Les verbalisations métagraphiques : un outil didactique en orthographe ?

Abstract

This article focuses on young writers "metagraphical explanations" about French spelling. It shows how the methodological means used by researchers in recent works, inspired by constructivist and interactionist models, are becoming a crucial device when used in the didactics of French. As such, they may lead to a new way of teaching and learning orthography in primary school.

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