DIDALEX: development of a French-speaking tool of quantitative and qualitative analysis of the performances of students of primary school in lexical spelling

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Reference

Mauroux F, Boudreau C, Morin MF. (2018). DIDALEX: development of a French-speaking tool of quantitative and qualitative analysis of the performances of students of primary school in lexical spelling. CMLF 2018. 46

Abstract

For several years, studies led in Quebec and in France have revealed a reduction of the spelling performances of students of primary school. These results are generally based on systems of quotation that give quantitative data but are not able to document precisely the types of errors made by the students. In our study, we developed a software for a qualitative and quantitative analysis of the errors of lexical spelling of young writers from Quebec and France, from 6 to 12 years old. Based on various works led in different languages, we adapted the approach for a French-speaking population. The system of quotation is based on the presence of the required written forms, their adequate use in the written word, as well as their admissibility in the student’s erroneous use. On the scientific plan, this approach of analysis allows a finer understanding of the graphemic knowledges of the students’ writing skills. Both for the scientific circle and the teaching environment, this approach of analysis also allows to follow up the evolution of the graphemic representations of the young learners through time and to propose school interventions accordingly. We present here the prototype of the software DIDALEX.

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