Reading and related skills in Grades 6, 7, 8 and 9: French normative data from EVALEC

Conclusion These results, and particularly those from the reading tasks, are discussed in relation to models of written-word recognition developed to account for the reading of multisyllabic items (Perry, Ziegler, & Zorzi, 2010) in orthographies shallower than English (Perry, Ziegler, & Zorzi, 2014).
Source: European Review of Applied Psychology - Category: Psychiatry & Psychology Source Type: research