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The aim of the present study is to assess the effects of the regular practice of invented spelling activities on the development of students’ reading skills and more precisely the long-term effects. We propose the longitudinal follow-up of 15 students, 5 years old at the beginning of the study to 8 years old at the end, and distributed in two groups (experimental and control) from the last year of kindergarten till the end of the second year of primary school. Students of the experimental group regularly practiced invented spelling activities whereas students of the control group did not practice these invented spelling activities. Students of both groups were submitted to reading tests at three moments of the school year (September, January and June), during the first and the second year of

Étude longitudinale des effets de la pratique d’orthographes approchées sur les compétences d’apprentis-lecteurs au début de l’école primaire en France