L'analyse phonétique explicite de la parole et l'acquisition de la lecture

Abstract

Summary : Explicit phonetic analysis of speech and reading acquisition. From an examination of speech and alphabet relationships, several authors have suggested the existence of a direct link between reading acquisition and explicit phonetic analysis of speech. The available evidence is presented here. The data indicate that : 1) the development of speech analysis is largely synchronous with reading acquisition ; 2) strong correlations are observed between both abilities ; 3) learning to read in an alphabetic system promotes phonetic analysis ; 4) performance in phonetic analysis tasks in prereaders is found to be predictive of reading achieve-ment ; 5) training in phonetic analysis improves reading level in poor achievers ; 6) the role of phonetic analysis is to help children use corres-pondences between speech segments and letters or parts of words. Together, these data support the view that phonetic analysis is a necessary condition for learning to read. They thus confirm the hypothesis that the acquisition of letters-sounds correspondences is an important component of reading in an alphabetic system. It is concluded that the study of the difficulties involved in phonetic analysis might lead to a better comprehension of reading failures. Key words : explicit phonetic analysis, reading acquisition.