Quelles conaissances orthographiques enseignées par sept enseignantes du deuxième cycle du primaire ?

Abstract

French spelling is based on several skills that need to be acquired: phonological, morphological and visuoorthographic. To promote this learning, formal teaching is essential to ensure academic success. However, few research has focused on orthographic knowledge taught in the classroom. In this article, the knowledge reported and taught by seven upper primary school teachers was documented. A semi-structured interview, two observations during spelling teaching and two self-confrontation interviews were used to identify the knowledge taught. According to our results, the teachers taught all spelling knowledge, even though they make few references to this knowledge in the interviews and self-confrontation interviews.