![]() In this way, the haptic exploration could strengthen the audio-visual correspondences, probably due to the shared, concurrent processing of sensory modalities (i.e., global processing in visual exploration and analytical processing in auditory exploration). These different facets of haptic exploration involve the intervention of two processes corresponding to analytical processing and global processing. The shape is explored through “outline following” and “enclosure” procedures. Haptic exploration appears to exert a ‘bond effect’ by reinforcing connections between auditory and visual stimuli in adults (i.e., signs derived from the Japanese katakana alphabet Fredembach, Hillairet de Boisferon, & Gentaz, 2009). Moreover, it has been shown that haptic exploration has a positive impact on accuracy in both writing (Labat, Ecalle, Baldy, & Magnan, 2014) and spelling (Labat et al., 2015). First of all, a facilitating effect of adding a haptic exploration of the shape (i.e., actively touching the letter) to a classical training (visual and phonological explorations) has been identified in 5-year-old children in the fields of both letter knowledge (Bara, Gentaz, & Colé, 2007) and reading (Bara et al., 2004 2007). Recent experimental synthesis has confirmed the contribution of motor representations to reading abilities (James, 2017). More precisely, phonological awareness and letter-sound correspondences are taught and letter knowledge is learned in a multisensory way. Similarly, the Orton-Gillingham approach constituted “a systematic, sequential, multisensory, synthetic and phonics-based approach to teaching reading” (p. Moreover, a training based on grapho-syllabic processing has also been found to have a beneficial effect on reading and spelling among French low-progress beginning readers (Ecalle, Magnan, & Calmus 2009).ĭuring the early 20 th century, the educationalist Montessori (1915) developed teaching methods based on a multi-sensory approach. ![]() In a large scale study (2803 children), a positive effect of an explicit intervention has been identified on reading accuracy and fluency in grade 1 (Ecalle, Gomes, Auphan, Cros, & Magnan, 2019). Grapho-phonological training improved reading scores in pre-schoolers (Byrne & Fielding-Barsley, 1991) and struggling children (e.g., Torgesen et al., 2001). Phonological training appeared to have a greater effect on reading when it was associated with letter knowledge and letter-sound correspondences (see Ehri et al., 2001, for a meta-analysis). The effect of training studies in predictive abilities (phonological awareness and letter knowledge) has been evaluated on the acquisition of the alphabetic code. To show that adding a motor experience has a beneficial effect on reading acquisition (Experiment 2). To demonstrate that the implicit learning on audio-visual integration is possible in 5-year-old French children (Experiment 1) and While most studies have attempted to explicitly target predictive abilities related to reading, no research conducted in the field of developmental psychology has, to our knowledge, evaluated the impact of an incidental presentation, or, in other words, implicit learning of the alphabetic principle. The subject's action on the shape of letter (i.e., tracing with the finger or a pencil) promotes multisensory letter knowledge and increases the rate of reading acquisition (e.g., Bara et al., 2004, Labat et al., 2015, Longcamp et al., 2005). Several experiments have investigated ways of helping children acquire the alphabetic principle. ![]() Letter-name knowledge is also a precursor of the development of phonological sensitivity and letter-sound correspondences (see Foulin, 2005, for a review and Piasta & Wagner, 2010, for a meta-analysis). From a developmental perspective, letter-name knowledge promotes letter-sound knowledge (Huang, Tortorelli, & Ivernizzi, 2014) because letter names are iconic (the names of most letters contain clues corresponding to the phoneme that the letter represents). According to Puranik, Petscher, and Lonigan (2014), the inherent characteristics of letters (letter type, numbers of strokes and letter symmetry) have an influence on the speed of acquisition of the alphabetic principle. More precisely, the ability to produce the sound in response to a specific shape has been found to be the ability that is most closely related to decoding skills. ![]() Phonological awareness and letter knowledge (i.e., letter-name, letter-sound and shape) have been identified as powerful predictors of success in reading (Puolakanaho et al., 2007, Schatschneider et al., 2004). ![]() phonological recoding) constitutes a fundamental step toward the self-teaching of the orthographic lexicon and automatic access to the orthographic representations of words (Share, 1999). The use of graphophonemic correspondences (i.e. Reading acquisition is underpinned by the understanding of the alphabetic principle. ![]()
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