 3, whereas irregular word reading gradually increased until grade 6 and beyond. These results suggest that the facilitatory effect between phonological awareness and reading appears ...
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