This study investigates the syllable's role in the normal reading acquisition of French children at three grade levels (1st, 3rd, and 5th), using a modified version of Cole, Magnan, and Grainger's (1999) paradigm. We focused on the effects of syllable frequency and word frequency. The results suggest that from the first to third years of reading…

This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal…

The purpose of this research was to assess the development of phonological skills before and during learning to read. Thirty-four children were tested twice, in nursery school and in first grade with an epiphonological task (E), e.g. judgment of similarity, and two metaphonological tasks, one requiring the extraction of common units (M1) and one…