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A longitudinal design was used to examine the middleand long-term effects of a writing training in a cohort of 170 five-year-old pupils with typical development. The cognitive processes in a whole were assessed (phonological awareness, reading, spelling and copying of letters, pseudowords and words) to compare an experimental group to a control one. The 12-week training mixed perceptual-motor training and invented spelling training. At the end of kindergarten, results showed a significant improvement of alphabetic knowledges (in reading and spelling tasks) and of perceptual-motor abilities (decrease of number of gaze lifts in copy tasks) in experimental group children compared to control group children.

Effets d’un entrainement perceptivo-moteur et aux orthographes approchées sur les compétences scripturales à 5 ans