Graphemes as Motor Units in the Acquisition of Writing Skills |
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| Authors: | Sonia Kandel Olga Soler Sylviane Valdois Céline Gros |
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| Institution: | (1) Laboratoire de Psychologie et NeuroCognition (CNRS), Université Pierre Mendès, Grenoble Cedex 09, France;(2) Centro de Estudios Lingüísticos y Literarios – El Colegio de México, México, DF, México;(3) Departament de Psicologia Bàsica, Evolutiva i de l’Educació, Universitat Autònoma de Barcelona, Barcelona, Spain;(4) Laboratoire de Psychologie et NeuroCognition (CNRS UMR 5105), Université Pierre Mendès France, B.P. 47, 38040 Grenoble Cedex 09, France |
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| Abstract: | This study examined whether the graphemic structure of words modulates the timing of handwriting production during the acquisition
of writing skills. This is particularly important during the acquisition period because phonological recoding skills are determinant
in the elaboration of orthographic representations. First graders wrote seven-letter bi-syllabic words on a digitiser. We
measured movement duration and fluency and evaluated reading performance. In Experiment 1, the words varied in number of graphemes
and grapheme structure. In Experiment 2, the words varied in graphemic structure but the number of graphemes was held constant.
The results revealed that the children wrote the first syllable of the words grapheme-by-grapheme, irrespective of the number
of letters that composed them. They prepared the movement to produce the first grapheme before starting to write. The following
graphemes were processed on-line. They then prepared the movement to write the second syllable. The progressive decrease of
duration and dysfluency values towards the end of the word indicates that the children prepared the entire syllable in advance.
Movement time and dysfluency measures presented very similar patterns in the two experiments. Furthermore, there was a significant
correlation between reading performance and handwriting measures. The grapheme and syllable structure of the words therefore
modulates the timing of motor production during handwriting acquisition. Once the children have learned the phonological recoding
rules, they apply them systematically, irrespectively of the size of the graphemes they have to write. |
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| Keywords: | Children Duration Dysfluency French Graphemes |
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