Inaudible syntactic markers are especially difficult to spell. This paper examines how 455 fourth graders spell silent French plural markers in a dictation with real and pseudowords after one year of formal French instruction (L2). The Generalized Linear Mixed Model analysis shows first that noun plural spelling (real and pseudo) is a strong…

This paper provides a short overview of current issues in research on continuous reading in non-Roman orthographies. At the same time it also serves as an introduction to the present Reading and Writing Special Issue on this topic. The main questions examined in the contributions to this volume are closely related to issues that have been central…

In written French, the acquisition of the nominal plural ("-s") occurs earlier and faster than the acquisition of the verbal plural ("-nt") (Totereau, Thevenin & Fayol, 1997, "Learning to Spell"). The reasons for this difference are not well known. The objective of the present research is to test two alternative hypotheses, which may provide an…