Abstract
The article presents the results of a comparative study of texts produced by students from contrasting socio-economic backgrounds in the last stage of primary school. The analysis of students’ written productions concentrates on lexical choices and spelling decisions in relation to standard spelling. A total of 105 students attending the sixth grade of primary school (63 from disadvantaged backgrounds, 42 from privileged backgrounds) completed a written production test based on a sequential illustrated narrative. The results reveal differences between socio-economic backgrounds in terms of the percentage of lexical spelling errors in written productions but not in terms of vocabulary diversity.
| Translated title of the contribution | The lexical quality of texts produced at the end of primary school and the influence of the socio-economic context |
|---|---|
| Original language | French |
| Pages (from-to) | 1-24 |
| Number of pages | 24 |
| Journal | Canadian Journal of Education / Revue canadienne de l'éducation |
| Volume | 38 |
| Issue number | 4 |
| Publication status | Published - 2015 |
Keywords
- language arts (primary)
- orthography and spelling
- school children
- education (primary)
- social conditions